Стан сформованості рецептивного мовлення в молодших школярів із комплексними порушеннями психофізичного розвитку
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Дата
2018
Назва журналу
Номер ISSN
Назва тому
Видавець
СумДПУ імені А. С. Макаренка
Анотація
У дітей із аутизмом спостерігається обмеженість у спілкуванні з оточуючими, що проявляється вже в перші роки життя. Стан сприймання та розуміння усного мовлення дітьми з аутизмом може впливати на рівень інтелекту. Виникає потреба практичного вивчення й порівняння особливостей рецептивного мовлення дітей із аутизмом та різним рівнем розвитку пізнавальних процесів. У статті описані результати експериментального дослідження, які свідчать про те, що в дітей є значні труднощі розуміння невербальних засобів комунікації та прихованого змісту. Перспективами подальших наукових досліджень є розробка методики формування сприймання усного мовлення дітьми з комплексними порушеннями, у структурі яких є РСА.
Unlike children with normal development, children with autism have problems of socialization. Problematic is meeting and the ability to enter into a dialogue with people both in society and in educational activities. In addition to unusual behavior, in children with autism and mental retardation, there is limited speech and nonverbal communication with others, which manifests itself in the early years of life. Disturbed development of communicative function of speech and communicative behavior is also manifested in the absence of interaction with adults: the child does not use speech as a means of communication; he does not address the questions, does not answer the questions of people around and close to her. At the same time, autonomous broadcasting can intensively develop. The understanding of child transmission with autism spectrum disorders is influenced by the level of intellectual development, the level of concentration of attention, the amount of information provided to the child, the complexity of constructing speech, the motivation to acquire new knowledge, and so on. A child may have a large number of words in his vocabulary, while not understanding the meaning of the said and not using the vocabulary for communication. Children with autism do not attempt to compensate for the difficulty of perceiving speech by understanding gestures or facial expressions. Almost non-verbal means of communication are used; they have a violation of the intonational-melodic side of speech. Often, understanding the instruction, they refuse to perform it. They cannot understand the said, the topic of conversation, give a reciprocal reaction to the interlocutor, despite the level of speech development. Difficulties in understanding the emotional manifestations of a person, his feelings leads to the inability to empathize. Correctly organized correction process will allow to develop communicative skills, to form the function of perception of external speech. The purpose of the article is to study the peculiarities of receptive speech in children with autism and delay in the mental development of elementary school age. The following methods were used: observation, product analysis, conversation, questioning, analysis of personal cases. Research has shown that children have significant difficulties in understanding non-verbal means of communication and hidden content. Prospects for further research are the development of a methodology to improve perception of oral speech.
Unlike children with normal development, children with autism have problems of socialization. Problematic is meeting and the ability to enter into a dialogue with people both in society and in educational activities. In addition to unusual behavior, in children with autism and mental retardation, there is limited speech and nonverbal communication with others, which manifests itself in the early years of life. Disturbed development of communicative function of speech and communicative behavior is also manifested in the absence of interaction with adults: the child does not use speech as a means of communication; he does not address the questions, does not answer the questions of people around and close to her. At the same time, autonomous broadcasting can intensively develop. The understanding of child transmission with autism spectrum disorders is influenced by the level of intellectual development, the level of concentration of attention, the amount of information provided to the child, the complexity of constructing speech, the motivation to acquire new knowledge, and so on. A child may have a large number of words in his vocabulary, while not understanding the meaning of the said and not using the vocabulary for communication. Children with autism do not attempt to compensate for the difficulty of perceiving speech by understanding gestures or facial expressions. Almost non-verbal means of communication are used; they have a violation of the intonational-melodic side of speech. Often, understanding the instruction, they refuse to perform it. They cannot understand the said, the topic of conversation, give a reciprocal reaction to the interlocutor, despite the level of speech development. Difficulties in understanding the emotional manifestations of a person, his feelings leads to the inability to empathize. Correctly organized correction process will allow to develop communicative skills, to form the function of perception of external speech. The purpose of the article is to study the peculiarities of receptive speech in children with autism and delay in the mental development of elementary school age. The following methods were used: observation, product analysis, conversation, questioning, analysis of personal cases. Research has shown that children have significant difficulties in understanding non-verbal means of communication and hidden content. Prospects for further research are the development of a methodology to improve perception of oral speech.
Опис
Ключові слова
рецептивне мовлення, молодші школярі, комплексні порушення психофізичного розвитку, аутизм, затримка психічного розвитку, інтелектуальні порушення, невербальні засоби спілкування, receptive speech, junior schoolchildren, complex disorders of psychophysical development, autism, mental retardation, intellectual disturbances, nonverbal means of communication
Бібліографічний опис
Свідерська, М. Стан сформованості рецептивного мовлення в молодших школярів із комплексними порушеннями психофізичного розвитку [Текст] / М. Свідерська // Педагогічні науки: теорія, історія, інноваційні технології : науковий журнал / Міністерство освіти і науки України, Сумський державний педагогічний університет імені А. С. Макаренка ; [редкол.: А. А. Сбруєва, М. А. Бойченко, О. Є. Антонова та ін.]. – Суми : СумДПУ імені А. С. Макаренка, 2018. – № 8 (82). – С. 246–255.