DIDACTIC SUPPORT FOR THE CORRECTION OF GENERAL SPEECH UNDERDEVELOPMENT IN CHILDREN WITH DYSARTHRIA

Abstract

Children with dysarthria exhibit unclear pronunciation, a decrease in speech speed and rhythm, a limited active vocabulary and a weak tone-expressive colorlessness of speech, and difficulties in perceiving and reproducing sound and phonetic elements of speech. These specific disorders lead to pedagogical problems such as concentration, verbal memory volume, decreased learning efficiency, difficulties in social adaptation and communication with peers and teachers, low self-esteem, the formation of excessive anxiety and emotional instability, and the development of secondary behavioral disorders if not corrected for a long time. This requires an individual approach and comprehensive pedagogical support, and creates the need to change the educational process.