Development of cognitive competence of hearing impaired students in inclusive education

The article identifies alternative approaches to education of persons with disabilities. The problems of organizational, socio-psychological, professional-personal and educational nature in the framework of modern inclusive education are revealed. Among the listed problems of modern inclusive educational practice there are difficulties of professional and personal, educational nature. The author of the article actualizes their psychological content, arguing that the quality of professional training of the future specialist is largely determined by the perception and processing of educational and professional information. The necessity of implementation hermeneutically - based learning in professional training of deaf and hearing-impaired students. The phenomenon of understanding is considered not only as a universal human characteristic, but also as a category and problem of pedagogical psychology. The features of cognitive processes of hard of hearing and deaf students are revealed. The necessity of development of cognitive competence of students both for their professional and personal development is proved. In this regard, the necessity of didactic work of a higher school teacher in the framework of an inclusive pedagogical process on the development of cognitive competence of students with disabilities is proved. The results of the analysis of the pilot study aimed at students’ reflection on the nature of their educational difficulties are presented. The author shares the experience of his own pedagogical practice, revealing the procedure of using some pedagogical technologies aimed at the development of cognitive competence of hard of hearing and deaf students.