CORRECTION OF SPEECH DISORDERS: NEUROPSYCHOLOGICAL ASPECT

Abstract

The approach proposed by the authors contributes to the formation of the neuropsychological position of future teachers. We do not set a goal to teach students neuropsychology, because this requires long-term special training, but only introduce them to the possibilities of using individual methods and techniques as elements of educational technologies, we form the attitude of future teachers towards students, towards themselves from different positions.The position of "neuropsychologist" is an integral part of the communicative competence of a defectologist. A teacher with such a position will believe in the strengths of each student, will be able to competently assess his psycho-emotional state, will create an atmosphere of comfort and security for the student, will provide assistance in his personal growth and overcoming difficulties in the process of learning and interacting with others. This will contribute to the formation of resilience of a child with special educational needs, develop in him a sense of self-importance and competence. The neuropsychological approach was highlighted due to the close relationship of medical, pedagogical, psychological, social sciences.Safe constructive interaction can be ensured by a teacher who possesses: a high level of communicative, socio-psychological competence, psychological culture; with a psychotherapeutic professional position, knowledge of neuropsychological aspects of speech development. The authors of the article note that the neuropsychological system has many components, so it is never completely disrupted, there are always preserved components. Correction should be carried out using intact connections, restoring destroyed connections. The basis of correction of neuropsychic functions is the principle of interiorization. It was on the basis of the studied patterns that a correctional and developmental training program was created, which is used by defectologists. Its essence lies in the use of correctional tasks of varying levels of complexity. At the final stage, we obtain a restored chain of mental functions, through which compensatory action is taken to address speech disorders.