The article discusses the issue of teaching students with hearing impairment as a means of communication. The scientific-theoretical and applied aspects of the study of oral and written speech of children with intact and deficient hearing are revealed. The results of many years of research are considered and the existing psychological and pedagogical difficulties in language acquisition of students with auditory dysfunction are analyzed. The article focuses on the variable types of epistolary works that implement the communicative function. The importance of digital technologies in increasing the motivation for learning of the deaf and hard of hearing students and the effectiveness of the development of their written language in the educational process is emphasized. Attention is drawn to the positive result of using electronic educational resources in educational practice, which significantly expand the general cultural and speech zones of schoolchildren. The article indicates the importance of mastering by students with hearing impairment new skills and abilities of digital reading and writing as modern types of verbal written communicative form of speech.

This study analyses various disorders of general motor skills, voluntary finger movement, and articulatory motor skills of school-aged children with hearing loss. The analyzed disorders of the motor sphere of schoolchildren with auditory deprivation are not of a pronounced character but are one of the reasons for their lag in psychophysiological and speech development. The results of studies that reveal specific motor difficulties of deaf primary schoolchildren are considered. The role of dysfunction of the vestibular system in movement disorders in children with hearing impairment has been determined. Particular attention is paid to the consideration of the complex possibilities of correctional and developmental work of educational institutions for deaf children to overcome motor development disorders of deaf primary schoolchildren. The role of complex correctional and developmental work at the initial stage of school training in educational institutions for deaf children has been determined. The possibilities of using computer technologies as an effective resource in the motor and speech development of young schoolchildren with hearing impairment are shown.