Напрямки розвитку зв’язного мовлення учнів молодших класів з інтелектуальними порушеннями

Abstract

The article identifies the features of the organization of correctional work in a special school, taking into account which will improve the effectiveness of the educational process and the development of coherent speech of junior high school students with intellectual disabilities. Communication is a necessary condition for the full mental development of the child, his comfortable living in society. The importance of the problem of the development of coherent speech is explained by the close connection between the process of speech formation and cognitive activity, in particular, the cognitive function of speech. Speech underdevelopment has a negative impact on the overall mental development of the child, which complicates or even makes it impossible for him to communicate with others. Successful work on the development of coherent speech depends on the creation of certain conditions, such as: attention to children's speech, adequate speech environment, the use of coherent monologue, assessment of the child's speech, and so on. Our study of coherent speech of junior pupils with intellectual disabilities involved the following tasks: composing a story based on a plot drawing; composing a coherent sentence from the suggested words; students' ability to maintain dialogue; writing a story on the proposed topic; making a retelling. In the process of studying the state of formation of coherent speech of junior schoolchildren of special schools it was revealed: children with intellectual disabilities have much lower levels of storytelling than their peers with typical development; junior pupils of special schools also significantly impaired the ability to build a coherent sentence from the proposed words, while pupils with typical development, it is much higher; junior pupils with intellectual disabilities have a secondary underdevelopment of speech, and since speech plays an important role in the acquisition of knowledge by children, its impairment should be the subject of psychological and pedagogical correction. We have identified areas for the development of coherent speech of primary school children with intellectual disabilities, namely, the formation of: the meaning of new words; verbal concepts; generalizing meaning of the word; differentiated meaning of words; the meaning of grammatical categories, concepts and forms, the development of coherent speech.