ACTIVATION OF SPEECH ACTIVITY IN OLDER PRESCHOOL CHILDREN WITH INTELLECTUAL DISABILITIES

Abstract

The article reveals the essence and provides a comprehensive analysis of the specific features of speech development in older preschool children with intellectual disabilities, as well as outlines the key psychological mechanisms that determine the formation of their speech activity. Attention is focused on the specific difficulties these children encounter while mastering speech skills, including low motivation for verbal expression, limited vocabulary, challenges in understanding spoken language, and difficulties in constructing their own utterances. In this context, the article emphasizes the importance of systematic corrective and developmental work aimed at the purposeful formation of speech, cognitive, and social skills.

The article offers a detailed description of a methodology for organizing educational activities that stimulate the speech activity of 5–6-year-old children with intellectual disabilities through specially selected exercises and didactic games on social and everyday topics. This approach increases children’s interest in verbal interaction, supports the development of initiative, and facilitates the acquisition of communication skills in familiar life situations. The effectiveness of the proposed methodological tools is substantiated, as they provide consistent support for speech development and enhance the positive dynamics of corrective and pedagogical influence.