Abstract
Changing approaches towards education of preschool children with developmental speech and language disorders occurs due to systemic pressure from government policy, which includes the development of inclusive education, the promotion of multidisciplinary cooperation in the development of policies and educational practices. Differentiation, personalization and integration of children with special educational needs are trends that indicate the humanization of education. Based on the analysis of scientific publications on the issues of therapy (treatment) and education of preschool children with developmental speech and language disorders for 2000-2019, key trends in education have been identified. The academic paper summarizes the experience of involving parents in the treatment of children. The importance of increasing parents’ awareness concerning the peculiarities of children with developmental speech and language disorders has been identified. The effectiveness of family-centered practice in education compared to usual practice has been proven. It has been determined that the humanistic approach should include the principle of involvement of all subjects of education of children with developmental speech and language disorders. Family-centered practice is a form of humanistic approach to education, where there is a division of responsibilities and reducing the burden on preschool teachers in the upbringing and education of such children. The features of a humanistic approach to education determine the individual approach to therapy and education. This approach is complemented by differentiated and personalized approaches. It has been determined that home speech sound disorder treatment is effective due to the formation of the natural environment, which contributes to the formation of positive relationships between children developmental speech and language disorders and parents.
Highlights
Education of preschool children with developmental speech and language disorders (DSLD) is one of the priority subjects of research in the scientific literature
Qualitative analysis was conducted to select publications that met the basic objectives of the study - to identify modern approaches to the education of preschool children with developmental speech and language disorders
It is important for parents to take responsibility for education, upbringing and treatment of preschool children with developmental speech and language disorders
Summary
Education of preschool children with developmental speech and language disorders (DSLD) is one of the priority subjects of research in the scientific literature. Parents and educators are more concerned about the communication skills of preschool children than “behavior, social-emotional, school readiness, receptive language, self-help, fine motor and gross motor skills” (McLeod, S., et al, 2018). This is a matter of concern due to the low level of awareness of both parents and teachers about the real needs of children and due to the shifting emphasis in the education, upbringing and treatment of children. Studies prove the need for application of direct approaches to the treatment of preschool children with developmental speech and language disorders to ensure the safety and effectiveness of correction (Unicomb, R., Hewat, S., Spencer, E., & Harrison, E., 2017). The effectiveness of education is ensured by a combination of the following methods of work, namely: cooperation with individuals or groups of children; joint classroom planning; “speech and language therapist input” in curricula; time, spent on information exchange, planning and evaluation of educational outcomes; cooperation of speech therapists and educators who participate in training sessions; curricula; “formal remit for speech and language therapists to work within the context of curricula” (Reid, J., et al, 2005)
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