Development of connected speech in children with mental disabilities

Аннотация

Developing connected speech in children with intellectual disabilities is a study of a pedagogical approach aimed at further improving the language and communication skills of students. Children with intellectual disabilities, due to their specific psychological and cognitive characteristics, face difficulties in the process of learning speech and language. Therefore, special pedagogical techniques, methodologies and activities are used to develop their connected speech. This study analyzes modern methods, experiences and approaches to developing the speech of children with intellectual disabilities. This process helps students improve their communication skills, establish effective communication with them and clearly express their thoughts. The goal is to create opportunities for children with intellectual disabilities to develop correct and sincere speech. Keywords: Mental disability, connected speech, language development, special pedagogy, communication skills, communication, pedagogical techniques. of manifestations, and in connection with them there Introduction: In our country, since the first years of are several levels of speech development. The first level independence, special attention has been paid to includes “wordless” children. Some are indifferent to raising the younger generation as physically healthy, the environment, do not use speech. Other children spiritually mature, intellectually capable individuals. In constantly make the same monotonous sounds, which his speech on this issue, our President specifically is not a means of communication. Some use non-verbal noted that the most important period in the physical means. This group is the most difficult from the point and psychological development of a child is the of view of speech, regardless of age. The second level preschool period. Our first President said: “You know includes children with individual words or phrases that since the first years of independence, the issue of pronounced with various phonetic disorders. Phonetic a healthy mother and a healthy child has become a disorders are dysarthric in nature, which makes it priority direction of state policy in our country, and our difficult to organize the kinetic and kinesthetic program great work carried out within the framework of our with an apraxic component, which significantly large-scale nationwide programs has been recognized complicates the formation of the pronunciation side of worldwide. At the same time, today's hectic times, life speech. The third level of speech development includes itself, are setting us new, extremely important and children with household vocabulary and phraseological urgent tasks in the education of the younger speech. Some children talk a lot, use detailed generation.” These actions also apply to children with phraseological speech with elements of impaired developmental disabilities, who are equal members of sound pronunciation. Other children use short phrases, our society. The features of the development of motor agrammatisms are noted. The sequence of speech in children are diverse in terms of the severity presentation is difficult. The third level is characterized International Journal of Pedagogics 34 https://theusajournals.com/index.php/ijp International Journal of Pedagogics (ISSN: 2771-2281) not only by a violation of the structure of the external the pre-phonemic development of the child's speech, plan of speech, the possibility of its placement, since the child still cannot distinguish words in the saturation with components, but also by a narrowing of speech addressed to him by their sound. Research by the semantic field, a weakening of the lexical content, F.I. Fradkina showed that with a change in the sound inability to use. variability of vocabulary, grammatical composition of a word, but while preserving its structure. Most children at this level need oral rhythmic-melodic structure, its understanding is still communication L.V. Kuznetsova Children with mental preserved, but at the age of 10-11 months a retardation, due to their specific behavioral qualitatively different period begins in the child's stereotypes, cannot transfer the acquired skills of development. understanding of speech, which is based independent statements to a new situation. According on the perception and differentiation of the sound to the degree of independence and activity in the composition of words. This stage N.Kh. Shvachkin calls communication process, children of this category are the period of phonemic speech. The distinction divided into 3 groups according to L.M. Shipitsina: between speech sounds, and therefore words, is gradually formed. N.Kh. Shvachkin established the 1) The first group includes children who cannot following sequence for the development of this independently participate in any practical work. It is process: first, the child begins to distinguish vowels in difficult to communicate with them. When working the perceived speech stream