The integrated development of children with hearing impairment – is sore subject. Even though the teachers take the hearing-impaired children well-wishing, try to help them to integrate with the healthy ones, but only being in the comprehensive school does not solve the problems. Both hearing-impaired and healthy ones have to master the same educational programs for getting the secondary school certificate, but because of incomplete language development the hearing-impaired children can not acquire the verbal material by the same ways as the healthy children. The analysis of pedagogues’ opinions about the possibilities of children with hearing impairment to develop showed that only the children, who have slight or average hearing impairment, can learn on the principle of total integration. The survey also showed that the level of spoken and written language of children, who are developed integrally, is lower than those, who are developed in the centers of the deaf and hard of hearing people. This difference is conditioned not by the lack of methodical knowledge of subject teaching, but by the incomplete knowledge about the development the language of hearing-impaired children. The teachers would like to have more consultations about the methods of developing children with hearing impairment, as well as the ways of their estimating and developing their abilities of communication. Besides, the pedagogues request not occasional, but systematical consultations constantly given at least once a month when they could discuss concentrated problems of their pupils.

Systematical surdo-pedagogical and surdo-psychological consultations would help pedagogues successfully develop children with hearing impairment, train their language. Only rich and developed language would let these children to understand the verbal learning material and more successfully learn at the comprehensive school in form of total integration.

Raktažodžiai: klausos negalę turinrys mokiniai, children with hearing impairement