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Abstract
This article examines a systematic approach to developing spoken (oral) language in students with hearing impairment through technology (handicraft) lessons. The practical, activity-based, and communication-rich nature of technology education provides a supportive pedagogical environment for enhancing the communicative competence of learners with hearing difficulties. The study analyzes the objectives, principles, content, methods, tools, and organizational forms of a speech development system integrated into technology lessons. Particular attention is given to vocabulary enrichment, active use of grammatical structures, improvement of pronunciation accuracy, and speech fluency through multimodal and activity-oriented strategies. The article also highlights the role of diagnostic and assessment mechanisms in monitoring students’ speech development dynamics. The findings demonstrate that integrating spoken language development into the content of technology lessons, rather than treating it as a separate activity, ensures continuity, functionality, and effectiveness of speech development for students with hearing impairment.
References
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