Elena V. Khmelkova

Primary school students with severe and multiple developmental disorders have limited vocabulary, inaccuracy in the use of words, as well as a large gap between active and passive vocabulary. One of the most important tasks of correctional work with such children is the development of vocabulary. In this regard, the aim of this article was formulated, which is to conduct a study to identify the characteristics of the vocabulary of this category of students. A quantitative and qualitative analysis of the diagnostic results was made. The prevalence and symptoms of vocabulary disorders in primary school students with severe and multiple developmental problems are described.

The child's speech development involves the completion of learning the syllabic structure of a word by the age of three. However, in case of dysarthria, the development of syllable structuring is delayed. The purpose of the article is to study the prerequisites for violation of the syllabic structure of words in preschool children with dysarthria. Theoretical analysis of the scientific literature has shown that today only a small part of research is devoted to the study of violations of the syllabic structure of words in dysarthria and the causes of their occurrence, which emphasizes the relevance of the study. The article explaines the concept of syllabic structure and its development in ontogenesis, gives the analysis of prerequisites for the development of the syllabic structure of a word in preschoolers with dysarthria.

Primary school students with severe and multiple developmental disabilities have limited vocabulary, inaccuracy in the use of words, as well as a large gap between active and passive vocabulary. The relevance of the brought up subject emphasizes the need to develop innovative means of correctional and developmental work with children of this category. The purpose of the article is to determine the means of alternative communication for the development of the vocabulary of primary school students with severe and multiple developmental disorders. We discussed and identified more effective means of alternative communication. We also analyzed how to use PECS cards and the Makaton system for the development of the vocabulary of primary school children with severe and multiple developmental disabilities.