COMMUNICATION OF CHILDREN WITH SEVERE SPEECH DISORDERS USING NATURAL MEANS OF EXPRESSION: PECULIARITIES OF LEARNING

Abstract

The article covers the problem of teaching communication of children without oral speech using non-verbal means of communication. In the process of research analysis, it was found that for children without speech, due to the personal characteristics of psychophysical development and the lack of the ability to communicate verbally, the use of non-verbal means is becoming relevant, thanks to which they can express their needs and desires, transfer the knowledge and skills they have acquired. The purpose of the study is to determine the concept and role of natural expressive means in the communicative development of children without speech, methods of teaching children to communicate with the help of certain nonverbal means. In the study, the sequence of actions in learning natural gestural communication is described, the main groups of gestures and the requirements for their use are defined. Techniques for forming a child's ability to make eye contact with the environment, to adequately respond to appeals, are revealed. It has been proven that children with disabilities are taught to use gestures to accompany oral speech. The sequence of such gestures corresponds to sonorous oral speech, provided that gestural communication accompanies speech. The article reveals the concept of «gestures» as hand movements expressing the inner state of a person, pointing to any object in the external environment, and «emotions» as a component of symbolic non-verbal activity and their significance in human life. It has been proven that children with special educational needs are taught to use gestures to accompany oral speech. The sequence of such gestures corresponds to sonorous oral speech, provided that gestural communication accompanies speech. Gestures under such conditions are performed very slowly, during the composition of sentences they require compliance with certain rules, they allow visualizing the image of a particular word or action. It was established that the choice of gestures is determined by the requirement of interests and subordinated to the child's specific life environment. Techniques for the formation in children with severe speech disorders of the ability to express their emotions and manage them in accordance with the situation, and the ability to understand the emotions of other people, are presented.