SPEECH DEVELOPMENT OF CHILDREN WITH SPECIAL EDUCATIONAL NEEDS AS A LEADING FACTOR OF SOCIALIZATION
The article analyzed the methodological and organizational aspects of speech development of children with special educational needs – mild and moderate degrees of mental retardation in an inclusive educational environment. Possibilities of a complex differentiated system of diagnostics, formation and correction of speech activity of junior schoolchildren with intellectual disabilities are highlighted. Emphasis is placed on the peculiarities of psychophysical development of children in this category: uneven rate of maturation of higher mental functions, underdevelopment of emotionalpersonal and motivational-volitional spheres, slow speech development, low efficiency, which lead to poor acquisition of knowledge, skills, abilities by students with intellectual disabilities process. The strategy and tactics of the medical-logo-psycholinguistic-pedagogical stage of the research are determined; the characteristics of the content, pedagogical conditions and criteria of differentiated assessment of speech activity of junior schoolchildren with intellectual disabilities are given, the indicators of speech disorders are substantiated. The experimental study lasted from 2013 to 2019. 588 students with mild and moderate degrees of mental retardation of primary school age were involved in the experimental work, which was distributed according to the degree of mental retardation and age. The study comprehensively analyzes the problem of speech disorders caused by intellectual disabilities at all levels, for all indicators, which is essential for solving the fundamental pedagogical problems of inclusive education; the characteristic of the content, pedagogical conditions and criteria of differentiated assessment of speech activity at easy and moderate degrees of mental retardation are defined, its constituent components in both speech therapy, and psycholinguistic-pedagogical directions are allocated and characterized; the characteristic of four levels of development of speech at system underdevelopment of the speech caused by intellectual infringements is given; Theoretical and methodological principles of a complex differentiated system of formation and correction of speech activity of junior schoolchildren with mild and moderate degrees of mental retardation on the basis of systemic, individually differentiated, motivational-cognitive, correctionaldevelopmental, communicative-activity approaches are substantiated.
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