INTEGRATIVE MODEL OF DEVELOPMENT OF COGNITIVE-COMMUNICATIVE COMPETENCES IN CHILDREN WITH SEVERE SPEECH DISABILITIES
Keywords:
motor alalia, severe speech disorders, cognitive development, speech development, communicative competence, neuropsychological correction, psycholinguistic approach, integration of speech and thinking, attention, memory, perception, school readiness, special education, speech therapy technologies, early intervention.Abstract
The article examines the problem of developing cognitive-communicative competencies in 5–6-year-old children with motor alalia as one of the most severe speech disorders. Based on modern neuropsychological, psycholinguistic and corrective-pedagogical approaches, the necessity of integrating speech and cognitive rehabilitation into a unified system is substantiated. The author presents an integrative model of cognitive-communicative competence development consisting of target, content, organizational-procedural and evaluative blocks. The model is aimed at developing attention, memory, thinking, perception, speech and communication skills in children with motor alalia and ensuring their readiness for school education. The integrative approach significantly increases the effectiveness of corrective intervention and the level of psychological and pedagogical school readiness.
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