Features of the understanding and use of prepositions with spatial meaning by students with speech disorders

Abstract

The article deals with the actual problem of the formation of spatial orientation in elementary school students with speech disorders, which is one of the main tasks of the New Ukrainian School. The theoretical aspect of the mentioned problem, which has recently attracted the attention of theorists and practitioners of inclusive education, is analyzed and presented. Scientists have proven that the assimilation of prepositional structures by students with speech disorders has its own specific features, due to insufficiently formed visual-spatial representations, insufficient simultaneous functions of visual and auditory morality, slow processing of information at the sensory, motor, perceptual, intellectual, and semantic levels. The basis of the research is the creative use of the achievements of inclusive education in accordance with specific conditions, as well as the combination and optimal combination of known correctional forms and methods of work that have a positive result. The author revealed ways to solve the problem of spatial orientation of primary school students, studied the peculiarities of understanding prepositions of spatial meaning by students with special educational needs. The article analyzes the stages of research and features of the examination of students with speech disorders, describes three types of difficulties in understanding and using spatial prepositions in speech. The author provided practical advice – examples of exercises, tasks for the formation of spatial perception and the correct use of prepositions from the experience of working with elementary school students with speech disorders. It was concluded that the underdevelopment of the ability to navigate in space is related to the degree of language disorders of the child. The correlative dependence of the level of assimilation of prepositional constructions and the formation of optical-spatial representations, visual analysis and synthesis is proven, which requires a multidisciplinary approach to the compensation of speech disorders in children. To successfully solve these problems, special targeted remedial training is necessary.