Keyword: «severe speech disorders»

The article presents the results of reading "to oneself" skills formation study in fourth grade students with severe speech disorders as compared with fourth grade students of the age norm. The indicators of the technical and semantic aspects of reading proficiency are explained. The author notes by what means the components of reading "to oneself" are formed in this category of children.

The article presents a methodological approach to the formation of silently reading skill in the fourth grade students with severe speech disorders. Speech therapy work is divided into several stages. Speech therapy work is characterized for each stage. The author explains working aspects and tasks for each stage.

The article analyzes the influence of neurorhythms in the correctional and developmental work of the prosodic side of speech in primary school-age children with severe speech disorders. The main tasks of correctional work and the most effective exercises from neurorhythmics are listed. The methods aimed at stimulating auditory perception and automating prosodic elements are considered, as well as the results of using neurorhythms in correctional practice. allowing for more effective correction and contributing to the harmonious development of speech skills. The need for an integrated approach to correctional work is emphasized, integrating speech therapy with neuropsychological techniques, and the prospects for further research in this field are considered, which makes it possible to optimize pedagogical strategies, improve the quality of education for children with severe speech development disorders and provide more effective correction, contributing to the harmonious development of speech skills.

The article examines the issue of fostering social activity among preschool children with special educational needs in the context of preschool education. The authors emphasize that social activity is a key factor in the successful socialization of children with disabilities; however, its development is hindered due to the peculiarities of psychophysical development. During the study, an integrative model for developing social activity was designed and tested, incorporating process-based, structural-functional, and competence-based approaches. The research sample included 20 preschoolers with delayed mental development and severe speech disorders. Monitoring results indicated an increase in the level of social activity among the children. The model's effectiveness was confirmed through both quantitative and qualitative changes in children's behavior. The article highlights the practical significance of the proposed approach, its potential for scaling, and its implementation in the inclusive preschool education system.

This article considers the peculiarities of formation of cognitive activity in preschool children with severe speech impairments in the classes on familiarization with the world around us, the use of modern teaching methods that contribute to better learning and development of cognitive, social and speech abilities of the child. The methods and results of cognitive activity, aimed mainly at overcoming difficulties in the learning of children of this category are analyzed.