XV Международная студенческая научная конференция Студенческий научный форум - 2023

Modern society places high demands on the education system, leading to the search and development of innovative approaches to psychological and pedagogical support of education at school. In this context, the problem of maintaining effective psychological and pedagogical conditions for teaching children with various developmental disorders deserves special attention.

A special group of attention of the speech therapist teacher consists of children with severe multiple developmental disorders. In this category of students, the presence of a complex syndrome is recorded, the manifestations of which affect violations of the work of analyzers (visual, auditory), features of physical development, changes in mental cognitive processes, intellectual development lag, aggravated by dysarthric speech disorders. Regardless of the priority of violations, the peculiarities of development are fixed in all areas of the student's psychophysical development.

One of the common concomitant diseases of students with severe multiple developmental disorders is a dysarthric speech disorder, expressed in a complex violation of the pronunciation side of speech. Children are unable to pronounce sounds and words clearly and articulately, they have violations of intonation, tempo-rhythmic coloring, which causes difficulties in building social interaction, mastering an adapted educational program, forming the skills, abilities and knowledge of the student.

Despite a sufficient number of studies concerning various aspects of the problem raised in this paper, contradictions have been found between:

- increasing demands on the personal and intellectual capabilities of children with disabilities and a decrease in the number of studies devoted to this problem;

- the role of speech development of students with multiple developmental disabilities in psychological adaptation to school and the minimum number of available forms and methods of speech therapy.

The formation of articulatory motor skills in students with severe multiple developmental disorders with dysarthric speech disorder will be successful if the following conditions are met:

- selection of methods of correctional work taking into account the peculiarities of articulatory motor skills of students with severe multiple developmental disorders;

- systematic work on the development of articulatory motor skills;

- implementation of a comprehensive approach to correction of articulatory motility disorders.

With dysarthric speech disorders, the phonetic (prosodic and sound-producing) side of speech primarily suffers, which is due to damage to the central nervous system, as well as insufficient formation of respiratory, vocal, articulatory muscles, kinesthetic perception disorders, etc.

When working with a student, the mechanism and causes of impaired speech and sensory functions, fine and general motor skills are taken into account and methods of massage, self-massage and articulation gymnastics are used in correctional work.

Literature:

1. Convention on the Rights of Persons with Disabilities in the Russian education system // Bulletin of International Treaties, July 2013. No. 7

2. Federal Law No. 273-FZ of December 29, 2012 "On Education in the Russian Federation" //Collection of Legislation of the Russian Federation of December 31, 2012 No. 53 (Part I) of Article 7598

3. Order of the Ministry of Education and Science of the Russian Federation No. 1598 dated December 19, 2014 "On approval of the Federal State educational standard for primary general education of students with disabilities" // Official Internet portal of Legal Information (www.pravo.gov.ru ) February 6, 2015

4. Sukhova O. V. Neuropsychological approach to the prevention of violations of written speech in children with erased dysarthria / O. V. Sukhova // Correctional pedagogy : theory and practice. - 2010. - N 3. - pp. 79-89.

5. Gracheva I. A. Features of psychocorrective work in the conditions of integration of younger adolescents with speech disorders in a general education institution / I. A. Gracheva // School speech therapist. - 2009. - N 1 (28). - C. 38-42.