PSYCHOLOGICAL AND PEDAGOGICAL CONDITIONS OF USING COMPUTER TECHNOLOGIES IN TEACHING CHILDREN WITH SPEECH DISORDERS
Abstract
The article analyzes conceptual theories and approaches to studying the psychological and pedagogical conditions of using computer technologies in speech therapy and correctional and developmental work with children with special educational needs, in particular with speech disorders; substantiates the understanding of the essence of information and computer technologies (ICT) and their place in correctional pedagogy and psychology; proves that the psychological and pedagogical conditions of teaching children with speech disorders, supplemented by the use of computer technologies, form a multifaceted system aimed not only at the correctional and developmental aspect, but also at the holistic development of the child's personal qualities, their socialization and emotional support. A program of speech therapy correction of speech disorders using ICT based on selected psychological and pedagogical conditions has been implemented, and its effectiveness has been proven for the successful integration of a child into the general educational environment based on a combination of traditional and modern methods of correcting speech disorders with the targeted development of the personality of younger schoolchildren.
It has been proven that teaching children with speech disorders should be a complex task that requires the integration of psychological and pedagogical approaches. Speech disorders can significantly affect the cognitive, emotional-volitional and personal spheres of children, as well as the process of learning and socialization. In this regard, correctional and developmental work should be aimed not only at eliminating speech defects, but also at promoting the development of social, cognitive and emotional skills, and providing appropriate support in the educational process. Psychological and pedagogical conditions for teaching children with speech disorders should be based on an individual approach that takes into account the child's level of development, the presence of concomitant disorders, and psychological aspects, including self-esteem and motivation.
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