Keyword: «severe and multiple developmental disorders»

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.

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.