Abstract
In scientific work, the theoretical analysis on the problem of studying the speech readiness of preschool children with visual impairments is considered. The purpose of the study is a theoretical study of speech readiness for the schooling of preschool children with visual impairments. Objectives of the studyare: to highlight the theoretical analysis of the scientific literature, both classical and modern research, on the problem of study domestic and foreign scientists who cover the problem of speech readiness of older preschool children with visual impairments; study of the influence of visual impairments on the peculiarities of speech development and speech readiness for school of older preschool children. Research methods in our work are the use of scientific experimental and methodological sources in special pedagogy and psychology. As a result of scientific and theoretical research it was determined that depending on the specifics of disorders visuals (blind − complete lack of visual sensation, with reduced vision − impaired perception of color, light), speech development in children with visual impairments has its own characteristics. This also affects speech readiness for school children with visual impairments. Medical influence, educational and corrective work can bring this category of children closer to typical development. It has been established that children with visual impairments (blind and visually impaired) have a specific perception of the world around them. Compensatory capabilities are provided by a preserved analytical system (hearing, tactile sensation, etc.). There is a violation of the substantive, effective correlation with the meaning of the word; communicative speech suffers. Speech readiness for the schooling of each category of children depends on specially selected educational and correctional programs. The basis of speech readiness is considered to be the formation in children of all components of speech phonemic, phonetic, lexical, understanding the meaning of words, enriched vocabulary, grammatical, discursive, socio-cultural, ethno cultural. Key words: speech readiness, children of senior preschool age, visual impairment
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