MAIN TASKS AND CONTENT OF THE INTERACTION OF A SPEECH THERAPIST TEACHER WITH PARENTS OF A CHILD WITH SPECIAL SPEECH NEEDS IN CONDITIONS OF MARTIAL LAW

Abstract

Introduction. The article substantiates the importance of team psychological and pedagogical support duringcorrectional and developmental work with children with special speech needs in wartime conditions. The significance of productive interaction between a speech therapist teacher and, above all, the parents of a child with speech difficulties is proven.The purpose – to identify the challenges faced by children with special speech needs and their parents in martial law, to outline the leading tasks and content of the partnership between a speech therapist teacher and parents of a child with speech difficulties in these conditions.The scientific novelty. The article emphasizes that most children, after experiencing events caused by the war, have sleep disorders, nightmares, regressive behavior, a number of fears, as well as markers of speech disorders. It is also noted that in the conditions of war in Ukraine, parents also experience psychological trauma, which has a direct impact on the psycho-emotional state of children.The study confirms the conclusions of psychologists, correctional teachers, speech therapists, and other specialists that one of the leading tasks of a speech therapist teacher in conditions of martial law is to provide psychological and pedagogical support to both the child himself and systematic, systematic work with parents/guardians, the family as a whole, in which a child with speech difficulties is being raised. The leading tasks and content of the partnership interaction of a speech therapist teacher with the parents of a child with speech difficulties in these conditions are outlined.It has been proven that the current tasks and content of the work of a speech therapist with parents of a child with speech difficulties are: to form an idea, to give knowledge about understanding the emotional needs of the child, to equip parents with methods and strategies for dealing with them; to teach parents: a) games and game programs in online format, which is of particular importance in the conditions of impossibility of providing correctional services in the usual format; b) to create an atmosphere of openness and mutual understanding at home, which will help the child feel confident in himself, to realize that his emotions are accepted and understood; c) to conduct systematic observations of the development of speech in children. It is also important for a speech therapist to conduct systematic consultations for parents in order to enrich them with knowledge about the peculiarities of speech development in children at early and preschool age; skills in performing various types of massage, breathing exercises at home, etc.The article further develops the justification of the significance of art therapy techniques, in particular, drawing, interactive games, the Huggy-Puppy Hibuki therapy method in correctional work to help parents master the skills to transform their own emotions associated with post-traumatic events, normalize their child’s emotional state, etc.Conclusions. Thus, the results of the scientific research by the authors have proven that in conditions of martial law, an important task of a speech therapist teacher is to work systematically and systematically not only with a child with speech difficulties, but also with his/her parents/guardians, with the family as a whole. The basis of such work is to arm the parents of a child with speech difficulties with the necessary knowledge, skills, various art therapy techniques, speech correction technologies that will allow them to properly support themselves and their own child, create an atmosphere of openness and mutual understanding at home, use various games, game programs, speech correction techniques and techniques, which becomes especially important in conditions of impossibility of providing correctional services in the usual format.