Correction of speech disorders in preschool children in an inclusive educational environment

Abstract

The purpose of the study is to identify effective pedagogical methods and approaches and determine the conditions for the correction of speech disorders in preschool children in the inclusive educational environment of Ukraine, taking into account modern challenges. The focus of the study is the analysis of the features of speech disorders in preschoolers, substantiation of the importance of early diagnosis and correctional support in inclusive groups, as well as comparison of the effectiveness of inclusive and special education models. The following methods were used in the study: comparative-analytical - when evaluating domestic and foreign approaches; generalization - for synthesizing the results of modern practices of inclusive education; analysis and synthesis - for interpreting statistical data and conclusions of empirical studies. The work uses current scientific sources, official educational documents and materials from professional publications. The results of the study showed that the most effective is a comprehensive model of speech therapy correction, which includes individual and group speech therapy classes, elements of art therapy, physical activity, game technologies and active family participation. An inclusive environment contributes to the formation of social and speech competencies in children with speech disorders, provided that they receive high-quality pedagogical support and interdisciplinary interaction. A comparative analysis of Ukrainian and international experience confirmed the advantages of the inclusive model, provided that appropriate methodological and personnel support is available. The conclusions emphasize that an inclusive form of preschool education creates real conditions for the correction of speech disorders using pedagogically adapted and speech therapy-oriented programs. Effectiveness depends on timely diagnostics, a flexible individual development trajectory and the involvement of a team of specialists. The results obtained can be used in planning the educational process, developing individual development programs for children with special educational needs, as well as in the system of advanced training of preschool specialists.