SIMULATION-BASED TRAINING OF FUTURE SPECIAL EDUCATORS FOR PRONUNCIATION INTERVENTION WITH HARD-OF-HEARING CHILDREN

Abstract

The increasing diversity of educational needs among hard-of-hearing children requires future special educators to acquire not only theoretical knowledge but also the ability to make appropriate professional decisions in complex pedagogical situations. Pronunciation intervention is particularly demanding because it involves the integrated analysis of auditory perception, articulation, phonemic discrimination, speech breathing, voice, rhythm, and intonation. This article explores simulation-based training as a practice-oriented approach to preparing future special educators for pronunciation intervention with hard-of-hearing children