ON THE ISSUE OF DEVELOPMENT AND REFINEMENT OF COORDINATION ABILITIES OF PRIMARY SCHOOLCHILDREN WITH AUDITORY ANALYZER DISORDERS

Purpose: concretization and ongoing correction of consequences of hearing damage, the severity of impairments, behavioral deviations and possible dysfunctions of the musculoskeletal system of children. Determination of features of motor action performance by younger schoolchildren, including: walking, running and other indoor and outdoor dislocation techniques performed by children. Reflection of imbalance in physical development of primary schoolchildren with auditory analyzer disorders. Materials and methods. The paper explores the issues of relevance of development and refinement of coordination abilities of younger schoolchildren suffering from auditory analyzer impairments, on the example of the accuracy of reproduction of motor action parameters. The characteristic of existing types of coordination abilities is presented. The changes in the performance of motor actions by junior schoolchildren with hearing impairments are reflected. Research results. The article presents an analysis of the positions of various researchers concerning relevance and the need for development and refinement of various coordination abilities of schoolchildren with hearing impairments. According to the research outcomes, a child suffering from auditory analyzer disorders spends less time for making a task like tracing a palm after implementation of our methodology for refinement of coordination abilities. Schoolchildren with hearing impairments showed better results compared to the initial ones, which confirms the effectiveness of our methodology for the development of coordination abilities of junior students with auditory analyzer disorders. Conclusion. Well-developed movements and tactile sensitivity of fingers significantly compensate for hearing impairments of children. Coordination abilities of child's hands are directly related to the development of his/her mental abilities.

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