FEATURES OF DIGITALIZATION OF PRESCHOOL EDUCATION FOR CHILDREN WITH SPEECH DISORDER LEVEL III IN AN INCLUSIVE GROUP

Abstract

Digital technologies provide unique opportunities for conducting correctional and developmental activities with children with speech disorder (SD) level III in an inclusive group. The purpose of the article is to describe methods of developing the authors’ individual multimedia game for the development of coherent speech in children with general speech underdevelopment of the third level, taking into account the characteristics of children of this category. The theoretical and methodological basis of applied research is the theory of native scientists: the concept of general speech underdevelopment (R.E. Levin), the theory of multifunctional computerization of the instrumental type (O.I. Kukushkina). The novelty of the study includes a description of the principles of developing an electronic resource that allows for individualization of education in the process of correcting speech disorders. Digital technologies help to implement interactive learning, in which the participants of the process interact not only with the touch screen: the interactive resource also involves working with a group of children on a panel mat. Thus, students interact simultaneously in the virtual world, through the game, and in the real world, through the mat, which contributes to the socialization of children in the conditions of educational inclusion. The theoretical significance of the study is that the expediency of using digital technologies in correctional and developmental work with children with SD level III is justified. Digital technologies cannot be introduced instead of traditional didactic means, they must enrich the pedagogical process, individualize it taking into account the perception, thinking and imagination of the modern child. Multimedia games contribute to the development of speech in children with SD level III, the formation of lexical-grammatical, phonemic structure of speech, help to prepare for literacy. These games can be developed in a joint team activity by speech therapists, educators, and speech pathologists to solve a variety of educational tasks.