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.

The paper deals with the problem of designing educational e-courses for teaching deaf and hard-of-hearing students taking into consideration their special educational needs. The paper presents the practices of online learning for such students at Kalashnikov Izhevsk State Technical University. The paper is aimed at publishing the results of research related to designing electronic courses for deaf and hearing impaired students, including adaptation of the videos, the use of an e-dictionary of terms, graphic and text materials illustrated by e-courses on Descriptive geometry and English language taught at Kalashnikov ISTU. The study was conducted at the Centre for inclusive education at Kalashnikov Izhevsk State Technical University, the experiments involved 11-19 hearing-impaired students majoring in Mechanical Engineering. The students were asked to participate in a series of experiments involving the use of video materials, different graphic forms of information presentation and an electronic terms dictionary. The participants were asked to answer test questions about presented material, fill in questionnaires and discuss the experiment. As a result of our study, the following typical structure of an e-course units was proposed: each unit starts with the introduction of an e-vocabulary of terms (in Russian sign language), followed by a test for comprehension of the presented terms, then presents the theoretical material in the form of video lectures with subtitles, lecture notes, activity book, step-by-step instructions to perform tasks and additional materials.

Introduction. The use of information and communication technologies (ICT) in education provides promising opportunities for individual learning. However, one can question the efficiency of using electronic resources for certain students, e.g. hearing-impaired students, if their special cognitive characteristics were not considered while designing these resources. The aim of the research presented in the publication is to develop a scientific basis and the methodology for the effective teaching of basic disciplines using various sources of information. Methodology and research methods. The presented research results were obtained using standard and adapted methods (‘10 words’ adapted technique, Schulte tables, standardized methods for studying reading skills), questionnaires, analysis of written works based on the developed criteria. A series of experiments involved students majoring in Engineering at Kalashnikov Izhevsk State Technical University: 98 students participated in experiments with the adapted "10 words" method and Schulte tables (19 of them were hearing impaired); for the analysis of writing skills, the works of 116 students were collected (27 of them-with hearing impairment); 12 students with hearing impairment took part in experiments on reading skills. Results. For short-term memory, the results turned out to be better when demonstrating words from the electronic board than from printed sources (students with health standard: electronic board – 7.24 words; printed source – 6.39; for deaf and hard of hearing students: 6.2 and 5.8 words respectively). Based on the results of the attentiveness test (adapted Schulte tables), this indicator is better when working with tables in paper form (Student's t-test: tcr=1.97 (p≤0.05), tcr=2.61(p≤0.01), temp = 2.3). For reading skills, research has shown that students did a better job with keyword and abstracting when working with printed text (tcr=2.07 (p≤0.05), tcr=2.82(p≤0.01), temp= 2.4). As for the monitoring of writing skills, for hearing impaired students, the main monitoring criterion is emotionality (expressiveness); some features of visual perception of the sentences arrangement are also noted. Scientific novelty. The analysis of the results of these experiments will allow us to clarify the features of comparing the cognitive skills dealing with the information perception from different media when teaching people with hearing impairment. Practical significance. The results obtained allowed us to conclude that in the learning process it is recommended to combine sources of information on different media.