Теорія і практика формування мовленнєвої діяльності розумово відсталих дітей молодшого шкільного віку
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Дата
2019-05
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Анотація
У дисертації комплексно досліджено проблему порушень мовленнєвої діяльності, зумовлених розумовою відсталістю легкого та помірного ступенів тяжкості: причинну обумовленість, механізми виникнення, специфіку когнітивного компоненту мовленнєвої діяльності. Визначено стратегію й тактику медико-лого-психолінгво-педагогічного етапу дослідження; подано характеристику змісту, педагогічні умови та критерії диференційованого оцінювання мовленнєвої діяльності молодших школярів із легким та помірним ступенями розумової відсталості; обґрунтовано показники порушень мовлення.
Науково обґрунтовано, емпірично досліджено теоретико-методичні засади та розроблено й експериментально перевірено комплексну диференційовану систему формування та корекції мовленнєвої діяльності молодших школярів із легким і помірним ступенями розумової відсталості на основі системного, індивідуально-диференційованого, мотиваційно-когнітивного, корекційно-розвивального, комунікативно-діяльнісного підходів.
Визначено та обґрунтовано напрями підготовки й підвищення кваліфікації фахівців до роботи з формування та корекції мовленнєвої діяльності молодших школярів із легким і помірним ступенями розумової відсталості.
The thesis is a comprehensive research of the problem of speech activity disorders caused by mental retardation of mild and moderate degrees of severity: causes, mechanisms of occurrence, specificity of the cognitive component. The strategy and tactics of the medical-logo-psycholinguistic and pedagogical stage of the study are determined; characteristics of the content, pedagogical conditions and criteria of differentiated assessment of speech activity of junior schoolchildren with mild and moderate degree of mental retardation are given; the indicators of speech disorders are substantiated. The theoretical-methodological foundations are scientifically substantiated and empirically investigated and complex differentiated system of formation and correction of speech activity of junior pupils with mild and moderate degree of mental retardation on the basis of systems, individual-differentiated, motivational-cognitive, corrective-developing, communicative-activity approaches is developed and experimentally verified. Within the complex differentiated system of formation and correction of speech activity of junior schoolchildren with mild and moderate degree of mental retardation, the conceptual-strategic and technological (pedagogical technology of formation and correction of speech activity, algorithm of its realization, program-methodological support in the context of the discipline of correctional-developmental direction «Speech development») modules are developed and substantiated. The directions of specialists’ training and professional development to work on formation and correction of speech activity of junior schoolchildren with mild and moderate degree of mental retardation have been identified and substantiate. The practical significance of the obtained results lies in improving the process of differentiated diagnosis of speech activity of junior schoolchildren with mild and moderate degree of mental retardation; developing and substantiating the indicators of violations of speech activity of the selected category of children; developing a complex differentiated system of formation and correction of speech activity of children with mild and moderate degree of mental retardation of junior school age, which has been introduced into the work of special institutions of general secondary education of Ukraine: pedagogical technology, algorithm for its implementation; designing a program for the development of speech for children with mild and moderate degree of mental retardation; developing organizational-methodological recommendations for interdisciplinary support of junior pupils with intellectual disabilities in the conditions of modern educational space; developing programme-methodological provision of students training for appropriate professional-pedagogical activities (educational program “Special method of speech development”, approved at the meeting of Chair of Special and inclusive education of Sumy SPU named after A.S.Makarenko); developing methodological recommendations on the investigated issue aimed at teachers-speech therapists, defectologists and other specialists who work on the development of speech of the selected category of children. Materials of the research can be used in the system of higher, special and inclusive education for creation and modernization of educational and methodological materials on diagnostics, formation and correction of speech activity of junior schoolchildren with mild and moderate degree of mental retardation. The obtained results are essential for ensuring consistency, continuity and perspectives between the junior and middle school age in relation to speech development of children with intellectual disabilities. As a result of systematic theoretical-methodological, historical and empirical analysis of the identified problem, the scientific-theoretical foundations of justification of violations of speech activity in children with intellectual disabilities of the junior school age are determined. Taking into account the hierarchy of the processes of formation, understanding of speech and the main components of the speech system and the tasks they solve, within the limits of this research, in the author’s opinion, it is expedient to use both the logo-pedagogical and psycholinguistic approaches of language and speech study of the selected category of children. Their combination can give a specialist not only necessary theoretical knowledge, but also a complex differentiated methodology of experimental study of specific manifestations of speech activity violations of children with mild and moderate degree of mental retardation.
The thesis is a comprehensive research of the problem of speech activity disorders caused by mental retardation of mild and moderate degrees of severity: causes, mechanisms of occurrence, specificity of the cognitive component. The strategy and tactics of the medical-logo-psycholinguistic and pedagogical stage of the study are determined; characteristics of the content, pedagogical conditions and criteria of differentiated assessment of speech activity of junior schoolchildren with mild and moderate degree of mental retardation are given; the indicators of speech disorders are substantiated. The theoretical-methodological foundations are scientifically substantiated and empirically investigated and complex differentiated system of formation and correction of speech activity of junior pupils with mild and moderate degree of mental retardation on the basis of systems, individual-differentiated, motivational-cognitive, corrective-developing, communicative-activity approaches is developed and experimentally verified. Within the complex differentiated system of formation and correction of speech activity of junior schoolchildren with mild and moderate degree of mental retardation, the conceptual-strategic and technological (pedagogical technology of formation and correction of speech activity, algorithm of its realization, program-methodological support in the context of the discipline of correctional-developmental direction «Speech development») modules are developed and substantiated. The directions of specialists’ training and professional development to work on formation and correction of speech activity of junior schoolchildren with mild and moderate degree of mental retardation have been identified and substantiate. The practical significance of the obtained results lies in improving the process of differentiated diagnosis of speech activity of junior schoolchildren with mild and moderate degree of mental retardation; developing and substantiating the indicators of violations of speech activity of the selected category of children; developing a complex differentiated system of formation and correction of speech activity of children with mild and moderate degree of mental retardation of junior school age, which has been introduced into the work of special institutions of general secondary education of Ukraine: pedagogical technology, algorithm for its implementation; designing a program for the development of speech for children with mild and moderate degree of mental retardation; developing organizational-methodological recommendations for interdisciplinary support of junior pupils with intellectual disabilities in the conditions of modern educational space; developing programme-methodological provision of students training for appropriate professional-pedagogical activities (educational program “Special method of speech development”, approved at the meeting of Chair of Special and inclusive education of Sumy SPU named after A.S.Makarenko); developing methodological recommendations on the investigated issue aimed at teachers-speech therapists, defectologists and other specialists who work on the development of speech of the selected category of children. Materials of the research can be used in the system of higher, special and inclusive education for creation and modernization of educational and methodological materials on diagnostics, formation and correction of speech activity of junior schoolchildren with mild and moderate degree of mental retardation. The obtained results are essential for ensuring consistency, continuity and perspectives between the junior and middle school age in relation to speech development of children with intellectual disabilities. As a result of systematic theoretical-methodological, historical and empirical analysis of the identified problem, the scientific-theoretical foundations of justification of violations of speech activity in children with intellectual disabilities of the junior school age are determined. Taking into account the hierarchy of the processes of formation, understanding of speech and the main components of the speech system and the tasks they solve, within the limits of this research, in the author’s opinion, it is expedient to use both the logo-pedagogical and psycholinguistic approaches of language and speech study of the selected category of children. Their combination can give a specialist not only necessary theoretical knowledge, but also a complex differentiated methodology of experimental study of specific manifestations of speech activity violations of children with mild and moderate degree of mental retardation.
Опис
Ключові слова
спеціальна освіта, логопедія, порушення інтелектуального розвитку, intellectual disorder, діти з інтелектуальними порушеннями, mental retardation of mild and moderate severity, молодші школярі із легким і помірним ступенями розумової відсталості, junior schoolchildren with mild and moderate degree of mental retardation, мовленнєва діяльність, speech activity, комплексна диференційована система формування та корекції мовленнєвої діяльності, complex differentiated system of formation and correction of speech activity, systemic underdevelopment of speech
Бібліографічний опис
Боряк О. В. Теорія і практика формування мовленнєвої діяльності розумової відсталих дітей молодшого шкільного віку [Текст] : автореф. дис. на здобуття наук. ступеня д-ра пед. наук : спец. 13.00.03 - корекційна педагогіка / Боряк Оксана Володимирівна ; Міністерство освіти і науки України, Національний педагогічний університет імені М. П. Драгоманова ; [наук. консультант М. К. Шеремет]. – Київ, 2019. – 42 с.