EN
The goal of the author is to begin a wide-ranging, professional discussion on the individual selection of methods of linguistic upbringing and logopedic therapy for special developmental and educational needs of hearing-impaired children. This discussion is necessary in view of changes in the medical care of hearing-impaired persons. The essence of changes lies in that there has been an increase in the number of children that have an opportunity to develop the hearing functions of the brain owing to sensory stimulation, using hearing prostheses (hearing aids and cochlear implants). The child’s chances are the greater, the earlier they are fitted with a well-selected auditory prosthesis. The child fitted with auditory prostheses, however, is not a perfectly hearing child. Individual benefits from using them vary in individual persons. A hearing-impaired child needs logopedic care and linguistic upbringing even when they seemingly respond well to sounds. The methods of management should be carefully adjusted to individual developmental needs and take into consideration a thorough and comprehensive diagnosis of the child’s linguistic and cognitive activities. The objective of the article is to define the tasks of specialist teams taking measures under the programme of early assistance to development of profoundly hearing-impaired children. These measures should be addressed to families and their social environments. This is justified by the developmental needs of every child, arising not only from deficit in perceptual ability but first of all from the very essence of development of man as an integral being: biological, mental, socio-cultural and moral-spiritual. The program of activities should comprise all developmental needs of a child.