Особливості формування математичних здібностей у дітей з тяжкими порушеннями мовлення

Abstract

У статті розглянуто універсальний алгоритм побудови індивідуалізованої програми з формування математичних здібностей у дітей старшого дошкільного віку із тяжкими порушеннями мовлення, що і зумовлено метою дослідження. Автором визначено труднощі, які можуть виникати у формуванні математичних умінь з зв’язку зі спектром тяжких порушень мовлення. Запропоновано універсальний шестикомпонентний алгоритм (принципи) побудови індивідуалізованої програми, що є гнучким та невичерпним у наповненні. Такий індивідуалізований підхід, на думку автора, уможливлює максимальне розкриття потенціалу дитини у вивченні математики.

The article discusses a universal algorithm for building an individualized program for the formation of mathematical abilities in older preschool children with severe speech disorders, which is determined by the purpose of the study. The author believes that inclusive education currently determines the need to ensure access to education for all participants in the educational process, which leads to the improvement of inclusive practice, one of the ways of which is to understand the peculiarities of the formation of mathematical abilities in children with severe speech disorders. As defined, mathematics is a key element of the cognitive development of the individual as a whole, and therefore contributes to the development of abstract and problematic thinking, logic, etc. On the other hand, for children with severe speech impairments, understanding their particularities of mathematical learning can directly affect the general cognitive development and preparation for their independent lives. The author identified difficulties that may arise in the formation of mathematical skills due to the spectrum of severe speech disorders. A universal six-component algorithm (principles) for building an individualized program is proposed: 1) assessment of the level of education; 2) definition of goals; 3) adaptation of educational content; 4) application of multimodal training; 5) creation of a positive educational environment; 6) monitoring and correction. The developed program is flexible, inexhaustible in filling and adjustment, with the possibility of adaptation for each subject of study, which allows taking into account the unique capabilities and needs of the child. The author determines that for many children, individual support in the form of developing a program is important and integral to the formation of speech process skills in general, which will contribute to the improvement of communicative, social and educational skills, and thus – contributing to the full development of the child. Prospects for further research are the development and research of the effectiveness of new technologies, individualized methods, programs aimed at facilitating the learning of mathematics in children with severe speech disorders.