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.

Key words: inclusive educational environment; speech technique; communicative culture; primary school children; speech development; pedagogical support; social adaptation.