THE ROLE OF THE FAMILY IN SUPPORTING THE EDUCATIONAL PROCESS OF SCHOOLCHILDREN WITH HEARING IMPAIRMENTS

Abstract

In the current context of inclusive and special education, there is a growing need for a scientifically based understanding of the factors that ensure the effectiveness of the educational process for schoolchildren with hearing impairments. Hearing impairments significantly affect children’s speech development, cognitive activity, and social interaction, which necessitates comprehensive support from all participants in the educational process. Of particular importance in this context is the family, which is the child’s closest social environment and ensures the continuity of educational and upbringing influence. At the same time, the role of the family in supporting the educational process of schoolchildren with hearing impairments requires a systematic theoretical analysis, taking into account modern educational conditions. Purpose of the article is to provide a theoretical analysis of the role of the family in supporting the educational process of schoolchildren with hearing impairments, to identify the main mechanisms of the family environment’s influence on educational achievements, and to substantiate pedagogical recommendations for optimizing family support in the context of inclusive and special education. Scientific novelty lies in the comprehensive consideration of the family as an active subject supporting the educational process of schoolchildren with hearing impairments. The article systematizes the main mechanisms of the family environment’s influence on children’s educational achievements, in particular communicative, organizational, and emotional-psychological ones. The importance of coordinated interaction between the family and the educational institution as a condition for improving the effectiveness of learning and educational adaptation of schoolchildren with hearing impairments is substantiated. Conclusions. The study found that family support is an important factor in ensuring academic success, motivation, and psychological well-being of schoolchildren with hearing impairments. The effectiveness of the educational process largely depends on the quality of the communicative environment in the family, the organization of educational activities at home, and the nature of interaction between parents and teachers and specialists. The conclusions can be used to improve the practice of pedagogical support for families and to develop models of partnership in the inclusive education system.