PSYCHOLOGICAL AND PEDAGOGICAL CONDITIONS OF LANGUAGE ACQUISITION IN DEAF CHILDREN

This article examines the psychological and pedagogical conditions of language acquisition in deaf children. The study analyzes the specific characteristics of language development under conditions of hearing impairment, as well as their impact on cognitive activity. Particular attention is paid to the differences between language acquisition in deaf and hearing children, the sensory foundations of speech development, and the compensatory potential of preserved sensory analyzers. The article highlights the role of language in cognitive development and emphasizes the importance of early intervention, a rich communicative environment, and systematic educational support. The findings suggest that successful language acquisition in deaf children depends not only on the degree of hearing loss but also on timely pedagogical assistance, communicative experience, and educational conditions.