THE UNITY OF THE CLINICAL-PSYCHOLOGICAL-PEDAGOGICAL COMPONENT IN THE CORRECTION OF PRAXIS DISORDERS IN CHILDREN OF PRESCHOOL AND JUNIOR SCHOOL AGE WITH INTELLECTUAL AND SPEECH DEVELOPMENT DISORDERS

Abstract

The purpose of the article is to substantiate the scientific and practical aspects of the problem of violation of praxis in children of preschool and primary school age with intellectual and speech disorders. The author conducted a theoretical analysis of modern scientific research on the problem of study; the essence of the concepts «dyspraxia», «apraxia», «ataxia» is defined; the main causes of praxis violations in children are outlined; the concept of primary and secondary violation of praxis is analyzed. It has been established that a violation of praxis is a factor that complicates any developmental disorders and can be one of the elements of a complex combined disorder or an independent comorbid disorder. The author characterized the main types of dyspraxias that occur in children with speech and intellectual disabilities: «disorders of general praxis», «disorders of hand (finger) praxis», «disorders of oral praxis», «disorders of articulatory praxis». The article analyzes the theoretical aspect of the problem of propaedeutics and overcoming the consequences of violation of praxis in children; practical traditional and innovative approaches in corrective and developmental work are considered. The scientific novelty of the research consists in ascertaining the need to use a single clinical-psychologicalpedagogical approach in the correctional-restorative process based on the principles of interdisciplinary interaction and maximum individualization of the educational-correctional process. Conclusions. The importance of early diagnosis of praxis disorders, early intervention (early correction), correction of existing and prevention of possible consequences of praxis disorders in children of preschool and primary school age has been scientifically proven.