PEDAGOGICAL PERSPECTIVES WITHIN THE CORRECTIONALPEDAGOGICAL WORK SYSTEM FOR PREPARING CHILDREN WITH COCHLEAR IMPLANTS FOR INCLUSIVE EDUCATION

Abstract

The growing implementation of cochlear implantation has significantly expanded educational opportunities for children with severe and profound hearing loss. However, successful inclusion of children with cochlear implants in mainstream educational settings requires a well-structured correctional-pedagogical support system. This article examines pedagogical approaches within the correctionalpedagogical framework aimed at preparing children with cochlear implants for inclusive education. The study analyzes contemporary theoretical foundations and practical strategies grounded in the works of scholars such as Lev Vygotsky, Maria Montessori, and Jean Piaget, whose ideas on social interaction, sensory development, and cognitive adaptation remain relevant in modern special education. Special attention is given to speech and language rehabilitation, auditory-verbal training, cognitive development, social adaptation, and collaboration between teachers, speech therapists, psychologists, and parents. The article emphasizes that correctional-pedagogical work should be systematic, individualized, and interdisciplinary. It argues that early intervention, structured auditory training, and development of communicative competence play a decisive role in ensuring academic success and social integration of children with cochlear implants. The findings suggest that inclusive readiness depends not only on medical rehabilitation but also on the pedagogical environment, teacher preparedness, and the creation of supportive educational conditions. The article contributes to the development of an integrated pedagogical model for preparing children with cochlear implants for inclusive schooling.