Psychological and Pedagogical Conditions for the Application of Innovative Technologies in Corrective Work with Children with Speech Disorders

Abstract

The article examines the problem of applying innovative technologies in corrective work with primary school children who have speech disorders. The relevance of the study is determined by the increasing prevalence of speech impairments among children and the need to modernize traditional approaches to corrective and developmental work within inclusive education. The paper analyzes contemporary scientific approaches to the use of digital and interactive tools in speech therapy practice and identifies the specific features of their application in the process of speech development of younger schoolchildren. The main types of innovative technologies used in corrective pedagogy are characterized, and the key difficulties related to their implementation in professional practice are identified. The study substantiates psychological and pedagogical conditions necessary for the effective use of innovative technologies, including the development of information and communication competence of specialists, the availability of appropriate methodological support, the individualization of corrective interventions according to the age and psychophysical characteristics of children, and cooperation between specialists, parents, and inclusive resource centers. It is shown that the effectiveness of innovative technologies depends on their purposeful integration into the corrective and developmental process and on the systematic use of digital tools in speech therapy practice. The results of the study may be applied in practical speech therapy work and in the professional training of specialists in special education.