FORMATION OF COMMUNICATIVE AND COGNITIVE ACTIVITY OF STUDENTS WITH HEARING IMPAIRMENTS IN PHYSICS LESSONS
Abstract
The article examines the development of communicative and cognitive activity in students with hearing impairments during the process of learning physics. It substantiates that contemporary education for students with hearing impairments should focus not only on providing access to educational content but also on creating conditions for their full participation in cognitive and communicative interaction.
Based on an analysis of national and international scholarly literature, the study identifies the main research directions in the education of children with hearing impairments, including linguistic and communicative support, bilingual approaches, adaptation of educational environments, psychological and pedagogical assistance, inquiry-based physics learning, visualization strategies, and technological support.
The concept of communicative and cognitive activity of students with hearing impairments in physics education is clarified as an integrative characteristic of learning activity that encompasses motivational-value, cognitive-content, communicative-interactive, and operational-activity components.
The article outlines key pedagogical conditions necessary for developing this activity in physics lessons, including ensuring linguistic and communicative accessibility of physical concepts, organizing a visually structured educational environment, involving students in dialogic interaction, implementing experimental and inquiry-based learning, and applying adaptive digital technologies.
A synthesis of the typical difficulties encountered by students with hearing impairments in studying physics is presented, together with methodological approaches aimed at overcoming these challenges. It is demonstrated that the development of communicative and cognitive activity is a crucial prerequisite for improving the effectiveness of physics education, fostering learner autonomy, developing subject-specific thinking, and promoting inclusion in collaborative educational processes.
The article concludes that a comprehensive pedagogical approach integrating communicative, cognitive, and technological strategies significantly enhances the quality of physics education for students with hearing impairments.
Received: February 27, 2026
Accepted: March 12, 2026
Published: May 28, 2026
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References
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