FEATURES OF FORMATION OF PHONETIC-PHONEMATIC PROCESSES IN ELEMENTARY SCHOOL STUDENTS WITH CEREBRAL PALSY

Abstract

Article examines the mechanisms of formation of phonetic-phonemic processes in children with cerebral palsy (CP), comparing their characteristics with the development in typical ontogenetic conditions. The aim of the study is to analyze the differences in the formation of phonetic-phonemic processes in children with CP and their impact on speech development. The research investigates auditory functions and operations, including phonemic hearing, perception, imagination, analysis, and synthesis of elementary school students (grades 2-4) with CP.

Taking into account the ontogenetic stages at which auditory functions and operations develop, the article focuses on the mechanisms of forming physiological hearing through the prism of CP. The findings indicate significant auditory impairments in children with cerebral pathology at various levels of the acoustic analyzer, particularly in the specificity of the development of the acoustic analyzer. Lowered auditory function, especially at high frequencies, is observed, leading to disturbances in articulating certain phonemes and causing difficulties in distinguishing words with similar sounds. Phonemic perceptions, analysis, and synthesis are affected.

Even with entirely preserved physiological hearing, an increased sensitivity to non-speech sounds is observed, but the differentiation of sound perception is insufficient.

The study's conclusions underscore the necessity of individualized approaches and the development of specialized programs for the speech development of children with CP. Special attention should be paid to the development of phonetic-phonemic processes, considering their characteristics and impact on the speech development of children with cerebral pathology.