PECULIARITIES OF SUPPORTING CHILDREN WITH DYSARTHRIA IN AN EDUCATIONAL ENVIRONMENT

Abstract

The article is devoted to the study of the peculiarities of supporting children with dysarthria in an educational environment. Based on the analysis of the structure of communicative competence, which consists of four components (linguistic, sociolinguistic, strategic and discursive), their correlation with the state of development of each sphere of the child's life and functioning (physical, speech, cognitive, emotional-volitional and social) is revealed, and the peculiarities of its formation in conditions of neuromotor deficit in children with special speech needs are substantiated, taking into account national and foreign experience. The essence of the concept of ‘dysarthria’ has been defined, which consists in insufficient innervation of the speech muscles due to organic lesions, mainly of the central nervous system, and manifests itself through a deficit in speech intelligibility or the inability to produce speech (anarthria) by the child and to recognise its content by those around them, which leads to difficulties in acquiring knowledge in educational institutions. An analysis of the five-point scale presented in the context of the International Classification of Functioning, Disability and Health for Children and Adolescents (ICF-CP) was carried out, and an analysis of J. Tardieu's principle of ‘speech intelligibility’ was carried out, which made it possible to develop criteria for determining the degree of communication difficulties. Each of the degrees of manifestation of these difficulties is presented in view of the developed criteria, which make it possible to determine the characteristics of pronunciation, facial expressions, voice, prosody, reading, and writing; enables the establishment of patterns of their manifestation in different conditions (when tired, during weather changes, when it is necessary to use new instructions for a task or move on to a new task, etc.); contributes to the consideration of the peculiarities of cognitive, emotional and volitional functioning, which can create a barrier to the successful acquisition of knowledge and interaction. Recommendations have been developed aimed at successfully developing the communicative competence of children with dysarthria in an educational environment and overcoming educational difficulties. Prospects for further scientific research have been identified, consisting in the development and implementation of personalised programmes based on the individual neuro-psycho-linguistic-synergetic mechanism of the emergence of neuro-motor speech function deficits and their analysis from the point of view of a psycholinguistic-synergetic approach.