Abstract
Undergraduate programs require deaf and hard-of-hearing students to expend considerably greater effort than their hearing peers because of the specific characteristics of auditory information perception. To improve the effectiveness of instruction for students with hearing loss at Bauman Moscow State Technical University, the educational process is divided into two stages: an adaptation stage and a main stage. During the adaptation stage, deaf and hard-of-hearing students study separately from hearing students; during the main stage, they join common study groups. The adaptation stage creates more comfortable conditions for entering the university learning environment and makes it possible to structure foundational courses, including mathematics and physics, in ways that better reflect students’ perceptual needs. The article examines the structure and teaching technologies used in these courses, with mathematics as the main example. The effectiveness of mathematics instruction is supported by dividing the educational process into four interconnected components: the core course and three supporting courses. The core course provides new mathematical knowledge, while each supporting course addresses a specific set of learning difficulties associated with hearing loss. The article describes these courses, explains the relationships among them, and outlines the pedagogical techniques used to improve learning effectiveness.
Keywords
- deaf and hard-of-hearing students
- mathematical analysis
- cognitive technologies
- tutoring
- semantics
- technical texts
- teaching methodology
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