У статті висвітлені пріоритетні напрями корекційної роботи з дітьми із тяжкими порушеннями мовлення, що є передумовою ефективної логопедичної роботи в умовах воєнного стану. Висвітлено особливості корекційного впливу та перешкоди до успішного вирішення даної проблеми. Доведено доцільність комплексного впливу на подолання тяжких порушень мовлення у дітей в умовах нервово-психічного напруження та навантаження, екстремальних й психотравмуючих ситуаціях.
The article highlights the priority directions of correctional work with children with severe speech disorders, which is a prerequisite for effective speech therapy work in the conditions of martial law. It was determined that they should be based on interdisciplinary and logocorrective approaches, each of which complements and enhances the effectiveness of correctional work.
The peculiarities of the interdisciplinary approach, which consist in the close interaction of specialists in the field of medicine, pedagogy and psychology in overcoming the consequences of a psycho-traumatic situation, including the normalization of the psycho-emotional state of a child with severe speech disorders, are revealed.
The need and timeliness of logocorrective influence is emphasized, which is based on the application and effective combination of traditional and innovative methods in speech therapy work with children with severe speech disorders, which take into account the experienced negative experience and partially or completely solve the problem of speech development.
The characteristic features of the communicative development of children with severe speech disorders are revealed, which, in combination with the consequences of psychological trauma, complicate the process of corrective work. The terms "psychological trauma" and "psychotrauma" are characterized. The typical stages of experiencing psychological trauma for victims of traumatic situations are highlighted: the shock stage, the stage of stabilization, recovery, and the stage of personal and social integration.
The peculiarities of the corrective influence and obstacles to the successful solution of this problem have been clarified. The importance of the application of a complex influence on overcoming severe speech disorders in children in conditions of neuropsychological tension and stress, extreme and psychotraumatic situations has been proven.
