Arabaji K.D., Baidalieva A.
R., Kapiyat A. Zh.,
Toktarova
S. N., Askarova A. D.
Karagandy State University
named of
E.A. Buketov, Qazaqstan
Features of speech development in
children with special educational needs.
Children with special educational needs are– children
requiring special psychological and pedagogical assistance and organizing
special conditions for their upbringing and education. Correctional pedagogy
aims to provide socialization of the child, i.e. to contribute to the
achievement of the ultimategoal of training and education of a child with
developmental disabilities, overcoming the social failure, the maximum possible
introduction it in society, the formation of his ability to live independently.
According to E. A. Trebeleva, the gap in language
development begins in children with special educational needs from infancy and
continues to accumulate in early childhood. Not formed such prerequisites of
speech development, as a curiosity, the emotional-volitional sphere, in
particular emotional communication with adults, not formed phonemic hearing, is
not developed articulation apparatus [1].
Disorders of children speech activity are varied and
multifaceted. They can occur with different types of disabilities: mental
retardation, delay of mental development, cerebral palsy, hearing, vision,
social-psychological neglect, emotional deprivation, in the limitation of
speech communication of the child when dealing with children with speech
defects, etc.
Violation of the of speech defects of child
development is the overall pattern of their mental development. The essence of
this pattern is, according to E. A. Trebeleva, that if not implemented the
required corrective effect, the deformation of verbal communication and the
child's interaction with the social environment comes, the range of ideas about
the worldlimits, ability to receive and processing information impairs,
difficulties of social adaptation appear, which negatively affects the overall
mental development of the child [5].
Disturbance of speech in children with special
educational needs creates additional difficulties in their social adaptation
and establish relationships with other people. However, this does not mean
these difficulties are insurmountable.
Despite the different nature of defects these children
have typical symptoms indicate a systemic disturbance of speech activity. One
of the leading signs is the later beginning of speech: first words appear to
3-4, and sometimes 5 years. It is phonetically incorrect and poorly decorated.
The most expressive indicator is the backlog of expressive speech with a
relatively prosperous, at first sight, understanding the addressed speech. The
speech of these children are obscure. There is a lack of speech activity, which
with age, without special training, drops dramatically. However, children are
rather critical to their defect [3].
Defective speech activity has an impact on developing
children's sensory, intellectual and affective-volitional sphere. There is an
inadequate attention span, limited its distribution. With relatively preserved
semantic, logical memory in children, reduced verbal memory, memory
performancesuffers. They forget the complicated instructions, the elements and
sequence of tasks.
The weakest children with the low activity of
remembering can be combined with limited possibilities of development of
cognitive activity.
The relationship between speech disorders and other
parties mental development determines the specific features of thinking. In
General, having the full prerequisites for mastering the mental operations
available to their age, children are lagging behind in the development of
verbal-logical thinking, without special training they hardly master analysis
and synthesis, comparison and generalization [2].
Along with General physical debility, they have some
lag in the development of the motor areas, which is characterized by poor
coordination, lack of confidence in performing metered movements, decreased
speed and agility of execution. The greatest difficulties are identified in the
execution of movements by verbal instruction.
The main objectives of the lessons on speech
development is the education of sound of speech culture, enrichment,
consolidation and activation of vocabulary, improving grammatical accuracy of
speech, formation of speech, the raising of interest in artistic expression
[4].
Than the child is younger, the opportunity is greater
for recovery potential and the best results. It is important to note that the
treatment of disorders of speech functions should be carried out
comprehensively, with the participation of a pediatrician, psychiatrist,
neurologist, speech pathologist, speech therapist, psychologist. You may need
the assistance of an audiologist, ophthalmologist, endocrinologist, genetics.
From experts and modern methods for the correction and restoration of speech
function of the child depends on many things, but not all. The main role
belongs to parents, family baby. A comprehensive medical approach and active participation
of parents in development of speech functions of the child will definitely have
a positive effect.
Therefore, for all children who have speech disorders,
early identification of their causes and timely organization of
correctional-developmental and socio-rehabilitative care that is essential to
overcome and create better opportunities in the formation of a child.
References:
1. L. S. Vygotsky the Fundamentals of defectology. -
SPb.: DOE, 2003. - 654 p. - (Textbooks for universities. Special literature)
2. Benilov, S. Y. Speech Therapy. Systemic speech
disorders in children (etiology, pathogenesis, classification, correction,
prevention) / S. Y. Benilov, L. R. Davidovich. -
3. Lalaeva R. I., Serebryakova N. In. The formation of
correct spoken language in preschoolers - Rostov-n/Donu: Feniks, 2004. - 224ñ.
4. Trebeleva E. A. Special preschool pedagogy. - M.,
2002.
5. Belyakova L. I. Speech Therapy. Stuttering: a
Textbook for stud. Universities, educatio. Spec. / L. I. Belyakova, E. A.
Dyakova. –