THE STATE OF EMOTIONAL DEVELOPMENT OF CHILDREN WITH SPEECH DISORDERS IN CONDITIONS OF INCLUSION

Abstract

The article is devoted to the study of the state of emotional development of children with speech disorders in the conditions of inclusion. Today, this problem is quite relevant in theoretical and practical studies of special education in general and speech therapy in particular. The purpose of this article is to justify. to develop and determine and compare the levels of formation of emotional development of preschool children (4-5 years old) with speech disorders and with normative development in an inclusive preschool education institution. To achieve the set goal, we used theoretical methods: analysis of scientific literature on the defined research topic; ascertainment experiment; mathematical and statistical methods of processing the results: the method of registering the number of preschoolers with "high", "average", "low" indicators, the ranking method and the method of measuring relationships in the team.

The article analyzes the peculiarities of the emotional development of children with severe speech disorders in an inclusive preschool education institution. The main indicators of emotional development of preschoolers 4-5 years old are outlined: self-awareness, self-control, social understanding, social conformity. The distribution of children according to the levels of emotional development was carried out in accordance with the outlined scheme of the methodology: «high», «medium», «low».