General Speech Underdevelopment Research Articles

The Formation of Self-Regulation in Preschool Children with Disabilities with Through Body-Оriented Methods

The present study explored is devoted to the problem of self-regulation formation in preschoolers with general speech underdevelopment in pre-school settings. Under consideration the positive influence of body-oriented methods on the formation of self-regulation. The organization and implementation of an experimental study aimed at developing self-regulation in preschoolers with general speech underdevelopment using body-oriented methods is described. Based on the results of the experimental study, a number of key conclusions were made about the effectiveness of the correctional program: the children in the experimental group developed better skills in controlling their attention when completing tasks without reacting to external stimuli; they began to retain elements in their visual memory better.

Особливості проведення корекційно-логопедичної роботи при формуванні соціальної компетентності у дітей із загальним недорозвиненням мовлення

The article outlines features of social competence of children with general speech underdevelopment and possibilities of project activities in forming social competence. The content of complex correctional and speech therapy work, which includes project activities, as a means of forming social competence, is determined and scientifically substantiated based on competent and activity approaches. Complex correctional and speech therapy action aimed at the formation of social competence in preschoolers with general speech underdevelopment, correction and compensation of their speech disorders, and adaptation and rehabilitation of students of speech therapy groups was carried out by various methods: practical, visual, and verbal. Practical methods are exercises, games, and simulations; visual-observation, examination, viewing, listening; verbal-conversations and explanations. The choice of method was determined by tasks and the stage of work, as well as individual and typical characteristics of children. At the same time, it is stated that the formation of abilities and skills necessary for full-fledged communication in a preschooler is the main task of complex correctional and speech therapy work. It is also separately noted that taking into account the identified individual and typical features (emotional and personal features of the child’s development, his speech and cognitive abilities, the presence of interest and desire to engage), the emphases of experimental training (volume of work, its intensity, duration) changed. In the process of complex corrective and speech therapy work of experimental training, the available data, information about the specifics of the development of children with general speech underdevelopment, and possible ways and methods of correction of language underdevelopment in children of this category were taken into account. Complex corrective and speech therapy work included four stages that allow the development of communicative competence during the formation of components of social competence in preschoolers with general language underdevelopment. It has been proven that in the process of interpersonal communication, which ensures the exchange of information, social contacts with surrounding people (specialists, educators, parents, peers) are normalized.

SPEECH DISORDERS IN CHILDREN OF PRIMARY SCHOOL AGE AND WAYS FOR THEIR CORRECTION IN SPEECH THERAPY

The article reveals the features of speech therapy work with children 4-5 years old. Presentation of the theoretical aspects of the normally developing speech of a child of 4-5 years old. Also a representation of the degree of general underdevelopment of speech. The plan of the working program for the development of different aspects of the speech of children 4-5 years old with general underdevelopment of speech is considered. By the age of 6, a child should have formed a grammatical structure, phonemic hearing, a dictionary by age, as well as coherent speech -simple sentences and short stories. But in children with speech disorders, these spheres are violated, therefore, correction of the impaired spheres of speech and the development of unformed spheres are needed. For this, many programs are being developed. The presented program describes the blocks, the tasks of which are solved in the classroom, which contributes to the developmentof these areas of speech, and without which it would be difficult to achieve the desired results. Each of the blocks is revealed in the classroom, in any of the areas, whether it is completing tasks at the table or in a joint game with children and / or ateacher, as well as when performing creative tasks.

Provision of speech therapy assistance and organization of education for children with obstetric palsy and arthrogryposis multiplex congenita with impaired upper limb function

BACKGROUND:The pathology of upper limb deformities often leads not only to impaired self-ability but may be one of the factors that lead to the development of specific difficulties inachild at various stages of learning. Deficiency of visual-motor integration and/or its subcomponents (visual perception and motor coordination) are the risk factors for academic failure. Children aged 3 years with arthrogryposis multiplex congenita and obstetric palsy are have delayed speech development and behavioral disorders, which require correction, including speech therapy atanearly age.
 AIM:To examine the features of the organization of correctional and developmental education of children with arthrogryposis multiplex congenita and obstetric palsy, depending on their speech development and motor disorders, and assess the features of speech development of children with obstetric palsy.
 MATERIAL AND METHODS:From 2020 to 2022, we examined 46 children aged 615 (average age, 9.57 2.91) years with upper limb deformities caused by arthrogryposis multiplex congenita and obstetric palsy. Speech therapy and orthopedic and statistical methods were used.
 RESULTS:The study included 25 children (54.3%) with arthrogryposis multiplex congenita and 21 (45.7%) with obstetric palsy. In addition, 5.09 4.34 procedures were performed for the correction of orthopedic pathology. Most of the patients had mild (n= 17, 36.9%) and moderate (n= 20, 43.5%) functional disorders of the upper extremities, and 30 (65.2%) had problems with hand function. Moreover, 11 (23.9%) children had delayed speech development atanearly age. Speech pathology was detected in 41 (89.1%) children (general speech underdevelopment,n= 20, 43.9%; lexical-grammatical underdevelopment,n= 12, 26.1%; and phonetic-phonemic underdevelopment,n= 9, 19.8%. Dysarthria was the main speech pathology in 25 patients of different age groups (54.3%). Moreover, 18 (52.9%) schoolchildren had impaired writing ability. The speech pathology in patients with arthrogryposis multiplex congenita and obstetric palsy were the same. These groups differed from each other by the form of learning (p 0.05).
 CONCLUSIONS:Children and adolescents with arthrogryposis multiplex congenita and obstetric palsy have special educational needs and often need speech therapy assistance taking into account the specific orthopedic pathology.

Використання піктограм в логопедичній роботі з дошкільниками із загальним недорозвиненням мовлення ІІ-ІІІ рівня

The article describes the results of the examination of the lexical side of the speech of children of the senior preschool age with general underdevelopment of speech. In particular, the understanding of questionnaires, instructions, antonyms, abilities to generalize concepts, knowledge of cubs of animals, names of professions and others. The children of this group revealed a violation of the general legibility of speech, numerous expressed distortions in many phonetic groups, the lack of voice modulation; violated all components of speech, both verbal, and lexical, grammatical and phonemic development. The pronounced restriction of vocabulary is noted, children often use words in an inaccurate sense, substituting them for similarity, by situation, by sound composition. Violated the mastery of grammatical forms of speech, overlooked prepositions, incorrectly used endings, categories of numbers, genus. The use of symbols does not lose its relevance at all stages of speech therapy. At each lesson, children encounter symbols. The icons are used in logopedic classes with children with general underdevelopment of speech, mainly for the purpose of developing the lexical side of speech and phrasing. This makes it possible to activate all kinds of analyzers, develops processes of thinking, memory, attention, improves autonomy, perseverance, and it accelerates the learning process much more. It is much easier for the child to learn the concept, when it is not only shown speech therapist on itself, but also marked by understandable to the child. The results of the survey conducted in the form of the game, in general, confirmed that the use of pictogram games is an effective method for the development of speech of preschool children with general underdevelopment of speech.

Методичні аспекти збагачення лексичного запасу старших дошкільників із загальним недорозвиненням мовлення засобами природничо-екологічного виховання

The author devoted the article to the problem of enriching the vocabulary of older preschoolers with general underdevelopment of speech with the help of means of environmental education, namely a natural and ecological dictionary and analyzed the possibilities of using natural and environmental knowledge for the active development of the vocabulary of children with speech difficulties. The author suggests involving older preschoolers in the study of natural and environmental topics and simultaneously improving speaking skills, gives examples of exercises and tasks that contribute to the formation of vocabulary, expanding the understanding of environmental concepts and the development of communication skills, emphasizes the importance of integrating natural and environmental topics into the curriculum for preschoolers with general underdevelopment of speech and effective usege of this knowledge in the correctional process. Environmental education can become an interesting and effective means of enriching the vocabulary of older preschoolers with general underdevelopment of speech.

Корекція та розвиток лексико-семантичної складової мовлення в молодших школярів із загальним недорозвиненням мовлення при опануванні ними навичками читання і письма

The article highlights the peculiarities of correctional and developmental work with younger schoolchildren with general underdevelopment of speech (GUS) III - IV levels in elementary school, when the urgent tasks are to overcome the disorders of their oral speech and assist in mastering reading and writing skills. The article considers the directions of work on correction and development of lexico-semantic component of speech in children with GUS. Such work is planned and carried out within certain lexical topics, which allows to increase the volume of passive and active vocabulary based on clarification, expansion of knowledge about the world in the process of learning the native language, reading artistic and cognitive texts, for the formation of the structure of the lexico-semantic meaning of words, the semantic connections between them, the formation of an understanding of the meaning of a word in the unity of its lexical and grammatical meanings. The article reveals the peculiarities of influence on the lexico-semantic component, taking into account the close relationship between the work on correction and development in younger schoolchildren oral and written speech. The described correctional and developmental work contributes to the consolidation of the sound-letter structure of words included in certain semantic fields, their comparison by lexical meaning and degree of generalization. Examples of children's exercise in the use of synonyms, antonyms, polysemantic words, phraseological units, in the analysis of cognate words are given, which, in general, contributes to the enrichment of lexical means, experience of speech activity. The article states that the study of a certain lexical topic requires involving children in drawing up dialogues, monologues in oral speech within various life and didactic situations, organizing practice for them in using accessible, interesting and important phrases and texts in writing from the point of view of communication. The described work should be carried out taking into account the psychophysiological, individual characteristics of students, during the organization of cognitive activities which interested for them.

The efficiency of using the “Stupalka-LOGOS” simulator in improving the psycho-speech development of preschool children

The article presented the authors’ simulator "Stupalki-LOGOS" (authors: M. M. Yefymenko, M. D. Moga) and considered the possibilities of its use in improving (correcting) the psycho-speech development of preschoolers with general underdevelopment of speech. The design of the simulator and the purpose of its three removable parts (handgrip handle, base platform, supporting surface of the simulator) are described. A brief classification of the main types of children’s hand disorders (hypotonic, hypertonic, dystonic, asymmetric) is made, and an algorithm for overcoming hand disorders according to each of the listed types is given. The main power hand functions that can be formed with the help of the Stupalki-LOGOS simulator (grab, supports, springs, rolling, balancing, stepping, etc.) are listed. The special role of the two-handed coordination function, which is formed due to this simulator, is emphasized. The cross-coordination of the upper and lower (when crawling) limbs forms the internal hemispheric neural networks necessary for brain activity for further left-hemisphere lateralization of the brain. The practical aspect of the research is presented in the article with sets of special exercises on the Stupalki-LOGOS simulator to improve the motor and psycho-speech development of preschoolers with general speech underdevelopment. The performed pedagogical observations proved that the "Stupalki-LOGOS" simulator improves the indicators of psycho-speech development: two-handed coordination improved, the basic power functions of the hand were formed (capture, supports, springs, rolling, stepping, pushing away), the state of mental well-being improved, as well as certain indicators of speech development (articulatory motor skills, phonetics, vocabulary).

Peculiarities of interaction with peers in play activity of preschoolers with general speech underdevelopment

Introduction. Humanisation of remedial/developmental education and upbringing of children with disabilities is a major task of modern education. In this regard, the process of optimal socialisation of this group of children arouses great interest. Child’s interaction with other people is a prerequisite for primary socialisation of the personality. Poor speech development hinders children’s full cooperation in playing. Therefore, comprehensive in-depth research of specific interaction between preschool children with speech impairments and their peers as well as the child’s capabilities as a subject of communication is required. The purpose of the study is to explore the development level and specific features of interaction of preschoolers having general speech underdevelopment with peers in play activities. Materials and methods. The research was implemented on the basis of some preschool educational organisations of Kirov (Kirov region, Russian Federation). The empirical part of the work was carried out on a sample of 96 preschool children, including 48 preschoolers with normal mental development and 48 children with general speech underdevelopment. The following methods were used: “Playroom”, “Study of playing preferences”, “Specific features of socio-dramatic play”, diagnostics of socio-communicative competence. Mathematical statistics method – Pearson’s chi-square test. Results. It was experimentally revealed that preschool children with general speech underdevelopment are characterised by prevalently low level of interaction with peers in play activities. When considering the level-specific split of preschoolers with normal mental development and those with general speech underdevelopment, a number of differences were revealed for all components: motivational (χ2 =10.948; p≤0.01), target-oriented (χ2 =11.844, p≤0.01), activity-based (χ2 =11.044, p≤0.01) and evaluative (χ2 =9.85, p≤0.01). Conclusion. The play activity interaction of preschool children having general speech underdevelopment is characterised by the following factors: such children do not show initiative in choosing a game; they prefer subject-based games to plot-based games not requiring a large number of players; they do not have permanent game partners; they choose only one game partner, normally the one who is younger; their communication, play and speech skills are not well formed; in conflict situations they either show aggression or avoid conflicts. The research prospect lies in the development of special methodological tools aimed to develop motivation and initiative in communication; formation of communicative and playing skills; teaching children to resolve conflict situations through constructive devices.

Preschoolers with general speech underdevelopment socialization practices in Ukrainian and Swedish preschool educational institutions

The aim of the article is to conduct a comparative analysis of the socialization practices of preschoolers with general speech underdevelopment in Ukrainian and Swedish preschool educational institutions. The research methodology involved the gradual application of a set of interrelated methods, such as theoretical analysis, systematization, and generalization of data from general and specialized psychological-pedagogical and methodological literature on the researched problem. The findings suggest that there are differences in socialization practices between the two countries: Ukrainian preschool educational institutions focus more on discipline and obedience, while Swedish institutions prioritize play and collaboration. The study concludes that socialization practices in preschool educational institutions play a significant role in supporting the development of social skills among preschoolers with general speech underdevelopment.

Мектеп жасына дейінгі балалардың сөйлеу дағдыларын пластилинография әдісі арқылы дамыту

The most important thing for any child in the preschool period is the formation of a completely coherent statement (ask questions, answer, explain, object or agree, etc.) because it is during this period that the foundations of his development are laid. Free communication is an integral part of the communicative function of the child with the people around him at all periods of his life and further into adulthood. Based on this, the problem of language development in general of preschool children with normal speech development and general underdevelopment of speech determines the relevance of the study. Insufficient coordination of the fingers of children with general speech underdevelopment is considered a feature of developing fine motor skills. Based on research and numerous surveys, the following pattern has been determined: if the development of fine motor skills is delayed, then the development of speech is inhibited, but general motor skills may be expected since the development of fine motor skills of the hands develops speech development. Plasticineography – helps to involve children in the educational process, increase vocabulary, learn sensory-aesthetic and the environment; educates attention, cleanliness and beauty, as well as a great opportunity to develop fine motor skills and prepare your hand for writing. Research and monitoring work include initial and intermediate diagnostics for the 2018-2019 academic year and the 2019-2020 academic year. In the 2018-2019 academic year, the plasticine method was not conducted as a lesson option. In the 2019-2020 academic year, 9 variable classes were held once every two weeks according to the methodological manual “Mektep zhasyna deyingі zhalpy til damuy zhetilmegen balalardyn shygarmashylyk kabiletin plasticineography adіsimen damytu”. The inclusion of a variable lesson had a beneficial effect on the vocabulary and attention of children. Children have become attentive and observant. By stimulating the centres of the brain responsible for fine motor skills, we increased the activity of the areas responsible for speech.

Психолінгвістичні аспекти формування дієслівної лексики у дошкільників із загальним недорозвитком мовлення

The article is devoted to the problem of analyzing the determining factors of the formation of verbal vocabulary in preschoolers with general underdevelopment of speech from the standpoint of psycholinguistic analysis of the child's lexical development. The main linguistic characteristics of the verbal vocabulary are determined and its psychological essence is highlighted in view of the representations of the cognitive experience of the individual; the importance of verbal vocabulary for the development of semantic components of speech, syntactic structures and content of children's speech is emphasized. The peculiarities of the acquisition of verbal vocabulary by children with general underdevelopment of speech are characterized: violation of the distinction between semantic and grammatical forms of verbs, situational verbal and gestural substitutions of verbs, narrowing of the semantic field of verbs, difficulties in realizing syntactic connections of verbs in statements. The complexity of the verb as a linguistic phenomenon was analyzed and it was determined that, along with the preservation of the main lexical meaning, when the form of the verb changes, shades of their meanings may change. The importance of assessing children's formation of grammatical forms of verbs, semantic (prefix, suffix), lexical-semantic forms of verb synonymy, antonymіс, ambiguity is noted; lexical control skills in the process of using verbs. It was determined that violations of lexical-semantic and semanticsyntactic relations of verbs are factors of violations in the development of verbal predication.

Speech development in children with sequelae of obstetrics palsy

BACKGROUND: Obstetrics plexus occurs in 0.44 cases per 1000 newborns. Moreover, 70%92% of the patients have mild injuries that spontaneously recover within 2 months after delivery, and the remaining patients have secondary deformities of the limbs, leading to motor disorders of varying severities. Studies have reported that the limited or absence of hand motor functions can lead to cognitive deficits and speech underdevelopment.
 AIM: To study the features of speech development in children with obstetrics palsy.
 MATERIAL AND METHODS: From 2020 to 2021, we performed speech examination of 33 children with obstetrics palsy from the age of 315 (average age, 8.10 3.71) years. All patients were divided into four groups: group 1 (34 years, n = 6), group 2 (56 years, n = 10), group 3 (710 years, n = 9), and group 4 (1115 years, n = 8). Speech examination and orthopedic, neurological, and statistical tests were performed. The results of the examination were analyzed statistically.
 RESULTS: In this study, 78.8% of the patients with obstetric palsy had speech pathology. Children with speech disorders had more severe neurology and motor disturbance than children without speech pathology. In group 1, speech disorders were identified in 66.7%; group 2, 90.0%; group 3, 66.7%; group 4, 87.5%. Group 1 had speech development delay and phoneticphonemic underdevelopment. Group 2 had general speech underdevelopment and phoneticphonemic underdevelopment. Group 3 had general speech, lexicalgrammatical, and phoneticphonemic underdevelopment, Group 4 had general speech and lexicalgrammatical underdevelopment. Moreover, 73.1% of the children had minimal dysarthria (predominantly in children of groups 1 and 2). Groups 3 and 4 had written expression disorder.
 CONCLUSIONS: The study demonstrates a high incidence of speech disorders in children with obstetrics palsy. These children demand early speech examination and timely correction of existing disorders.

Prevention of dyslexia in children of primary school age with general level III speech impossibility: organizational and content model of correctional pedagogical work

Introduction. The article deals with the prevention of dyslexia in children of primary school age with general underdevelopment of speech. An analysis of theoretical sources is presented on the basis, of which the main objectives of the study were formulated. The results of an experimental study of the functional basis of reading are presented in order to determine the readiness of children with general speech underdevelopment (GSU) to master reading skills. The necessity of developing a model of correctional and pedagogical work to prevent dyslexia in children of the category under study, its significance for the psychological and pedagogical support of children with GSU in an educational organization is determined. Materials and Methods. In the study of readiness to master reading skills, the following methods were used: analysis of theoretical and methodological literature; diagnostic methods for experimental study of children's readiness to master the technical side of the reading process and reading competence. Results. Based on the analysis of the survey results, the need for psychological and pedagogical support of the correctional and pedagogical process of forming the functional basis of speech was determined. The main provisions, purpose and objectives and structural components of the model of correctional and pedagogical work on the prevention of dyslexia in children of primary school age with general underdevelopment of speech of the III level are formulated. Discussion and Conclusions. In the course of the study, the reasons for the insufficient readiness of children with general speech underdevelopment to master reading skills were identified and the main tasks of correctional and pedagogical work were identified. Presentation of the model as a system consisting of structural elements, its phased implementation, description of all participants’interaction in the correctional and educational process made it possible to consider correctional and pedagogical work in the context of psychological and pedagogical support for children of primary school age with general underdevelopment of speech in an educational organization.

Формирование метаязыковой деятельности у младших школьников с общим недоразвитием речи

The article focuses on the theoretical and practical issues of metalinguistic skills in primary school children. Metalinguistic activity is an important parameter of linguistic personality assessment since its analysis can reveal various language impairments. The authors described the metalinguistic level of third-grade primary school students with general speech underdevelopment and specified the phonological, morphological, syntactic, and pragmatic components for each level. The research was based on such cognitive operations as identification, analysis, synthesis, and generalization. The obtained statistics on the interrelation of metalinguistic components made it possible to develop a typology of phonological and morphological exercises based on practicing the corresponding cognitive operations. The article outlines the main directions of speech therapy, which may be of interest to primary school teachers and speech therapists.

Dynamics of psychophysiological indicators of children with severe speech disorders in terms of implementation of game programs of physical education

Introduction. The social order to create the foundation for a healthy childhood necessitates a scientific search for new strategies for building a variable system of physical education for children with severe speech disorders. The purpose of the study is to assess the impact of the "Play for health" partial adaptive physical education and development program on the psychophysiological indicators of children of senior preschool age with severe speech disorders. Materials and methods. The study involved 53 children (25 girls and 28 boys) with "General underdevelopment of speech, III level of speech development." A set of methods was used to assess the level of physical development, somatic health and psycho-emotional status of older preschoolers with general speech underdevelopment. The reliability of the obtained results was proved using the method of mathematical statistics according to Student's t-test. Results. The data obtained made it possible to note that children with severe speech disorders have an average, disharmonious physical development, a third of them have a lack of body weight, insufficient muscle strength. Problems with the regulation of body functions by the central nervous system were identified. Thus, the stability of the reaction in children with severe speech disorders was significantly lower than the same values in children with normal speech development (p≤0.05), the functional capabilities of the nervous system were also lower (p≤0.01). The psycho-emotional status of children with severe speech disorders is less stable than that of their peers with a normal level of speech development. Conclusion. The re-diagnosis of children with severe speech disorders after the implementation of the "Play for health" partial adaptive physical education and development program showed a positive trend in the psychophysical state of the body, the functional status of the cardiovascular, respiratory and nervous systems, an increase in the levels of physical development and, to a certain extent, overcoming its disharmony, the formation of a positive emotional background, a change in the level of somatic health, etc.

Занятие «Детские музыкальные инструменты как средство развития фонематического воспитания дошкольников» в старшей группе детей с общим недоразвитием речи

Every year the number of children in need of correctional speech therapy is steadily growing. And the largest group, about 40%, among children with speech pathology, are children with general speech underdevelopment. They experience significant difficulties in mastering the skills of coherent speech, which is due to the underdevelopment of the main components of the language system – lexical, grammatical, phonetic and phonemic. The sound and semantic sides of speech are insufficiently formed in children and, as a rule, there are secondary deviations in the leading mental processes (attention, memory, perception, etc.) Professional speech therapy assistance is extremely relevant from an early age of children!

Neuropsychological Features of Motivational and Volitional Readiness for School of Six-Year-Old Children with General Speech Underdevelopment

The article raises the issue of general speech underdevelopment in six-year-old children as a disorder of complex aetiology, which includes a combination of genetically determined insufficiency of certain brain systems with the consequences of organic damage to the central nervous system. This topic is of significant interest these days, because moderate general speech underdevelopment with a positive prognosis occurs in 15-25% of children and an average of 5% have severe disorders that interfere with adaptation. Children with such underdevelopment have difficulties in social development, quality of which directly depends on the level of development of the ability to build coherent statements that prevent formation of readiness for school. The article contains a description of the features of motivational and volitional readiness for school in children with general speech underdevelopment, methods of its evaluation and a review of experimental research. A psychological readiness for school from the point of formation of motives and their features, as well as the quality of self-regulation of children with general speech underdevelopment is characterized. Conditions for development of coherent speech in children of this category and the features of purposeful and consistent correctional and pedagogical work are considered. Examples of correctional methods from the point of view of neuropsychology and substantiation of necessity of creation of pedagogical conditions for correction and development of speech in children with the general underdevelopment of speech are presented. For a long time, the issue of readiness of pre-schoolers for school has been of vital importance, which is due in part to the current large-scale socio-economic changes in society.

Inclusion of parents in speech therapy work on the correction of speech disorders in children

Introduction. The need to include parents in the correctional and educational process of children with disabilities is indicated in international and federal regulations, in Russian and foreign theoretical and practical studies. However, most parents have little idea of possibilities of their participation in the correction of developmental disorders, in particular, the correction of speech disorders in children. The study of parents’ correctional and speech therapy competence in order to develop a program for organizing the speech therapy work of parents with preschoolers with general speech underdevelopment (GSU) determines the relevance of this study. Materials and methods. The study involved 96 people, including 48 preschoolers with three-level GSU at the age of 5-6 and 48 parents at the age of 27±5.4. Research methods and techniques: a questionnaire by V.A. Borodina, K.S. Vasilyeva, which reveals the components of parents’ correctional and speech therapy competence (motivational, cognitive, activity and evaluative ones); statistical processing was carried out using Student's t-test. Results. According to the results of the ascertaining experiment, 54% of parents showed an average level and 46% – a low level of correctional and speech therapy competence. After applying a specially developed program for organizing parents’ speech therapy work with preschoolers with GSU, significant changes in parents’ correctional and speech therapy competence were diagnosed: a low level was detected in 4% of the parents, an average level – in 42%, and a high level – in 54%. When comparing the indicators before and after the formative experiment using Student's t-test, significant differences were revealed in the level of corrective speech therapy competence of parents of preschoolers with GSU (temp =12.0 p≤0.001). Conclusion. The data obtained in the study of the correctional and speech therapy competence of parents of children with GSU show that after the parents are included in speech therapy work to correct speech disorders in children by increasing parents’ motivation to interact with teachers of an educational institution, parents’ awareness of children’s speech development, special training in the organization of speech therapy classes with children, the effectiveness of speech therapy work to overcome general speech underdevelopment in preschoolers has increased.

The development of «mathematical» speech as one of the directions in the prevention of dyscalculia in children with special educational needs

The subject of the study was the specific features of mathematical representations and “mathematical” speech in preschoolers with special educational needs and their influence on the predisposition of children of this category to dyscalculia. The article proposes the analyzed results of an experimental study that involved preschoolers with special educational needs (with general underdevelopment of speech, mental retardation) and normotypical peers performing tasks of a diagnostic technique that makes it possible to identify specific features in the perception and use of mathematical speech in preschoolers with special educational needs ( in the perception and formulation of the conditions of an arithmetic problem, in the understanding and active use of mathematical terms, etc.). The article defines such concepts as “dyscalculia”, “mathematical speech”, and also emphasizes the importance of finding and implementing effective forms of correctional work for the prevention and correction of dyscalculia, which should be differentiated and correlated with the type of students’ dysontogenesis.