Abstract:

The paper deals with the issue of foreign language learning by students with visual and hearing impairments. The main provisions of inclusive education in terms of teaching English are considered. One of the key problems of teaching young people with impaired auditory and visual functions is the formation of communication skills (verbal and non-verbal). Teaching to speak the native language as well as English begins not with letters, but with words in the system of a coherent content-context.

The meaningful context of the first words are gestures. This is not an easy task but knowledge of the language expands the educational opportunities of such people, allows them to become part of the global educational environment and feel socially adapted. It is emphasized that a person with disabilities may experience certain difficulties in the process of learning a foreign language, for example, related to the acquisition of new lexical units, grammatical and syntactic constructions, listening (difficulties of a phonemic nature make it impossible to differentiate similar sounds). Teaching a foreign language to students with health disorders is especially relevant today due to the fact that it is not so much important to give the student as much knowledge as possible, but to ensure his general cultural, personal and cognitive development, equipping him with important learning skills. It is emphasized that the presence of only one student with special educational needs in the group already requires special attention of the teacher, making various changes in the course of the educational process and applying appropriate approaches. It is emphasized it is better to introduce new material using visualization.

The specifics of the difficulties caused by impaired hearing and vision in the process of learning a foreign language are outlined. It was noted that during foreign language classes with students with special educational needs, the teacher prioritizes tasks for the development of thinking, memory, speech, and activation of cognitive activity. Using information and communication technologies, students with special educational needs learn a foreign language with pleasure and desire.

The use of game programs, watching video films, audio recordings helps to remember the material suggested by the teacher faster and easier. To teach a person with special educational needs a foreign language is a complex and long process. The paper states that the method of learning foreign languages is mainly based on visual perception and the use of an audiovisual approach. It is emphasized that in order to effectively teach foreign languages, teachers who work with students with serious visual impairments must have special professional knowledge, abilities and skills.

Keywords: teaching foreign languages, audio-lingual method, information and communication technologies, special educational needs, teaching methods, communicative approach, students with impaired hearing and vision.

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