Применение нейропсихологического подхода в коррекции общего недоразвития речи у детей старшего дошкольного возраста

Abstract

Theoretical and methodological analysis substantiated the expediency of using a neuropsychological approach in correctional, developmental and speech therapy work with children with specific language impairment. The features of the functioning of the higher mental functions of a child with disabilities are considered. The analysis of the development of higher mental functions, mental processes, formation of cognitive and motor spheres of a child with disabilities allows to identify the potential of their development, relying on preserved mental functions. This makes it possible to make a more detailed prognosis of development, an individual plan of correctional and developmental and speech therapy work based on an integrated approach, using a complete system analysis of the child’s higher mental functions. We analyze in the context of the application of neuropsychological technologies the process of correcting the specific language impairment among older preschool children. The neuroscience has a huge role in solving problems of related scientific fields: pedagogy, psychology, defectology. The use of neuropsychological technologies and techniques is effective in correctional and speech therapy work with children with specific language impairment. The application of the neuropsychological approach makes it possible to in-depth analysis of the structure of the speech defect, allows to identify both the symptoms of speech disorders and the insufficiency of higher mental functions of the child. Therefore, the neuropsychological approach in correcting the specific language impairment among older preschoolers allows to get a more complete picture of the possibilities of developing higher mental functions of the child and organize speech therapy based on preserved mental functions.