Typical individual variants of primary in children of elementary school age with dysgraphia

- Якимчук, Г.В. (2018) Typical individual variants of primary in children of elementary school age with dysgraphia Освіта осіб з особливими потребами: шляхи розбудови, 14. pp. 288-296. ISSN 2313-4011

Text Якимчук_zb_14_2018-С. 288–296.pdf - Published Version Download (2MB)

Abstract

The article deals with the problem of incorporating the mechanism (structure) of a defect in violation of written speech in the development of directions of correction-development work to overcome the dysgraphia in children. The goal ofthisarticle istodisplay the resultsof psychological and pedagogical study of primary school age children with dysgraphia. Most of children with deficiency in writing ability have speech and specific non-verbal disorders in their complex of leading symptoms, which require additional diagnostical work. Such kinds of collateral functions and operations disorders might appear to be both the cause and the symptoms of dysgraphia. Therefore, the results of research on state of their formedness must be made a base for correctional work as well as forming of 296 anindividual program devoted to language development. The criteria for selection of diagnostic tasks, devoted to examination of state to which the functions and operations ensuring learning of writing skills as well as writing process itself were developed, were justified. Additionally, a method for organization of psychological and pedagogical study of individual cases of dysgraphia and estimation of performance of specifically selected educational game-like tasks was suggested. The results of purposeful examination of children having signs of dysgraphia at speech therapy centre were presented. Examination of children had been conducted individually, utilizing separate groups of tasks, and was being documented in protocols. According to results of research conducted, categories of children within the boundaries of given speech disorder were described. It was noted, that learning of preserved and damaged components of verbal activity allows determining the speech disorder correctly, defining its causes as well as the most effective trajectory of correctional and developmental work. The question of violation of written speech requires in-depth study of the individual components of the structure of violations in dysgraphia, depending on the cause, complexity, combination with other developmental disorders.

Item Type:	Article
Keywords:	analysis of scientific works, dysgraphia, violation of written speech, types of dysgraphia, manifestations of dysgraphia, specific errors, correctional and developmental work, Individual development plan, elementary school
Subjects:	Science and knowledge. Organization. Computer science. Information. Documentation. Librarianship. Institutions. Publications > 3 Social Sciences > 37 Education > 376 Education, teaching, training of special groups of persons. Special schools Science and knowledge. Organization. Computer science. Information. Documentation. Librarianship. Institutions. Publications > 3 Social Sciences > 37 Education > 376 Education, teaching, training of special groups of persons. Special schools > 376.3 Виховання та освіта осіб із вадами зору, слуху, мови та нервовими захворюваннями.
Divisions:	Ukrainian Scientific and Methodological Center of Applied Psychology and Social Work > Laboratory of Psychological Support for Children with Special Educational Needs
Depositing User:	Ганна Якимчук
Date Deposited:	17 Aug 2020 18:30
Last Modified:	17 Aug 2020 18:30
URI:	https://lib.iitta.gov.ua/id/eprint/721512

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