PRINCIPLES OF THE METHODOLOGY OF CORRECTIVE WORK FOR SPEECH DEVELOPMENT DISORDERS IN CHILDREN

Abstract

The provisions of the scientific article provide theoretical and practical aspects of the methodology of corrective influence on children with speech disorders. The purpose of the article is to analyze the basic ideas of the methodology of corrective work in speech disorders. The specifics of the problem are outlined, its relevance in today's humanitarian science and education, and new aspects of considering the topic in light of today's challenges are also indicated. The research methods are comparability, analysis, systematization, comparison, which allowed analyzing the Ukrainian experience, highlighting key aspects and systematizing the results of the study. The significance of speech disorders and their comprehensive impact on the development of the child's personality is noted. The connection between speech development and indicators of mental and intellectual health is noted. The theoretical principles of organizing corrective work are analyzed, approaches are determined. The general stages of correcting speech disorders are given. The directions of implementation of corrective influence on children with speech disorders are outlined. The tasks that are common to all speech disorders are given and specific tasks for common speech disorders are singled out (alalia, aphasia, dysarthria, rhinolalia, general speech underdevelopment). Innovative technologies that can be involved in correctional work are analyzed, the advantages and disadvantages of each group are given, examples are given. The importance of a variety of means for a comprehensive corrective influence on a child's speech disorders is noted. Logorithms are analyzed as an example. General aspects are given as general principles that form the basis of the methodology of correctional work. The issues of neuropsychological characteristics of a particular child remain promising for more complete consideration of differences in the cognitive style or degree of neurodynamic immaturity of the child.