THEORETICAL OVERVIEW OF DEVELOPING AUDITORY PERCEPTION IN HARD-OF-HEARING PRESCHOOL CHILDREN THROUGH FOLK TALES

Abstract

This article examines a comprehensive study of the process of developing auditory perception and forming oral speech in primary school students with hearing impairments. The research examines the theoretical foundations of surdopedagogy, drawing on the works of R. M. Boskis, L. V. Neyman, and E. P. Kuzmicheva, where the utilization of residual hearing serves as a key factor in rehabilitation. The study substantiates the effectiveness of using Kazakh folklore and fairy tales as tools for developing the auditory perception of suprasegmental speech elements (tone, timbre, pitch, duration, intonation, etc.). It describes the role of national tales and dramatized activities in fostering positive motivation for "listening" to the surrounding world. The practical section of the work includes descriptions of diagnostic complexes for assessing hearing levels, as well as methodological recommendations (specifically, the Auditory-Verbal Method) for developing the auditory perception of the prosodic aspects of speech. The work emphasizes the necessity of a systemic approach, in which the use of cultural heritage combined with modern diagnostic techniques ensures successful social integration and the development of auditory comprehension in children with special educational needs.