ANALYSIS OF YOUNGER SCHOOL-AGE CHILDREN WITH HEARING DEPRIVATION PHYSICAL DEVELOPMENT

Abstract

Today, modern special education is focused on preserving systems and functions that perform compensatory and developmental loads and determine their integration into society. Studying the features of the physical development of younger school-age children with hearing impairments will make it possible to use their results when building health and correction programs for the specified contingent. The purpose of the work is to study and analyze the physical development of younger schoolage children with hearing impairments and compare it with peers who do not have hearing impairments. Research methods. To achieve the goal, we used the following research methods: theoretical analysis and generalization of data from scientific, methodological and special literature, comparison, systematization. The physical development of primary school children has its own characteristics, which depend on many factors, including health status, level of physical activity and the presence of sensory disorders, such as hearing deprivation. There are certain differences between the physical development of children with hearing deprivation and their peers. Children with hearing deprivation may have difficulties with the development of motor skills due to a limited ability to imitate movements and instructions, which are often transmitted verbally. Lack of hearing can affect the development of balance and coordination, since the auditory system plays an important role in maintaining balance, limited social interaction due to difficulties in communication can reduce the level of physical activity, as these children may avoid group games and sports activities. There are also differences in anthropometric indicators and the activity of functional systems of the body of primary school children with hearing deprivation. Conclusion. The difference in functional system performance between normal children and children with hearing loss may be due to various factors, including limited physical activity, increased anxiety, and comorbidities. It is important to provide an individual approach to physical education and medical supervision for children with hearing loss to promote their harmonious development and integration into society.