This article analyzes the scientific and theoretical foundations of a differential approach aimed at enhancing auditory and speech activity in children with cochlear implants. Although the technology of cochlear implantation has been scientifically proven to positively influence the speech development of children with hearing impairments, the necessity for a special pedagogical approach that considers each child’s individual characteristics remains a pressing issue. The study examines methodologies for increasing auditory and speech activity in children with cochlear implants based on the principles of differential approach. Additionally, the process of perception and the development of communicative skills in children with restored hearing is explored from the perspectives of psycholinguistics, defectology, and pedagogy. The research evaluates the effectiveness of special educational technologies and rehabilitation programs conducted on the basis of individualized programs and identifies factors contributing to increased outcomes. The article serves as a methodological guide for teachers, speech therapists, defectologists, and parents working with children with cochlear implants. Furthermore, the findings are expected to contribute to scientific research in the fields of surdopedagogy and special education.

Cochlear implantation, auditory-speech activity, differential approach, special education

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