Problem and aim. The paper deals with the problem of adapting educational video materials for teaching deaf and hard-of-hearing students. The paper is aimed at identifying and justifying the theoretical bases for adaptation of video materials for teaching students with hearing impairment both during in-class learning and self-study. Methodology. The study was conducted at the Centre for inclusive education of Kalashnikov Izhevsk State Technical University, the experiment involved 11 hearing-impaired students majoring in “Mechanical Engineering”. The participants of the experiment were offered short educational socio-cultural videos of equal complexity, while first video was dubbed with subtitles, and the second one – with a sign language translation. In the first part of the experiment, participants were asked to give a brief summary of the material presented in the video in a free form. In the second part of the experiment, participants were asked to answer test questions on the content of video materials related to some details of the material presented. In conclusion, students were asked to answer questions about their preferences for dubbing video materials and the reasons for their choice. Results and discussion. The results obtained during this experiment demonstrate the preferred use of subtitles when adapting video materials for deaf and hard of hearing students. However, when complex abstract concepts appear in the video, subtitles do not make them easier to understand. In this regard, when developing electronic resources that include video materials, it is possible to provide for the combined use of sign dubbing and subtitles.

The main objectives of this paper are to present the primary results of our study conducted at M.T. Kalashnikov Izhevsk State Technical University and aimed at identifying special features of information perception by hearing-impaired students. The paper also presents the analysis of the experiment results and general recommendations concerning teaching deaf and hearing impaired students. The results of this study make a definite contribution to the theory of teaching students with hearing impairments. The recommendations presented can be taken into account when developing curricula and syllabus for future educators and trainee teachers in order to develop their competency to work in an inclusive education system. The experimental work was aimed at analyzing the differences in levels of cognitive construal while processing information (perception, attention, memory, etc.) based on using digital versus non-digital platforms (paper and interactive whiteboard, etc.). The main preliminary result of the experiments at the moment is the confirmation of significant difference in some cognitive construal indicators of deaf and hearing impaired students regarding memory and information processing skills in reading, as well as in prevailing mental models. The recommendations formulated on the basis of the study results are considered in Pedagogical Communications course at M.T. Kalashnikov ISTU included in Vocational Education curriculum, and we believe it will contribute to developing students' competency to work with hearing-impaired students in the system of inclusive education.

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The paper deals with the problem of organizing effective pre-service teaching practice for bachelor's students. Improving the quality of students' practical training is vital and could be based on the use of interactive teaching methods. The paper presents the typology and principles for organizing professional pedagogical internships aimed at students' personal development and preparation for professional world. This problem is considered in the framework of activity-based approach where key elements are individual creativity, self-development and self-actualization acquired through active learning. The paper also reveals the goals and objectives for all types of professional pedagogical training, and provides examples of their implementation. It is shown that pedagogical training during pre-service teaching forms first professional students' experience and reveals a specific nature of educational work.

Distorted perception of information in the educational space, including digital space, directly affects both the quality of hearing impaired students' education and teaching quality requirements. Our study is devoted to the problem of searching and testing accurate and flexible tools for educators working in inclusion in order to monitor the quality of their teaching. We believe that students' digital profile, i.e. a dynamic map of their educational success, can be one of these tools. Our article is aimed at clarifying the significance of the digital profile criteria, establishing the relation between the depth of deformation of the information perception by hearing impaired students and possible options for approaching the norm in verbal expression of meaningful educational material. In order to enhance the tools for monitoring the quality of teaching students with hearing impairments we used the system of empirical (pedagogical observation) and diagnostic (testing, problems and tasks) methods based on the structuration theory by Giddens and the concept of polycontextuality by Gunther. The results of our study include the established contexts of the levels of learning capability and intellectual ability of hearing impaired students. The results are based on testing the students for the period from 2017 to 2020 and analysis of various information sources, including digital, in terms of their impact on the dynamics of the digital profile of students with hearing impairments.