Проблема подолання моторної алалії у дітей в умовах закладу освіти
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Дата
2018
Назва журналу
Номер ISSN
Назва тому
Видавець
«Педагогічна преса»
Анотація
На основі аналізу статистичних даних та літературних джерел у статті висвітлено проблему розвитку та корекції моторної алалії. Зазначено, що в умовах сьогодення, особливо у світлі інклюзивного навчання, важливою умовою повноцінного розвитку дитини із моторною алалією, є своєчасна корекція її мовленнєвого порушення. Успішність формування мовленнєвої діяльності залежить від рівня оволодіння дитиною із моторною алалією фонетичною системою мови, яка залежить від взаємодії різних аналізаторів, що забезпечують полімодальну єдність мовленнєвої функціональної системи. При індивідуалізації плану корекції, заснованого на потребах і можливостях дитини, будь-який із методів корекції, який включає в себе принципи моторного навчання, може використовуватися для стимуляції правильних жестів та рухів мовлення.
At the present stage of the special education development, an important issue is children with severe speech impairment training and education, including motorized alalysis. Investigating the domestic and foreign experience of this problem solving, it is concluded that the issues of etiology, pathogenesis and motor alalysis correction still remain insufficiently studied and rather acute. Particular attention needs to be paid to the development and implementation of the correction system for motorized alalia in general education settings. Observing the dynamics of scientific research on the problem of speech activity of children with speech disorders in general and motor alalia, in particular, provide an opportunity to state that scientists pay much attention to the mentioned topic. On the basis of the analysis of statistical data and literary sources, the article covers the problem of the development and correction of motor alalia. It is noted that speech mastery of children in the conditions of dizontogenesis occurs slowly. The article determines that motor alalysis in speech therapy is called the primary underdevelopment of the expressive speech of the central organic genesis caused by a violation of one of the two specific psychological mechanisms of speech associated with the activity of the central cortical sections of the speech-motor analyzer. In today's conditions and in the inclusive education framework, an important condition for the full development of a child with motor alalia is a timely correction of his speech impairment. It is stated that there are currently no studies that systematically compare specific speech patterns (for example, morphological or syntactic errors) of children with motor alalia. The success of the speech activity formation depends on the level of child with motor alalia mastery of the language phonetic system, from the interaction of various analyzers, providing polymodal unity of the speech functional system. One of the important tasks of modern speech activity theory and practice is to find effective ways of studying and explaining the speech ontogenesis and its disontogenesis. While individualizing a correction plan based on the the child needs and capabilities, any of the correction methods, which include the principles of motor learning, can be used to stimulate the correct gestures and speech movements. Since many children with motor alalia are confronted with speech problems, therapeutic approaches that take into account these needs should undoubtedly be included in the general correction plan.
At the present stage of the special education development, an important issue is children with severe speech impairment training and education, including motorized alalysis. Investigating the domestic and foreign experience of this problem solving, it is concluded that the issues of etiology, pathogenesis and motor alalysis correction still remain insufficiently studied and rather acute. Particular attention needs to be paid to the development and implementation of the correction system for motorized alalia in general education settings. Observing the dynamics of scientific research on the problem of speech activity of children with speech disorders in general and motor alalia, in particular, provide an opportunity to state that scientists pay much attention to the mentioned topic. On the basis of the analysis of statistical data and literary sources, the article covers the problem of the development and correction of motor alalia. It is noted that speech mastery of children in the conditions of dizontogenesis occurs slowly. The article determines that motor alalysis in speech therapy is called the primary underdevelopment of the expressive speech of the central organic genesis caused by a violation of one of the two specific psychological mechanisms of speech associated with the activity of the central cortical sections of the speech-motor analyzer. In today's conditions and in the inclusive education framework, an important condition for the full development of a child with motor alalia is a timely correction of his speech impairment. It is stated that there are currently no studies that systematically compare specific speech patterns (for example, morphological or syntactic errors) of children with motor alalia. The success of the speech activity formation depends on the level of child with motor alalia mastery of the language phonetic system, from the interaction of various analyzers, providing polymodal unity of the speech functional system. One of the important tasks of modern speech activity theory and practice is to find effective ways of studying and explaining the speech ontogenesis and its disontogenesis. While individualizing a correction plan based on the the child needs and capabilities, any of the correction methods, which include the principles of motor learning, can be used to stimulate the correct gestures and speech movements. Since many children with motor alalia are confronted with speech problems, therapeutic approaches that take into account these needs should undoubtedly be included in the general correction plan.
Опис
Ключові слова
моторна алалія, загальноосвітні навчальні заклади, статистичні дані, спеціальна освіта, корекційна робота, індивідуалізація, план корекції, motor alalia, general educational institutions, statistical data, special education, correctional work, individualization, correction plan
Бібліографічний опис
Зелінська-Любченко, К. Проблема подолання моторної алалії у дітей в умовах закладу освіти [Текст] / К. Зелінська-Любченко // Особлива дитина: навчання та виховання : науковий, навчальний, інформаційний журнал. – Київ : «Педагогічна преса», 2018. – № 1 – С. 55–63.