EDUCATIONAL SERVICE «SPEECH DEVELOPMENT» FOR PRIMARY SCHOOL CHILDREN WITH ATTENTION DEFICIT HYPERACTIVITY DISORDER AS A MODERN TREND

Abstract

The article provides a theoretical and methodological justification of the educational service «Speech Development» for primary school children with attention deficit hyperactivity disorder (ADHD) in the context of inclusive and special education. ADHD is considered as a biopsychosocial neurodevelopmental disorder characterized by attention deficits, impulsivity, hyperactivity, impairments of executive functions, and emotional self-regulation, which significantly affect speech development and academic achievement. The evolution of scientific approaches to understanding ADHD is analyzed, ranging from the concepts of minimal brain damage and minimal brain dysfunction to contemporary views on deficits in executive (control) functions.
It is substantiated that speech difficulties in children with ADHD are caused not only by speech impairments themselves but also by specific features of cognitive and behavioral functioning, which necessitates a comprehensive speech and language intervention. The content, purpose, and specific features of implementing the educational service «Speech Development» for students in grades 1–4 are determined, taking into account the requirements of state educational standards, conclusions of Inclusive Resource Centers, and levels of educational support.
The main directions and principles of correctional and developmental work are described, including structured and staged instruction, individualization, activity-based and comprehensive approaches, reliance on preserved functional systems, interdisciplinary cooperation, and collaboration with parents. The effectiveness of using modified speech therapy technologies, as well as play-based, sensory, kinesiology, and information methods aimed at developing oral and written speech, attention, self-regulation, and communication skills, is demonstrated. It is concluded that the proposed educational service is an essential condition for overcoming speech and learning difficulties and for ensuring the successful integration of children with ADHD into the educational environment.