FUTURE SPECIAL EDUCATORS’ PREPARATION FOR WORKING WITH CHILDREN WITH COCHLEAR IMPLANTS THROUGH INNOVATIVE TECHNOLOGIES

Abstract

The rapid development of cochlear implantation technologies has significantly increased the need for highly qualified special educators capable of organizing effective correctional-pedagogical and rehabilitative work with children using cochlear implants. In modern inclusive educational conditions, the professional preparation of future special educators requires the implementation of innovative pedagogical technologies aimed at developing auditory-verbal, communicative, diagnostic, and correctional competencies. This study examines the theoretical and methodological foundations of preparing future special educators for working with children with cochlear implants through innovative educational technologies. The research analyzes modern approaches used in international special education practice, including multimodal learning technologies, simulation-based instruction, digital educational platforms, auditory-verbal training methods, and interactive pedagogical models. The study employed theoretical analysis, pedagogical observation, questionnaire methods, experimental work, and comparative statistical analysis. Research findings demonstrate that the integration of innovative technologies into professional training significantly improves students’ professional readiness, practical competencies, communicative flexibility, and correctional-pedagogical skills. The article substantiates the importance of competency-based and technology-oriented approaches in training future specialists within the field of special pedagogy. The proposed methodological model contributes to improving the quality of professional education for future surdopedagogues and supports the successful social adaptation and inclusive education of children with cochlear implants.