Educational difficulties in primary class students with alaliya

Abstract

The article presents extensive data on the difficulties that children with alalia have during education. The
author emphasizes the existing basic speech disorder, which brings specificity to the process of receiving
and reproducing educational information.
In accordance with the changes that are taking place in the education system in Ukraine according
to the best world standards, one of the directions of ensuring full access to quality education is the
inclusion of persons with special educational needs in the process of acquiring knowledge on a level
with all participants. The new legal documents and methodological manuals describe the peculiarities of
speech functioning in children with various manifestations of speech disorders, which create educational
difficulties of various degrees of manifestation.
It is known that primary speech disorders include persistent disorders of speech development in children
with preserved intelligence, normal hearing and prerequisites for sensorimotor development. More
often, a primary speech disorder is interpreted as alalia – a systemic underdevelopment of speech, in
which all its components are disturbed: phonetic-phonemic, lexical-grammatical. Characteristic signs
of alalia are difficulties in forming the constituent structure of words, interdependence of phonemic and
lexical disorders, difficulties in the development of phrasal speech. Insufficient assimilation of language
knowledge (especially semantic units at different levels of language organization) and language skills
(especially grammar) limits the possibilities of spontaneous development of the speech system, in
particular, independent learning of the meanings of new words that the child encounters in educational
literature on all school subjects.
This leads to insufficient understanding of oral and especially written speech, which ultimately
complicates the process of mastering school knowledge. The author substantiates the manifestations
of difficulties in the phonetic-phonemic, lexical-grammatical connections of speech activity on the basis
of certain features of the functioning of speech of various degrees of manifestation, taking into account
the unfavorable factors of the formation of speech disorders that affect the underdevelopment of the
corresponding speech systems. Fundamental approaches to the study of educational difficulties (both
speech and intellectual) are defined, which are based on theoretical statements about speech activity,
neurolinguistic analysis and psycholinguistic structure of speech activity, analysis of pedagogical practice
with the aim of identifying educational barriers and conditions for overcoming them.