Theoretical Foundations for Designing the Content of the “Communication” Module within the “Speech Development” Educational Program for Elementary School Students with Attention-Deficit Hyperactivity Disorder

- Омельченко, Ірина Миколаївна (orcid.org/0000-0002-4698-0273) and Кобильченко, В.В. (orcid.org/0000-0002-7717-5090) (2026) Theoretical Foundations for Designing the Content of the “Communication” Module within the “Speech Development” Educational Program for Elementary School Students with Attention-Deficit Hyperactivity Disorder Габітус, 2 (83). pp. 182-187. ISSN 2663-5208

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Abstract

The article provides a theoretical substantiation of the principles for designing the content of the Communication module within the structure of the educational service Speech Development for primary school children with attention deficit hyperactivity disorder (ADHD). The relevance of the study is determined by the need to reconsider the content of correctional and developmental support for this category of children in the context of the modern inclusive, competencybased, and service-oriented educational paradigm. It is substantiated that the speech difficulties of primary school children with ADHD are systemic in nature and are associated not only with insufficient speech and language skills, but also with impairments in self-regulation, executive functions, inner speech, the pragmatic component of communication, and social interaction. Based on the analysis of foreign and Ukrainian scholarly sources, ASHA professional recommendations, as well as the provisions of neuropsychological, cognitive, personalityoriented, and interdisciplinary approaches, the expediency of integrating speech-language and psychological components into the content of the educational service is proved. The theoretical and methodological foundation of the module is defined as I. Omelchenko’s authorial existential-subjective concept of conscious communication, according to which communication is regarded as a means of organizing behavior, self-regulation, reflection, and the child’s personal development. The conceptual provisions of the Communication module are identified, its content potential, age-related logic of implementation in Grades 1–4, and the psychological and pedagogical conditions for effective implementation are outlined. It is proved that the inclusion of the Communication module in the structure of the educational service Speech Development ensures the integrity of correctional and developmental influence, the continuity of the formation of communicative self-regulation, and increases the effectiveness of support for primary school children with ADHD in inclusive education settings.

Item Type:	Article
Keywords:	attention deficit hyperactivity disorder (ADHD), primary school children, speech development, communication, conscious communication, communicative self-regulation, correctional and developmental support, inclusive education.
Subjects:	Science and knowledge. Organization. Computer science. Information. Documentation. Librarianship. Institutions. Publications > 3 Social Sciences > 37 Education > 37.01/.09 Special auxiliary table for theory, principles, methods and organization of education > 37.09 Organization of instruction Science and knowledge. Organization. Computer science. Information. Documentation. Librarianship. Institutions. Publications > 3 Social Sciences > 37 Education > 373 Kinds of school providing general education 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:	Mykola Yarmachenko Institute of special education and psychology of National academy of educational sciences of Ukraine > Department of education of children with sensory development disorders Mykola Yarmachenko Institute of special education and psychology of National academy of educational sciences of Ukraine > Department of psychological and pedagogical support of children with special needs
Depositing User:	лаборант О. Васильєва
Date Deposited:	05 Jun 2026 09:27
Last Modified:	05 Jun 2026 09:27
URI:	https://lib.iitta.gov.ua/id/eprint/749347

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