The influence of an inclusive educational environment on the development of speech techniques and communicative culture of younger school-age children

Abstract

The article examines the features of the influence of inclusive
education on the formation of speech skills, the development of
communicative competence and the improvement of speech
technique of primary school students. It is determined that an inclusive
environment contributes not only to the assimilation of educational
material, but also to the harmonious speech, socio-emotional and
personal development of the child. The significance of interactive
forms of work, group tasks, speech therapy and breathing exercises,
which have a positive effect on diction, pace, intonation
expressiveness, correct pronunciation and general speech activity of
children, is analyzed.
It is shown that the interaction of children with typical development
and with special educational needs contributes to the formation of
tolerance, mutual understanding, the development of emotional
intelligence and a culture of communication. Special attention is paid
to the role of the teacher, assistant, speech therapist and tutor in
creating a positive speech environment, ensuring psychological
comfort and supporting children according to their individual
capabilities.
It is concluded that an inclusive educational environment is a powerful
factor in the development of speech technique and communicative
culture, as it combines educational, correctional and developmental
functions. Systematic work in this direction forms confidence in
communication, the ability to express oneself, interact and social
adapt in primary school children.