Principles of Developing Education in the General Educational Space and in the Correctional and Educational Process

У статті розглянуто принципи роз-виваючого навчання у загальноосвіт¬ньому просторі та корекційно-виховному процесі. Найкращих результатів при роботі за принципами розвиваючого навчання у загальноосвітньому просторі можна досягнути на основі принципів загальної дидактики, які спонукатимуть до активності і мотивації діяльності. Для успішного корекційно-виховного процесу - на принципах загальної дидак¬тики, як на основі, але реалізація яких передбачає формування та максимальну активізацію компенсаторних можливос-  тей організму та особистості при атиповому розвитку, а також специ¬фічних умов оптимальної реалізації загальнопедагогічних дидактичних прин-ципів у спеціальному навчанні.The article deals with the principles of developing education in the general education space and the correctional and educational process. The best results when working on the principles of developing education in the general education space can be achieved on the basis of the principles of general didactics, which will motivate the activity and motivation activities. For successful correctional and educational process - on the principles of general didactics as on the basis, but the realization of which involves the formation and maximum activation of the compensatory possibilities of the organism and the individual atypical development, as well as the specific conditions for the optimal implementation of general pedagogical didactic principles in special education

Logopedic Technologies in Work with Children with Special Educational Needs

The scientific substantiation of motor sphere examination as one of the important components of complex pedagogical examination of children with speech disorders is considered.The article considers the problem of application of speech therapy technologies for preschool children with special educational needs. On the basis of theoretical analysis of sources of the problem, as well as practical experience of work with such children the necessity of multidisciplinary approach to the organization of their speech therapy support. Algorithms of variant technologies of speech therapy support of preschool children with delayed speech development and developmental disorders are given.The importance of involving parents of preschool children with special educational needs in joint activities with a speech therapist is given. Particular attention is paid to the need for diagnostics of the child's speech development.The problem of organization of joint work of a speech therapist and parents bringing up a child with special educational needs is revealed. The ways of solving problems arising in such families are shown. The necessity of timely and systematic correctional and speech therapy work is pointed out.</p

Simulation in the Process of Solving Arithmetic Problems with Junior High School Students with Severe Speech Impairment

В статті розглянуто значення моделювання у процесі розв’язування арифметичних задач молодшими школярами з тяжкими порушеннями мовлення. Саме моделювання має важливе значення для усвідомлення не лише структури задачі, а й зв’язків між даними і шуканими величинами, про які йдеться.In the article the value of modeling in the process of solving arithmetic problems with younger students with severe speech disorders is considered. Modeling is important for understanding not only the structure of the problem, but also the relationships between the data and the desired values, which are referred to

Features of Preparing Junior Schoolchildren with Severe Speech Disorders for Solving Arithmetic Problems in Speech Therapy Classes

У даній статті запропоновані результати проведеної роботи, спрямованої на підготовку молодших школярів з ТПМ до розв’язування арифметичних задач на логопедичних заняттях. За результатами проведених нами досліджень встановлено, що в молодших школярів із ТПМ спостерігаються труднощі при розв’язуванні арифметичних задач. У процесі підготовки молодших школярів із ТПМ до розв’язування арифметичних задач на логопедичних заняттях ми спостерігали специфічні помилки на рівні: вимови звуків, слів; побудови речень; переказу тексту. Підсумковий аналіз показав, що ефективним було використання не лише завдань для розвитку в них мовлення, але й корекційні вправи, які були задіяні по-різному в залежності від прояву.This article proposes the results of performed work, which aims are to prepare junior schoolchildren with severe speech disorders to solve arithmetic problems in speech therapy classes. Our previous research has found that children with severe speech disorders had difficulty solving arithmetic problems. In the process of preparing junior schoolchildren with severe speech disorders to solve arithmetic problems in speech therapy classes, we observed specific errors at the level of: pronunciation of sounds, words; sentence construction; text translation. To overcome them, we used correction tasks. They were offered to children to perform only when they saw in them a mistake of a certain type, and therefore did not include these tasks in the text of the lesson, and offered them as tips in the working mode. The duration of these correction tasks is 1-2 minutes. The purpose of their use is the awareness of children with severe speech disorders of mistakes and formation of their skills of independent control over their own speech. In order to overcome errors, we offered different tasks based on analytical systems: visual, auditory, tactile-kinesthetic, changing them each time. The final analysis of the features of speech therapy classes has shown that in order to overcome specific errors in oral and written speech among pupils with severe speech disorders during speech therapy classes was effective to use not only tasks for speech development, but also corrective exercises that were involved in different situations depending on the manifestation. In particular, to correct the phonetic side of speech, pupils with severe speech disorders were taught to focus on analytical systems: auditory – associating speech sounds with different sounds of the environment; tactile-kinesthetic – feeling vibration; visual – imagining the articulatory image and associating the sound of speech with visual support. In the future, based on the concise tips of a speech therapist (figurative, gestural, facial expressions, etc.) children were offered to correct mistakes. And when the tips were taken away, they were applied only when needed to individual pupils with severe speech disorders