DIALOGICAL ACTIVITY IN CHILDREN WITH SEVERE SPEECH DISORDERS

Abstract

The article presents a comprehensive theoretical and methodological analysis of the problem of forming dialogic activity in children with severe speech disorders (SSD) in the conditions of a modern educational and inclusive environment. The relevance of the study is due to the increase in the number of children with systemic speech disorders and the need to implement effective technologies for the development of their communicative competence. Dialogic activity is considered as an integrative formation that combines speech, cognitive, motivational and socio-emotional components and ensures the full participation of the child in interpersonal interaction. The paper clarifies the essence of the concept of "dialogic activity" in the context of psycholinguistic and speech therapy approaches, and defines its structural components (initiative, reactivity, adequacy of speech response, ability to maintain the topic of conversation, variability of speech means). Specific difficulties characteristic of children with severe speech disorders are outlined: limited vocabulary, grammatical errors, impaired coherence of expression, reduced communicative motivation, difficulties in understanding instructions and hidden meanings. The pedagogical conditions for the formation of dialogical activity are substantiated, in particular, the creation of a speech-rich environment, the use of game and problemcommunicative situations, a combination of speech therapy, psychological and socio-pedagogical support. The effectiveness of interactive methods, role-playing games, dialogue modeling, visual supports and neuropsychological exercises in stimulating children's speech initiative is analyzed. The importance of individualizing correctional and developmental work and systematic monitoring of the dynamics of the formation of dialogical skills is emphasized. The practical significance of the article lies in the possibility of using the proposed approaches in the activities of speech therapists, special educators, psychologists and specialists of inclusive resource centers. The results obtained contribute to the deepening of scientific ideas about the mechanisms of formation of dialogic competence and can be used in further empirical studies of the problem of the development of communicative activity of children with severe speech disorders.