Keyword: «correction»

The article presents the experience of the kindergarten on the use of the digital educational resource of the Mobile E-Education in working with children of groups of combined/compensating orientation of senior preschool age.

The article reveals the relevance of sound pronunciation correction and presents the structure of speech defect in children with general speech underdevelopment (level III). The results of speech therapy examination of sound reproduction in older preschool children with general speech underdevelopment (level III) are described. The pedagogical conditions of the effectiveness of the use of Su-jok balls in the correction of sound reproduction in individual speech therapy classes for older preschool children with general speech underdevelopment (level III) are presented.

Teaching a foreign language in any educational institution is a complex, diverse system of knowledge transfer and the formation of linguistic skills. The authors consider the methodology of teaching a foreign language in special (correctional) educational institutions. The article provides an example of the specifics of teaching a foreign language at a Ryazan school for blind children, and provides reasons for the specifics of working with children with disabilities.

The article describes the experience of speech therapy work on the correction of these sonorous sounds in children with phonetic and phonemic speech underdevelopment. The leading indicator of phonetic and phonemic underdevelopment of speech is the incomplete development of sound reproduction, understanding of phonemes similar in acoustic and articulatory parameters. Such sounds include, in particular, sonorous ones.

This study is devoted to a problem that is relevant in scientific, theoretical and practical terms, which is of particular importance in the context of the implementation of the Strategy for the Development of Physical Culture and Sports in Russia for the period up to 2030, where one of the main priorities was the creation of equal conditions for physical culture and sports for people with disabilities. In the paper, the authors reveal four ways to differentiate learning: content, process, product and learning environment.