It is known that the use of technology to support individualization and motivation in education programs for hearing-impaired individuals has positive results. This research aims to reveal the views of teachers, students, and parents to develop the social activities of hearing-impaired students by supporting them with technology. This research was conducted with the phenomenology pattern, one of the qualitative research designs. Data were collected through semi-structured interview forms prepared separately for teachers, students, and parents. The participants of the study consisted of 20 primary school teachers, 20 hearing-impaired primary school students, and 20 parents of hearing-impaired students, who were working in various primary schools in Kazakhstan in the 2022-2023 academic year. As a result of the research, the majority of the participants believed the communication problems mostly faced by students with hearing impairment outweighed the psychological and school problems. The majority of the participants stated that the students were willing to participate in social activities if they were supported. Keywords: Hearing impaired students; social activity; technology
This article deals with the problem of formation of modern students ' skills of self-organization of educational activities. It is also shown that a number of contradictions have arisen in the theory and practice of higher education, which determine the relevance of solving this problem. Self-organization of students' learning activities is set out on the expediency, activity, reasonableness of motivation, planning of their activities, independence, speed of decision-making and responsibility for them, criticality of evaluating the results of their activities. The author, relying on the opinions of many domestic and foreign scientists, defines the independent organization of educational activities not only as educational, but also as an independent work that has personal and social significance. He gives some results of his own research conducted at the university among students of the 1st, 2nd, and 3rd courses on this problem. It also identifies a set of skills for self-organization of students ' learning activities.
This article discusses the issue of psychological and pedagogical conditions of self-organization of educational activities of modern students. In addition, we are talking about the fact that this topic is one of the most pressing problems of psychology and pedagogical science today ndependent organization of educational activities of students is stated on the expediency, activity, validity of motivation, planning of their activities, independence, speed of decision-making and responsibility for them, critical evaluation of the results of their activities. The author, based on the opinions of many domestic and foreign scientists, defines independent organization of educational activities as independent work of students, not only in the process of learning, but also as a property of individual and social significance, emphasizes the motivational nature of independent work as a special type of educational activity aimed at replenishing knowledge in a particular field of science
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