COMPLEX DIAGNOSIS OF THE LEVEL OF YOUNG TEENAGERS’ SPEECH COMPETENCE FORMATION IN THE CONDITIONS OF INCLUSIVE LEARNING ENVIRONMENT

Abstract

The article considers the method of studying the state of young teenagers’ speech competence formation in an inclusive learning environment of primary school.
 The content of the key diagnostic blocks meets the criteria and indicators of five key components of teenagers’ speech competence. A set of tasks that correspond to the structure of a given component of speech competence is identified for each of the indicators based on the analysis of secondary school programs in the subject ‘The Ukrainian language and literature’. The system of task assessment and evaluation of the speech competence level is revealed. The types, methods and tools included in the diagnostic process are offered. Participation in the process of diagnosing young teenagers with speech disorders of the team of specialists (support team), namely, a Ukrainian language teacher, a speech therapist, and a psychologist is substantiated.
 The method of comprehensive diagnosis of the level of formation of speech competence of young adolescents was tested during a pedagogical experiment during the 2018-2020 school years and proved its effectiveness. This proves the need for its further implementation in the system of inclusive education in order to prevent complications in educational activities and the development of the personality of young adolescents with speech disorders.