ANALYSIS OF STRATEGIES FOR OVERCOMING STUTTERING IN SCHOOL-AGE CHILDREN BASED ON INTERNATIONAL EXPERIENCE

Abstract

The article highlights the problem of overcoming stuttering in school-age children as one of the most complex, multifactorial, and socially significant speech development disorders. A thorough theoretical analysis of domestic and foreign scientific sources on the need to develop comprehensive strategies for speech therapy to overcome stuttering has been carried out. analyzes the social-communicative, emotional-psychological, and personal consequences of this disorder for the formation of self-confidence, interpersonal skills, and academic success of schoolchildren. The urgent need for a comprehensive approach to the organization of speech therapy assistance, taking into account the individual characteristics, age, and level of speech development of the child, the degree of stuttering, the emotional-volitional sphere, cognitive abilities, and educational environment conditions, is substantiated.
Effective speech therapy strategies for overcoming stuttering are characterized, in particular, methods for developing speech fluency, identifying and modifying stuttering, generalizing fluent speech skills in various social contexts, using specialized breathing and voice exercises and rhythmic and intonation exercises, and techniques for regulating speech tempo, rhythm, and prosody. The possibilities of integrating elements of cognitive-behavioral therapy and psychological techniques to reduce speech anxiety, build confidence in communication, and develop positive self-esteem are analyzed. The importance of systematic interaction between speech therapists, psychologists, teachers, and parents in the process of corrective work and the creation of a supportive and safe communicative environment is emphasized.
It has been determined that the effectiveness of speech therapy significantly increases when traditional and modern innovative technologies are combined, a stable supportive communicative environment is created, the continuity of speech therapy is ensured, and progress is regularly monitored. Prospects for further research aimed at improving individualized speech therapy programs for schoolchildren with stuttering, adapting methods to the specific age, type of disorder, and psycho-emotional state of the child are outlined.