Domestic approaches to differentiation primary and secondary speech development disorders

- Обухівська, Антоніна Григорівна (orcid.org/0000-0002-2868-8834) and Якимчук, Г.В. (orcid.org/0000-0003-1272-6290) (2023) Domestic approaches to differentiation primary and secondary speech development disorders Габітус (56). pp. 183-187. ISSN 2663-5208

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Abstract

This article presents the problem of differentiation of primary and secondary disorders of speech development, which is currently relevant for children with intellectual and speech disorders. The authors emphasize the need to distinguish speech disorders from disorders of intellectual development, which is caused by the systemic brain organization of higher mental functions. There is a description of the peculiarities of the intellectual development of children with severe speech disorders from the point of view of psycholinguistics. The authors describe the heterogeneity and diversity of the very structure of speech impairment and its mechanisms and manifestations, which have a different nature of determination with secondary impairment of mental functions. There is also the main idea that with a total disruption of speech activity, especially in non-speaking children of younger preschool age, establishing the ratio of speech and non-speech components in the structure of psycho-speech activity is a difficult task. The expediency of using domestic diagnostic methods of qualitative analysis of intellectual activity is actualized. The authors draw attention to the inadequacy of the use of standardized intellectual tests to identify and assess the potential opportunities of intellectual activity that are in the zone of immediate development. It defines a set of indicators that ensure the child's intellectual activity: the ability to perceptual generalization, the performance of subject-practical, elementary logical tasks, receptiveness to measures of assistance, the transfer of acquired knowledge to the performance of similar tasks, etc. It is noted that the ability to learn knowledge and potential opportunities for development are the main differential indicators for determining the primacy of speech or intellectual function impairment. The disproportion between directed and spontaneous aspects of development indicates the preservation or disorder of intellectual functions.

Item Type:	Article
Keywords:	children with speech disorders, psychological and pedagogical diagnosis, assessment of child development, psycholinguistic structure of speech activity, ability to learn, functional diagnosis.
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 > 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:	26 Feb 2024 14:18
Last Modified:	26 Feb 2024 14:18
URI:	https://lib.iitta.gov.ua/id/eprint/738666

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