The work with children with speech impediments of linguistics in nursery school in the conditions of inclusive education
The article is devoted to the problem of the organization of teaching children with speech pathology under the conditions of inclusive education, providing comprehensive help to children with deviations in speech development. The modern system of preschool education can become effective if it is aimed at the humanization of relations in the pedagogical process, the provision of a favorable psychological climate, the development of the natural capacities and abilities of the child with a speech pathology, of his personality in whole. The concept of inclusive education reflects one of the main democratic ideas - all children are valuable and active members of society. Training in inclusive educational institutions is beneficial for children with special educational needs, as well as for other children, family members and society in whole. In inclusive groups, the emphasis is primarily on the development of strong qualities and talents of children, not on their problems. For a child with speech pathology, special forms of the educational environment are needed: the creation of a single correction- developing space and the equipment of the subject-developing environment, which would stimulate the speech and personal development of the child. An important role in the speech development of children is played by the speech therapy room, which task is to overcome and prevent in time various forms of speech pathologies. Cooperation of the teacher, speech therapist and parents, on the one hand – eliminates the disturbed speech functions, and on the other – develops functional systems of the child: breathing, voice function, articulation apparatus, attention in general, processes of memory and reproduction of speech and motor material. The guard regime must be observed, therefore it is needed to include in physical training exercises and exercises aimed at activating the work of the brain.Children with speech impairment are usually weak, get tired quickly, and an increase of educational load, permitted by the age, is prohibited. Only a comprehensive approach to overcoming children’s speech impairment, with the active inclusion of all participants in the educational process, is as effective as possible, contributes to optimal language correction, increased language development, and the formation of general-psychic skills.
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