SOCIAL AND COMMUNICATIVE ADAPTATION OF CHILDREN WITH SEVERE SPEECH DISORDERS: ASPECTS OF CORRECTIONAL WORK

Abstract

The article analyzes the relevance of the problem of social and communicative adaptation of children with severe speech disorders to the conditions of preschool institutions with a special and inclusive form of education in the modern realities of education, the relevant regulatory framework for organizing inclusive education in relevant educational institutions, which make up numerous state documents – laws, orders, regulations. It is noted that the main part of these institutions shows an insufficient level of readiness for the effective implementation of inclusive education, attention is focused on the need to create special conditions, apply appropriate methods and use resources to ensure joint education and development of children, taking into account their individual needs and capabilities.

Summarizing the data of the theoretical and methodological literature, attention is drawn to the fact that social and communicative adaptation is a necessary condition for successful education of children with severe speech disorders. It is defined as the process of adaptation of the individual to the conditions of the social environment, the establishment of new relationships and relationships, the formation of social skills, skills and competencies, as well as the process of adaptation of society to the needs of the child through their awareness and satisfaction. The criteria for a child's adaptability are a low level of anxiety and aggressiveness, emotional comfort, the ability to contact and interact, as well as a positive attitude to the environment. Taking into account the specifics of the development of children with severe speech disorders and the limited experience of social interaction, the process of their adaptation to the conditions of preschool education is complex and accompanied by significant difficulties.

The article presents for consideration the conditions, special methods, means of social and communicative adaptation of preschool children with severe speech disorders in the conditions of preschool institutions, taking into account the complexity of developmental disorders in these children. The content of such factors as adaptation of the developing subject-spatial environment, establishment of emotional and visual contact with the child, determination of the actual level of intentional communication, organization of "routine actions", understanding of the concepts of «consent» and «disagreement», involvement of the child in joint actions with an adult is revealed.