Abstract

In this article, the authors conduct a comparative analysis of the standards and norms for organizing education for children with hearing impairment in the context of inclusive education in Kazakhstan and the Russian Federation. The problems of organizing inclusive education for children with hearing impairment in these countries are highlighted, such as the lack of educational material for teaching children with hearing impairment, typical special educational curricula on sign speech that require detailed study, the lack of sign language teachers and interpreters in the country, the lack of educational centers and specialized clubs for deaf children, lack of training analysis. To conduct a comparative analysis, the standards regarding the organization of education of inclusive groups approved by the Ministry of Education and Science of the Republic of Kazakhstan and the Russian Federation were used. A theoretical analysis of the scientific and pedagogical literature was carried out to study the use of sign language in the education of children with hearing impairments. Based on the analysis, the tasks, and prospects for the further development of education for children with hearing impairment in Kazakhstan are listed. Further research paths are outlined to fill the gaps that have accumulated in the field of inclusive education for deaf children.