scholarly journals Developing Writing Self-Check of Primary School Children in Inclusive Education Context

2021 ◽  
Vol 35 ◽  
pp. 84-96
Author(s):  
I. J. Murashova ◽  
◽  
E. A. Serebrennikova ◽  
Keyword(s):  
General Education ◽  
Primary School ◽  
Inclusive Education ◽  
School Children ◽  
Speech Disorders ◽  
Speech Development ◽  
Primary School Children ◽  
Speech Pathology ◽  
Education Curriculum ◽  
General Education Curriculum

Relevance of this work is due to necessity to study the level of writing self-check of primary school children with delayed speech development compared to their peers with normal speech development to identify efficient psychological and pedagogical working methods of its development in the context of inclusive education. The article presents the results of the study of writing self-check of 2nd grade students in inclusive classrooms of a general school studying according to both a general education curriculum and an adapted basic general education curriculum for students with severe speech disorders for option 5.1. The findings have revealed that not only children with speech disorders have poorly developed writing self-check but some children having no speech pathology haven’t shown sufficient level of its formedness as well. Strategies to develop writing self-check in inclusive education context have been proposed.

scholarly journals Meaning formation in younger schoolchildren with speech disorders in the context of didactic approach

2019 ◽  
Vol 70 ◽  
pp. 01012
Author(s):  
Elena Matsyuk ◽  
Elena Belova
Keyword(s):  
Primary School ◽  
Inclusive Education ◽  
School Children ◽  
Intellectual Development ◽  
Poor Performance ◽  
Speech Disorders ◽  
Educational Process ◽  
Primary School Children ◽  
Integrative Approach ◽  
Social Adaptability

The article reviews the content and continuity of didactic conceptions of teaching primary school children with disabilities in modern conditions. The authors examine the nature of the reasons for poor performance of students with speech disorders, and reveal the contradictions of the integrative approach in education, as well as the possibilities of resolving these contradictions through the use of meaning pedagogy. The problem of designing an effective teaching model for primary schoolchildren with speech disorders is posed which can contribute to the formation of a positive image of the “Self”, the formation of an emotionand value-related attitude to reality and adequate perception of oneself in the world. The authors suggest that children with speech disorders with potential prerequisites for intellectual development are able to overcome communicative, cognitive and personal barriers to learning much better when provided didactic conditions for triggering the mechanism of meaning initiations in comparison with children with other manifestations of limited health abilities. An attempt has been made to create a meaningful didactic model of teaching primary school children with speech disorders in the context of inclusive education, that allows to increase the efficiency of the educational process and the social adaptability of children with speech disorders in society.

scholarly journals Coherent Speech Development in Primary School Children with Hearing Impairments

2020 ◽  
Vol 2020 (1) ◽  
pp. 38-46
Author(s):  
Mikhail Simkin ◽  
Irina Maltseva
Keyword(s):  
Primary School ◽  
School Children ◽  
Fairy Tales ◽  
Speech Disorders ◽  
Speech Development ◽  
Hearing Impaired ◽  
Primary School Children ◽  
Hearing Impairments ◽  
Auditory Analyzer ◽  
Theoretical Approaches

The research featured various theoretical approaches to understanding coherent speech as a complex process in psychological and pedagogical aspects. The article focuses on characteristics of coherent speech in primary school children with normal speech development vs. those with hearing impairment. The subject of the research was the technology of coherent speech development in hearing-impaired primary schoolers. The research objective was to identify, prove, and verify the possibility of developing coherent speech in primary school children with hearing problems. A set of experiments measured and described the qualitative and qualitative parameters of coherent speech in primary school children according to specific auditory analyzer deficits. Coherent speech in hearing-impaired primary school children revealed a variety of speech disorders, which manifested themselves in a different ratio of semantic and lexical and grammatical errors at the sentence and text level. The authors propose several technologies of coherent speech development, including picture-aided storytelling, making riddles, fairy tales, and stories based on personal experience. The research proved that the coherent speech development methods should take into account the specifics of hearing impairments.

scholarly journals Speech behavior of bilingual primary school children in a multinational region

2021 ◽  
Vol 103 ◽  
pp. 01047
Author(s):  
Nonna N. Murovanaya ◽  
Yulia Y. Kurbangalieva ◽  
Tatiana N. Korenyakina ◽  
Bella V. Rykova ◽  
Nailya I. Abdullaeva
Keyword(s):  
Primary School ◽  
School Children ◽  
Speech Therapy ◽  
Speech Disorders ◽  
Russian Language ◽  
Primary School Children ◽  
Bilingual Children ◽  
Characteristic Type ◽  
New Information ◽  
The Republic

Historically, the Russian language has become a common means of communication in the Russian Federation. The Republic of Crimea is a place where the population is represented by a multinational community. At that, some areas are densely populated with a single nation, where children speak the Tatar language, that is, are essentially everyday bilinguals. The most characteristic type of bilingualism in Russia is the national Russian language, which is learned both through training and direct communication with the Russian-speaking population. Early everyday bilingualism is common when the assimilation of the native and Russian languages develops almost in parallel. The authors have received new information on the peculiarities of the acquisition of Russian and native Tatar languages in primary school children raised in a multilingual environment. It is proved that speech therapy examination of speech disorders in bilingual children should be conducted in two languages. The article presents developed recommendations for teaching bilingual children in a Russian-language school, depending on the degree of proficiency in Russian and the presence of speech disorders.

scholarly journals Development of intellectual and creative abilities as a pedagogical phenomenon

2021 ◽  
Vol 18 (4) ◽  
pp. 115-128
Author(s):  
Yuliana Y. Yumashina
Keyword(s):  
Primary School ◽  
School Children ◽  
Divergent Thinking ◽  
Research Problem ◽  
Speech Disorders ◽  
Primary School Children ◽  
Creative Development ◽  
Study Objective ◽  
Main Components ◽  
Objective Indicators

The paper is devoted to the study of divergent thinking as one of the structures of intellectual and creative development of primary school children with speech disorders. The methodological foundations of the research problem are analyzed. The tools for the study of divergent thinking for primary school children are selected. The main components of divergent thinking of young schoolchildren in the context of their general intellectual and creative development are highlighted. The concepts of intellectual and creative development, divergent thinking, typology of primary school children with speech disorders are specified. In the course of the study, objective indicators of the development of divergent thinking were obtained, as well as the features of this type of thinking in younger schoolchildren with speech disorders. The author shows the features of divergent thinking of younger students. The results obtained can help teachers in the development and selection of adequate methods and techniques in correctional and developmental work with younger students with speech disorders.

Inclusive Education and Universal Design for Learning

2021 ◽  
pp. 107-125
Author(s):  
Megan E. Cartier
Keyword(s):  
General Education ◽  
Inclusive Education ◽  
Universal Design ◽  
Service Providers ◽  
Universal Design For Learning ◽  
Education Curriculum ◽  
Preparation Programs ◽  
General Education Curriculum ◽  
Design For Learning ◽  
Related Service

Special education is filled with variations of service delivery models, collaboration among multiple service providers, ongoing documentation, frequent testing, and the creation of individualized plans all designed to help a child with a disability access the general education curriculum. Many education and rehabilitation preparation programs across the country are compartmentalized. Although these preparation programs include overviews of other related service providers outside of their fields, often the overviews are cursory at best. Inclusive education and Universal Design for Learning offer a way to help bridge the gap across programs. This chapter will demonstrate why educators and multiple related service providers should work together as a team to provide students with disabilities with thoughtful and intentional supports that strive toward a collaborative goal of increasing access to the general education curriculum.

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