Key factors in organising inclusive education for children with hearing impairment in educational institutions

The article substantiates the main factors of organising inclusive education of children with hearing impairment in educational institutions. It is shown that inclusive education of children with hearing impairment requires an integrated approach. The main factors that ensure its effectiveness are psychological, pedagogical, technological and organisational. The psychological factors are characterised, which include taking into account the psychological and age characteristics of children with hearing impairment, creating an environment of support and interaction with peers, as well as providing psychological support for the development of self-esteem and social adaptation. The article analyses pedagogical factors that include psychological and pedagogical support through the work of qualified specialists. The importance of individualisation of learning is shown, which ensures the adaptation of curricula and materials to the individual needs of each child and allows for effective learning, taking into account the peculiarities of perception and understanding of information. The importance of technological factors, such as the use of communication technologies, hearing aids and cochlear implants, as well as the adaptation of the educational environment with the help of special hearing devices and multimedia, which greatly facilitates the learning process of children with hearing impairment and improves access to knowledge, is proved. The role of organisational factors is identified, including the training of teaching staff of educational institutions in the use of inclusive methods and sign language, as well as active cooperation with parents, which allows creating a single educational space for the development of a child with a hearing impairment at school and at home. Prospects for further research include the practical implementation of the main factors of organising inclusive education for children with hearing impairment in educational institutions.