Keyword: «dysgraphy»

This article presents the results of a survey of oral speech, i.e. impressive and expressive speech, grammatical structure of speech, language analysis, as well as a survey of writing in younger schoolchildren with mental retardation, reveals the dependence of the state of writing on the level of formation of impressive and expressive speech, grammatical structure of speech, language analysis in younger schoolchildren with a delay mental development.

His article presents the results of a survey of writing in younger schoolchildren with phonetic and phonemic speech underdevelopment, analyzes specific errors in writing reflecting articulatory and acoustic dysgraphy.

Currently, a very relevant form of speech pathology in children of primary school age is a violation of writing skills, namely dysgraphy. If difficulties in learning to write arise due to insufficient formation of sentence analysis into words, syllabic analysis and synthesis, phonemic analysis and synthesis, then in this case we are talking about dysgraphy based on violations of language analysis and synthesis. With delayed mental development, this speech defect is also complicated by the mechanism of impairment in delayed development, namely, the slowing down of the formation of higher mental functions, which determines the special specificity of the manifestation of disorders in this form of dysgraphy, which undoubtedly needs experimental study and consideration of the actual experimental data obtained in the organization and implementation of speech therapy work to correct dysgraphy on based on violations of language analysis and synthesis.

The article discusses the problem of dysgraphy in middle school-age children with mental retardation in inclusive education. It is noted that dysgraphy is one of the main factors hindering the full-fledged education of such children, as it exacerbates difficulties in mastering written speech and written assignments. The paper analyzes the features of the development of dysgraphy in this group of students, as well as provides key approaches to the correction and adaptation of the educational process, including the use of individualized training programs, modern technologies and speech therapy. The need to train teachers and involve parents in the child support process is emphasized. The article substantiates the relevance of an integrated approach to solving the problem within the framework of an inclusive educational environment.