The dissertation examines the problem of correctional and developmental support of children of early and preschool age with hearing impairments. For the first time, correctional and developmental support of children of early and preschool age with hearing impairments as a system, the functionality of which is provided by a set of interconnected and interdependent influences on creating an adaptive-preventive environment for compensatory development of sensorimotor integrations, communication (soft skills, speech and / or sign language), cognitive activity and personality education; conceptual bases of the organization and realization of system correctional and developmental support of children of early and preschool age with hearing impairments in the conditions of special and inclusive educational institutions, inclusive resource centers are developed; the content, stages, socio-pedagogical and organizational conditions of support implementation are determined; methodological principles, forms and technologies (support, communication, barriers, professional cooperation, maximum use of family potential) of providing systemic correctional and developmental support to children of early and preschool age with hearing impairments in modern conditions are outlined.
The system of correctional and developmental support of children of early and preschool age with hearing impairments (conceptual block) is based on ideological ideas and key values: perception and implementation of international approaches and universal values of human rights, democratic and humanistic norms of world community development, tolerance, no admission of discrimination, respect for differences (otherness), recognition of their norm, freedom of choice; priority of the child's interests, the value of childhood and cooperation with the family, emphasis on individual needs and opportunities, strong qualities of the child ("child-friendly space", "actions in the best interests of the child", etc.). At the same time, revival / approval of national ideas, initiation and development of new principles of the national education system (respect for national history, traditions, etc.). An important idea is mobility and openness to changes in the education system, responding to modern social challenges and demands of children, parents, teachers, approval of the main goal of education is human development and the formation of personality, worldview, values.
The practical significance of the obtained results is that the system of correctional and developmental support of children of early and preschool age with hearing impairments as an important mechanism for ensuring their sustainable development and support has been developed and tested; multifunctionality, variability and mobility of the introduced model prove the prospects and expediency of its implementation by specialists of special and inclusive educational institutions, IRC for correctional and developmental purposes; developed and tested support system allows the introduction of scientifically sound adjustments to the training programs for teachers and parent counseling.
