There is a growing trend in the number of children with hearing loss worldwide (Reich & Lavay, 2009; Rajendran & Roy, 2011; Botova & Mullahmetova, 2017). One of the socio-pedagogical and biomedical challenges of our time is the task of harmonious development and education of these children (Mlay, 2010; Hartman et al., 2011; Demchenko, 2012; Vernosfaderani, 2014; Fiorini & Manzini, 2018). Physical education is an important factor in the learning process (Nikitushkin et al., 2012; Caglar et al., 2013; Vidranski & Brozovic, 2015; Barboza et al., 2019; Majoko, 2019).
Children's auditory sensory system is important for the development of motion coordination. The presence of two ears (binaural hearing) shapes the child's spatial vision (Pajor & Jozefowicz-korczynsks, 2008). Children with hearing loss lag behind in the development of motion coordination and spatial orientation (Ellis et al., 2013; Malekabadizadeh, 2016). The method of developing the flexibility in children with hearing loss allows increasing of their level of flexibility. Higher flexibility determines high coordination and orientation in space. Consequently, those two factors help children with hearing loss feel confident in their abilities and facilitate adaptation.
In order to research the effectiveness of the method of developing flexibility in children with hearing loss, we set two groups of children aged 7-9: a control group and an experimental group of 12 children each. The control group trainings were conducted according to the standard program. The experimental group trainings were conducted according to the program of the method of developing flexibility. At the beginning and at the end of the research experiment both groups were tested. After the experiment, the results of the experimental group outperformed the results of the control group.
Key words: Adapted physical education, hearing-impaired children, children with hearing loss, physical activities, method.
|
