Аналіз стану включення дітей з порушеннями мовлення в інклюзивну освіту

Abstract

У даній статті розглядаються особливості включення дітей з порушеннями мовлення в інклюзивний заклад освіти. Авторами визначається переваги та недоліки впровадження інклюзивної освіти у загальноосвітні заклади. Визначаються умови успішного навчально-виховного та корекційно-реабілітаційного процесу в інклюзивній освіті.

Today, the issue of socialization of children with speech disorders is relevant. Social adaptation of any child in society is both a process and a result of his active adaptation to the conditions of a new social environment. Accordingly, the inclusion of children with speech disorders in an inclusive preschool has its advantages and disadvantages. The success of the social adaptation process largely depends on the nature of the relationships of children in the inclusive group of the preschool and specially organized pedagogical conditions. Speech disorders of preschool children, in turn, require special attention from specialists. In the process of corrective and developmental classes, the speech therapist and the speech-language pathologist direct the educational and corrective activities to the development of the social consciousness of preschool children with speech disabilities. Therefore, in addition to the correction and prevention of certain speech disorders, specialists pay attention to the development of verbal memory, vocabulary and coherent speech of preschool children. The planned work of the teaching team of the preschool institution of inclusive education should be aimed at socializing preschool children in the educational environment. A properly organized educational environment lays the foundation for establishing social relations with peers and adults, expressing the child's wishes and interests, accepting an appropriate social role, and the opportunity to be an active member of the social community already at preschool age.