Keyword: «speech therapy»

The article examines the problem of bilingual development of preschoolers, characterizes their possible speech errors. The author gives recommendations for the prevention and correction of speech disorders in children with bilingualism. The "Program of speech therapy work with children who master Russian (non-native) is presented language", developed by G.V. Chirkina and A.V. Lagutina.

The article is devoted to modern approaches to the organization of correctional care for preschool children with speech disorders of neurological origin. The analysis of the specifics of the manifestation of dysarthria and modern directions of the organization of correction of this speech disorder is carried out. The urgency of the problem has been determined. The need for timely speech therapy for children with dysarthria has been identified and substantiated. The analysis of the scientific foundations of the organization of correctional activities of specialists in defectology is presented.

This article examines the theoretical and practical aspects of speech therapy aimed at developing spatial representations in preschool children with delayed mental development (DMD). The analysis of the specific features of spatial perception in this category of children is presented, and effective techniques and correction methods are highlighted to optimize their learning and development process. The research shows that a systematic, comprehensive approach, incorporating speech therapy and play-based methods, significantly enhances the level of spatial representations in preschool children with DMD and promotes their overall speech and mental development.

This article is devoted to the study of articulatory and acoustic dysgraphy in younger schoolchildren. The relevance of the study is due to the fact that the number of children with writing disorders in the lower grades is increasing every year. Writing disorders affect the process of children mastering the basic educational program of primary general education. Also, the interest in the detection, prevention, and correction of dysgraphy in children is due to the fact that writing plays a major role in human life. Articulatory-acoustic dysgraphy consists in mixing, substitutions, omissions of letters that correspond to the same errors in oral speech. The work of specialists with this speech disorder is one of the important areas in the school education system. The conducted research on overcoming articulatory and acoustic dysgraphy in younger schoolchildren made it possible to identify the features of speech therapy work in secondary schools.

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.