FEATURES OF ASSESSMENT OF SPEECH DEVELOPMENT IN THE STRUCTURE OF COMPREHENSIVE PSYCHOLOGICAL-PEDAGOGICAL ASSESSMENT OF CHILDREN WITH INTELLECTUAL DISABILITIES

Abstract

Introduction. In the modern conditions of inclusive education, the problem of a comprehensive psychological and pedagogical assessment of the development of individuals with intellectual disabilities is of particular relevance. Speech development is not only an indicator of the formation of communicative competence, but also an integrative indicator of the general mental development of the child. Speech is closely related to the mental, emotional and cognitive development of the individual, since it performs not only a communicative, but also a cognitive function, serving as the basis for the formation of higher mental processes of a preschool child. At the same time, in the practice of psychological and pedagogical study of developmental features, there is a lack of consistency in approaches to assessing speech in the structure of a comprehensive examination of children with intellectual disabilities. The purpose of the work is to theoretically substantiate and determine the features of assessing the speech development of children with intellectual disabilities in the structure of a comprehensive psychological and pedagogical assessment of development. Scientific novelty. The place and functions of speech development diagnostics in the structure of a comprehensive psychological and pedagogical assessment of children with intellectual disabilities are specified. The author has defined the criteria and indicators of speech assessment taking into account the specifics of intellectual disabilities, and has substantiated the structural and functional model of integrating speech diagnostics into the system of a comprehensive examination. Conclusions. Assessment of speech development of children with intellectual disabilities should be considered as a system-forming component of a comprehensive psychological and pedagogical diagnosis. It provides not only a characteristic of speech skills, but also allows for an indirect assessment of the level of formation of cognitive processes and communicative activity. The proposed model of integration of speech diagnostics contributes to increasing the integrity and informativeness of the examination results, which is the basis for building effective correctional and developmental programs.