Scientific and theoretical foundations for complex diagnostics of speech velopment of junior schoolchildren with dysgraphia

Abstract

The article reveals the theoretical foundations for complex diagnostics of junior schoolchildren’s speech development. The author highlights the issue of junior schoolchildren’s speech development and the timely prevention of their written speech disorders, which are extremely important directions of logo-correctional work. It is emphasized that teaching junior schoolchildren in elementary school requires effective diagnostics of their speech function taking into account modern interdisciplinary data on speech activity, which should be studied in a complex way. It is stressed that speech development of junior schoolchildren who have difficulty with writing or writing disorders considerably depends on the organization of effective correctional and educational process in institutions of general secondary education. The essential characteristics of the concepts “diagnostics” and “diagnosing” are revealed. It has been found out that regardless of the number and names of the diagnostic process stages, which are distinguished by different authors, general approaches and patterns characterizing its structure are preserved. Among them there are: identification and recognition of the diagnostic features possessed by the object and their identification with the phenomenon of its essence; making the final diagnosis (conclusion about the affiliation of the essence, expressed in a single unit, to a definite, established by the science class, type, series of objects); realization of the acquired knowledge in practice to choose the appropriate means of influence; realization of forecasting, modeling the possible future of the diagnosed phenomenon. The types of diagnostics such as medical, psychological, pedagogical, logopedic, social and others which differ in content, methods and methodology are distinguished, and the close connection between medical, psychological and pedagogical diagnostics is indicated. It is emphasized that the development of a complex approach to the speech disorders diagnostics is due to the need to overcome the false view on the detection of these disorders only on the basis of quantitative evaluation of the results of the children examination. It is noted that solving the problem of the complex assessment of the development level of junior schoolchildren with speech disorders is determined by the unity and specificity of the contribution of the natural-scientific and humanistic directions in psychology, medicine and special pedagogy, which reveal the features of the organization and content of assistance to children in the conditions of a general education institution. Key words: complex diagnostics, primary schoolchildren, dysgraphia, writing disorders

Європейські Стратегії Модернізації Вищої Освіти: Промоція Кар’єрного Розвитку Майбутніх Фахівців

“…-Організацію факультетських акцій (Campus Day, Гриль із деканом, Новорічна зустріч у кампусі, святкування ... -ліття заснування, День відчинених дверей, акції для студентів і співробітників тощо) [9].…”

“…програми 3+1; маг. програми 2+1обмежень у віці), поєднання авчання та роботи.407Промоція / популяризація є безумовним трендом розвитку університету.̶ Info marketing -інформація для абітурієнтів, співробітників, студентів[9].Public Relations -важлива складова комунікації…: комунікувати, комунікувати, комунікувати... з усіма внутрішніми та зовнішніми цільовими групами. Адже саме внутрішня комунікація (PR) є важливою та досить часто не буває в пріоритеті…(співробітники, студенти, випускники).…”

Development of managerial competencies of future teachers in universities of Kazakhstan and Lithuania

“…According to the results of the study by Shevchenko �.S., Krizhanovsky A.I., reflected in the «Experimental verification of the effectiveness of the formation of professional competence of trainee teachers using web technologies», the key factors influencing the development of managerial competence of teachers, namely: motivation, activity, emotions, will, as well as external factors: the content of educational material, technologies, methods, means and forms (Shevchenko, 2020:8990) [24].…”