Основні труднощі в навчанні молодших школярів із мовленнєвими порушеннями

Abstract

У статті розкрито функціонально-змістові характеристики мовлення, проаналізовано сутність мовленнєвих порушень, визначено суттєві прогалини в навчанні та загальному розвиткові учнів та виокремлено чинники впливу на появу труднощів у навчанні молодших школярів із мовленнєвими порушеннями. Охарактеризовано принципи побудови навчально-виховного процесу; визначено зміст педагогічної діяльності щодо формування мовлення на практичному рівні та розвитку життєво необхідних компетентностей школярів із порушенням розвитку; накреслено шляхи попередження та подолання прогалин у навчанні учнів з порушеннями мовлення.In the article, the author pays special attention to the requirements of the normative documents on education for the formation and development of personality of the 21st century, outlines the main tasks of the school, teachers in forming the necessary competences of younger students. The author emphasizes that speech is a tool by which a person realizes himself in society, achieves his goal, communicates and cooperates with others. That is why the author emphasizes that children with speech impairments are the category of people who need the most attention from adults, teachers, social workers, because they are deprived of the opportunities that others have due to the underdeveloped speech. Attention is drawn to the opinions of scientists regarding the influence of speech disorders on the development of personality, the psychological aspect of the problem is analyzed. The influence of insufficient vocabulary, underdeveloped worldview and ideas of young school children on their self-realization in the process of education, comprehensive development is determined. The author emphasizes that this problem is not new and has already been researched in various aspects by teachers, psychologists, sociologists. Scientists believe that speech disorders adversely affect the overall development of the individual, make adjustments in the process of its socialization and adaptation, the creation of friendly relations in the team, the realization of the intended. The author defines the necessary principles that must underlie the organization of education and upbringing of students; gives a description of individual techniques and methods of working with this category of students. In addition, the author identifies the factors that influence students' learning disabilities, analyzes them, and outlines ways to prevent them. The article presents the main difficulties in teaching students with speech disorders, presents their characteristics and specifics in accordance with the educational abilities of children, their psychological characteristics and individual properties, inclinations.