МОДЕЛЬ ПСИХОЛОГО-ПЕДАГОГІЧНОГО СУПРОВОДУ УЧНІВ ПОЧАТКОВИХ КЛАСІВ ІЗ МОВЛЕННЄВИМИ ПОРУШЕННЯМИ В ЗАГАЛЬНООСВІТНІЙ ШКОЛІ МІСТА КИЄВА З ІНКЛЮЗИВНОЮ ФОРМОЮ НАВЧАННЯ

Abstract

The article highlights the stages of creating a model of psycho- pedagogical support of primary school students with speech disorders in one of the schools in Kiev with inclusive form of education. Clearly given the terms that are fundamental to this topic: "inclusive education", "inclusion in education", "individual development program", "individual curriculum","adaptation","team psychological and pedagogical support","portfolio of the pupil". Also the modern clinical and pedagogical classification of speech disorders is briefly considered, the basic aspects of activity of a team of psychological and pedagogical support with the indication of duties of each expert with more profound detail of speech therapy intervention function are designated. The article notes the positive impact of long-term support from specialists on the success of education of young learners with speech disorders. It is noted that use of the personal-oriented approach at each lesson allows to form at pupils with speech disorders positive motivation to study, develops communication and speech skills. The author of the article focuses on the fact that this approach in combination with systematic support of a team of psychological and pedagogical support allows to maximize the potential of a student, his "strengths", to stimulate the development of speech, thinking, memory, communication skills, individual characteristics of each child, his creative potential. The essence of the components of diagnosing young learners with speech disorders in inclusive learning environment is described, and thus the assessment of individual achievement of students in the form of a portfolio. It is noted that in the process of learning in an inclusive classroom a team of specialists of psychological and pedagogical support uses different methods of diagnosis, selecting them depending on the individual characteristics and educational opportunities of students with speech disorders in an inclusive learning environment is described, and thus the assessment of individual achievement of learners in the form of a portfolio. It is noted that in the process of learning in an inclusive classroom a team of specialists of psychological and pedagogical support uses different methods of diagnosis, selecting them depending on the individual characteristics and educational opportunities of young learners with speech disorders, and all learners in the class.