The article substantiates the relevance and necessity of realizing the goal of a comprehensive study of the conditions and areas of moral development. It considers the main problems arising in the process of researching the moral education and development of the children with hearing impairments. It also discusses the problems of choice and application of methods in the diagnostics of moral development. The article systemizes the approaches to solving the issue of differentiating the criteria of moral development and reveals the significance of these criteria for deaf education activity. In the process of moral education, children with hearing impairment due to the peculiarities of their speech and cognitive development face problems and difficulties in understanding ethical issues, standards, concepts and rules. The results of a comprehensive study of the moral development of children with hearing impairment show uneven development of the components of different areas and their moral conscience; sources of moral knowledge are limited and insufficiently used, the ability to define ethical concepts is not precise, it is narrow and associative. In this regard, there is a need for special educational and correctional efforts, but the possibility of carrying out and the content of the moral development correction are currently the debatable issues. The article shows the contradictory criticism of the moral development. It also promotes the idea about the positive impact of the correction, and its value regarding the problems of moral education. It emphasizes the need to use a variety of educational tools in correctional and pedagogical work to activate the behavioral, axiological and cognitive areas in the process of the phased implementation of the moral development program.
A four-year medical school leader and leadership education and development program