DIDACTIC GAMES AS A MEANS OF SPEECH AND LITERARY COMPETENCE DEVELOPMENT IN CHILDREN WITH INTELLECTUAL DISABILITIES IN UKRAINIAN LANGUAGE AND LITERATURE LESSONS

Abstract

The article analyzes the use of didactic games as an effective means of developing speech and literary competencies in children with intellectual disabilities. Particular attention is paid to how game methods contribute to the formation of lexical, grammatical and communicative skills in the learning process. Based on the analysis, it can be argued that the use of didactic games in teaching allows children to learn better, increases their interest in lessons and ensures active participation in the learning process. Games help develop coherent speech, communication skills, and text comprehension. It is noted that the game form of learning reduces stress in children and creates a positive emotional atmosphere, which is important for children with intellectual disabilities. Didactic games help children form an understanding of the world around them, develop memory and attention. In particular, games for the development of auditory perception and literary hearing contribute to a better understanding of literary texts. In addition, they allow children to integrate new knowledge into everyday life through active interaction with classmates. Specific examples of didactic games used for the development of speech and literary competencies are given. Based on the findings of the study, it is established that didactic games are an important tool in teaching children with intellectual disabilities, especially in the context of Ukrainian language and literature lessons.