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
Use of technology in education enables students to be motivated and eager to participate in the lesson and is also a more effective tool in increasing motivation, encouraging students to the lesson and understanding the sub-ject. The aim of this study is to determine the views of secondary school students on the use of technology in geography lessons. Qualitative re-search method was used in this study. Semi-structured interviews were car-ried out with 32 students who took geography lessons in Kazakhstan dur-ing the 2018-2019 academic year. The semi-structured interview form de-veloped within the scope of this research was used as a data collection tool. Results of the study showed that secondary school students found tech-nology effective and funny to use in geography lessons. Projections, com-puters, tablets and smart phones were specified by the students as useful technological tools for teaching geography. Results of the study were dis-cussed with relevant literature and important implications for further re-search and practices were presented.
This article discusses the importance of the development of social activity of primary school students with hearing impairments. The formation of the personality of a child with hearing impairment is slow, which is associated with certain difficulties in the development of social experience, experience in the implementation of methods of activity, experience of creative activity, in terms of emotional value to reality. Primary classes experience emotional discomfort during the period of adaptation of children with hearing impairments, are in any internal tension and stress. All children tend to have high levels of nervous, mental and physical strength. All changes in the child's behavior at this stage are associated with the process of adaptation to school. Taking into account the psychophysical characteristics of children with hearing impairment, the peculiarities of their assimilation of the material, excursions with them require more careful preparation. It includes: the definition of its purpose, objectives, content, methods; training of students: a story about the purpose, content, organization of excursions, types of work during the tour, the questions that should be found by students during the tour; thinking through forms of control of students ' understanding of the studied material; determining the content of the story, the final tour to consolidate the studied material. Much attention is paid to the interaction of children with their parents. The family plays an important role in the socialization of the child with hearing impairment; parents form self-service skills in children, a positive attitude to learning, preparing children to participate in household and socially useful work.
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