The effectiveness of interactive platforms in developing speech in students with hearing impairment

Abstract

This article examines the theoretical and practical aspects of using interactive educational platforms in the development of speech in students with hearing impairment. Hearing loss restricts the natural acquisition of spoken language, increasing the need for pedagogical approaches based on visual and multimodal instruction. The study analyzes the psychological and pedagogical characteristics of speech development in learners with hearing impairment and highlights the role of visual perception, multimodal information delivery, and immediate feedback. A review of international and national research demonstrates that interactive platforms positively influence the development of lexical, grammatical, and communicative components of speech. The findings confirm the relevance of systematic integration of interactive technologies into surdopedagogical practice.