2019
DOI: 10.32343/2409-5052-2019-13-4-664-675
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Specific Features of Intellectual and Cognitive Processes in Hearing Impaired Students of Technical University

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Cited by 3 publications
(5 citation statements)
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“…Learning profile of a deaf or hearing impaired student significantly depends on such factors as the type of deafness, its level, the equipment the individual is used to, and the age of hearing loss. In general, when teaching this group of students, the researchers agree on such common problems as low integral indicators of general abilities (Ponomarenko et al, 2019), poor memory and poor reading and writing skills (Nunes & Moreno,1998;. Other problems include lack of motivation and learning initiatives (Gibbs & Jenkis, 1992;Khwaldeh, Matar & Hunaiti, 2007).…”
Section: Literature Reviewmentioning
confidence: 96%
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“…Learning profile of a deaf or hearing impaired student significantly depends on such factors as the type of deafness, its level, the equipment the individual is used to, and the age of hearing loss. In general, when teaching this group of students, the researchers agree on such common problems as low integral indicators of general abilities (Ponomarenko et al, 2019), poor memory and poor reading and writing skills (Nunes & Moreno,1998;. Other problems include lack of motivation and learning initiatives (Gibbs & Jenkis, 1992;Khwaldeh, Matar & Hunaiti, 2007).…”
Section: Literature Reviewmentioning
confidence: 96%
“…The level of cognitive development of hearing impaired students generally corresponds to the indicators of the intellectual norm and tends to increase over time, provided that an effective learning environment is created (Pappas et al, 2018;Ponomarenko, Krasavina, Zhuykova & Serebryakova, 2019). However, deaf students generally have lower rates of cognitive processing speed, poor problem-solving skills and academic performance.…”
Section: Adaptation Of Educational Materialsmentioning
confidence: 99%
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“…3) глухим людям требуется много усилий, чтобы прочитать длинные тексты по причине ограниченности объема кратковременной памяти и недостатка слуховой информации, поэтому обучающие материалы не должны изобиловать большим количеством текстовой информации Ponomarenko et al, 2019).…”
Section: иноязычное микрообучение студентов с нарушением слухаunclassified
“…Special features of DHH students learning profile and learning experience in the digital media are primarily associated with cognitive differences of this category of students. These differences vary due to the degree of hearing loss, medical records and other factors, but in general, researchers identify such special features as mental inertia [4], problems with memorization [5], lack of writing and reading skills [6], difficulties in abstract concepts perception [7], lower memory span and less well-developed problemsolving strategies [8], dependence on the teacher and lack of initiative in learning [9], etc. Researchers and educators recognize the need to address these challenges when teaching DHH students and develop techniques to overcome them.…”
Section: Introductionmentioning
confidence: 99%