METHODOLOGY OF INITIAL LANGUAGE TEACHING AND SPEECH DEVELOPMENT OF CHILDREN WITH SPECIAL EDUCATIONAL NEEDS

Abstract

The provisions of the scientific article provide theoretical and practical aspects of the problem of the methodology of initial language teaching and speech development of children with special educational needs. The relationship between language and speech is outlined, and the importance of the ability to speech activity as a sign of the state of development of mental processes is outlined. Scientific approaches to the construction of the methodology of teaching language and speech are systematized. The main tasks of special teaching methodologies are formulated. The principles of constructing the methodology of initial language and speech teaching are given, including the principles of individualization, correctional orientation, gradualness, comprehensive analyzer influence, and clarity. The variety of teaching aids is listed; methods of special language and speech teaching methodologies, which include verbal, game, techniques with gesture and visual support, motor, and speech modeling. General pedagogical methods (verbal, visual, practical, stimulating educational activities) and specific speech therapy techniques (individual instructions, prompt cards, synthesis of verbal and non-verbal support, alternative communication, compensatory strategies) used in teaching children with special needs are identified. Quality indicators of reading skills of children with special educational needs are given: awareness, correctness, speed, expressiveness, reading style. A list of the most common classical and modern methods of teaching reading to children with special educational needs is collected and presented. The importance of combining general pedagogical methods with speech therapy and psychological and pedagogical techniques that contribute to overcoming individual difficulties in language acquisition is emphasized. Prospects for further research are in the development of differentiated language learning programs for different categories of children with special educational needs, as well as in studying the impact of innovative educational technologies on the dynamics of speech development in the primary education.