Saienko T. Formation of communication and speech skills in preschool children with Down syndrome

The scientific work is devoted to the problem of formation of communication and speech skills in preschool children with Down syndrome. The specificity of communicative and speech dysontogenesis in children with Down's syndrome is theoretically substantiated. Manifestations of disorders of communication and speech development, characteristic of children with Down syndrome, are summarized. The connection between the specificity of communication and speech disorders with intellectual disorders and features of the psychomotor profile in children of this nosological group has been confirmed. A method of comprehensive psychological-pedagogical research of the state of formation of communication and speech skills in children of the studied category is proposed. The criteria and indicators of the development of communication and speech skills of preschool children with Down syndrome have been determined. The levels of formation of communication and speech skills in the children of the experimental group were revealed. It was established that the idea of formation of communication and speech skills in preschool children with Down syndrome lies in the plane of clinical and psychological foundations of intellectual disorders. The psychological factors in children of this nosological group that contribute to the successful implementation of the system of corrective and developmental influence on the formation of communicative and speech skills in preschool age have been determined. Pedagogical conditions for the formation of communication and speech skills in preschool children with Down's syndrome have been determined. A corrective and developmental program for the formation of communication and speech skills in preschool children with Down syndrome was designed and tested. The effectiveness of the proposed program for the formation of communicative and speech skills in preschool children with Down syndrome was proven by comparing variances using the Fisher F-criterion statistical method. The principles, methods and pedagogical conditions of correctional and developmental work with preschool children with intellectual development disorders have gained further development; the possibilities of using additional and alternative communication methods for the formation of communication skills in children with Down syndrome, as well as the idea of using the game method as the most natural for preschool children with Down syndrome. Practical significance of the obtained results. Implementation of the proposed method of diagnosis of communication and speech skills of preschool children with Down syndrome into the practice of defectology, which can be used by correctional teachers of inclusive resource centers, inclusive preschool education institutions, and complex rehabilitation centers. The developed diagnostic technique makes it possible to comprehensively and objectively psychologically and pedagogically investigate the level of formation of communication and speech skills in children of this category. Application of the developed program for the formation of communicative and speech skills in preschool children with Down syndrome in the system of corrective and developmental influence by speech therapists and special education teachers. Consultative cases and practical recommendations can be used by correctional pedagogues of various types of institutions to expand the arsenal of parents' knowledge about the peculiarities of communication and speech development of children with Down syndrome and the organization of a correctional and developmental environment in natural conditions. Theoretical, methodological and practical results of experimental research should be introduced into the educational process of higher and postgraduate education institutions during the training and advanced training of special teachers within the framework of the courses "Correctional pedagogy", "Special pedagogy", "Psychological-pedagogical support of children with special educational needs", "Psychocorrective pedagogy" and others.