Volume 03 Issue 12-2023
324
American Journal Of Social Sciences And Humanity Research
(ISSN
–
2771-2141)
VOLUME
03
ISSUE
12
P
AGES
:
324-328
SJIF
I
MPACT
FACTOR
(2021:
5.
993
)
(2022:
6.
015
)
(2023:
7.
164
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
ABSTRACT
This article analyzes the tasks of speech development of students with mental retardation, the mechanism of
implementation of development, the scientific views of foreign and local scientists on this issue.
KEYWORDS
Mentally retarded, development, theoretical views, oral speech, grammatical form, mechanism.
INTRODUCTION
People think about what they want to say before they
talk to each other, that is, they speak after thinking.
Mentally retarded children have difficulty in explaining
their needs and expressing them in words and
sentences that are used in everyday life. Therefore,
timely identification of mentally retarded children with
speech defects, correct classification of existing oral
and written speech defects, and the organization of
appropriate corrective education, writing and reading
defects in these children not only prevents its
occurrence, but also prevents lagging behind in
mastering the program material in the future.
The main tasks of speech development - raising the
sound culture of speech, increasing language richness
and activity, developing the grammatical side of
Research Article
SCIENTIFIC AND THEORETICAL BASIS OF SPEECH DEVELOPMENT OF
STUDENTS WITH MENTAL DISABILITY
Submission Date:
December 13, 2023,
Accepted Date:
December 18, 2023,
Published Date:
December 23, 2023
Crossref doi:
https://doi.org/10.37547/ajsshr/Volume03Issue12-45
Sh. Amirsaidova
Associate Professor At Tashkent State Pedagogical University Named After Nizami, C.P.S., Uzbekistan
M.Xolmonova
1st Year Student Of Oligophrenopedagogy Direction, Uzbekistan
Journal
Website:
https://theusajournals.
com/index.php/ajsshr
Copyright:
Original
content from this work
may be used under the
terms of the creative
commons
attributes
4.0 licence.
Volume 03 Issue 12-2023
325
American Journal Of Social Sciences And Humanity Research
(ISSN
–
2771-2141)
VOLUME
03
ISSUE
12
P
AGES
:
324-328
SJIF
I
MPACT
FACTOR
(2021:
5.
993
)
(2022:
6.
015
)
(2023:
7.
164
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
speech, teaching communication speech are solved in
all preschool institutions. A number of scientists have
conducted research on speech defects of students
with mental retardation. The formation of the child's
communicative speech is closely related to the
acquisition of the grammatical structure of the
language, the composition of the vocabulary, and the
pronunciation of sounds. According to many scientists,
including L.S. Volkova, S.N. Shakhovskaya, it is
observed that the grammatical aspects of speech are
not formed in mentally retarded students. These
agrammatisms (speech disorders expressed in
difficulties
in
constructing
sentences
or
in
understanding them) are manifested in difficulties in
performing many tasks that require grammatical
generalizations. In this case, the morphological forms
of word formation and word change, the syntactic
structure of the sentence will not be well formed. In
addition, the types of speech defects depend on the
degree of mental retardation.
For example, the factors of grammatical construction
disorders in the speech of mildly mentally retarded
students were studied in the works of M.S.Gnezdilov,
L.N.Efimepkova,
I.N.Sadovnikova,
O.L.Jilsova,
M.P.Feofanov and others. The authors proved that
mentally retarded children start using words much
later than normally developing children. According to
M.F. Gnezdilov, students with mental retardation
begin to use complex sentences first in written speech,
and later in oral speech.
The problems of impaired understanding of some
grammatical forms in mentally retarded students of
junior school age are highlighted in the works of Z.N.
Smirnova. The scientist showed that most of the
students of the lower grades of the specialized school
do not understand the grammatical changes of the
words. The author experimentally proves that most
students do not understand the unity of the lexical
meaning of the word and the understanding of
grammatical changes, and recommends some
correction methods that help to eliminate this defect.
Not only in the lower grades, but he experimentally
explained the manifestations of the gross violation of
the executive function of speech in mentally retarded
children of preschool age, and by the age of 4-5 they
have only exclamatory and activating functions of
speech. formation, he showed that it occurs only as a
call to action.
The nature of the underdevelopment of speech often
corresponds to the level of general mental
development, in a number of severe cases, speech
does not appear and almost does not develop for
several years. This condition is clearly visible in non-
speaking children, who make up 20-25% of children with
severe mental retardation. (L.M. Shipitsina 2004). In
children with moderate and severe mental retardation,
the level of underdevelopment of speech or the
Volume 03 Issue 12-2023
326
American Journal Of Social Sciences And Humanity Research
(ISSN
–
2771-2141)
VOLUME
03
ISSUE
12
P
AGES
:
324-328
SJIF
I
MPACT
FACTOR
(2021:
5.
993
)
(2022:
6.
015
)
(2023:
7.
164
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
absence of slurred speech is characterized by the injury
of the analyzer.
G.E. Sukhareva (1965) noted that in children with
moderate and severe mental retardation, in addition to
the underdevelopment of higher forms of cognitive
activity, underdevelopment of speech as one of the
youngest and most characteristic human functions is
observed, the more obvious the intellectual disability,
the underdevelopment of speech proved in his
scientific studies that the level will be so clear.
D.N.Aristova,
E.N.Vinarskaya,
A.G.Galle,
E.I.Kaplanskaya,
A.R.Maller,
L.S.Fazlulina,
E.D.Khudenko, G.V. showed that the delay in the
developmental stage of speech in students with
mental retardation and the quality of speech
communication in children with mental retardation are
manifested by gross violations. Several experts such as
Tsikoto, L.M.. Shipitsina studied more widely.
T.V. Akhutina, I.A.Zimnyaya, A.A.Leontyev, A.R.Luria,
L.V.Sakharniy
created
scientific
theories
and
conducted many researches on the mechanisms of
speech activity of students with mental retardation,
formation and perception of speech, as well as
psycholinguistic theories of speech and mental
processes.
According to G.A. Kashe, 65% of the students of the 1st
grade and 60% of the 2nd grade students of the
auxiliary school have pronunciation defects of one
level or another. Even after the elimination of defects
in the pronunciation of sounds, children with mental
retardation can pronounce sounds separately, but they
cannot use these sounds in independent speech.
Because, compared to the pronunciation of individual
sounds, the use of sounds in one's active speech is a
really complex activity. In children with mental
retardation, vocabulary is usually very slow. They often
do not even know the names of familiar objects.
According to G.L. Vygotsky, the vocabulary of 1st-2nd
graders with mental retardation is mostly dominated
by noun and verb word groups. G. M. Dulnev shows
that mentally retarded children rarely use adjectives in
their speech. In creating a new program for the
development of the speech of students with mental
retardation, the research conducted above creates
wide opportunities for today's news and scientific
research. The importance of the role of speech in
human life and the presence of various disorders and
delays in the speech of students with mental
retardation are considered as urgent topics. The
reason is that there is an increasing demand for new,
corrective psychological-pedagogical methods to
eliminate speech defects and develop speech.
In order to solve such problems, mature scientists who
are doing their scientific work in our country
contribute.
M.P.
Hamidova
scientifically
and
theoretically substantiated the types of work aimed at
eliminating speech problems and developing speech
Volume 03 Issue 12-2023
327
American Journal Of Social Sciences And Humanity Research
(ISSN
–
2771-2141)
VOLUME
03
ISSUE
12
P
AGES
:
324-328
SJIF
I
MPACT
FACTOR
(2021:
5.
993
)
(2022:
6.
015
)
(2023:
7.
164
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
activity of children with mental development
problems. In this, a number of ideas were discussed
about the selection of activities depending on their age
and the characteristics of disabilities as the main
source in the development of the speech of children
with mental retardation. Mentally retarded children
have external, simple oral speech. The reason is that
simple, unpronounceable words such as "Take" as an
answer to the word "Get" or "Give" as a means of
asking are automatically found in the vocabulary of
mentally retarded children.
The above scientific research shows the creation of a
number of new methods today, and the importance of
psychological and pedagogical support for mentally
retarded students with speech defects. Therefore, the
development of speech of students with mental
retardation will help them to form and develop their
self-service skills in the future, to be able to talk on
important topics, to understand and analyze events,
and to have their place in society has a great impact on
For this reason, from simple words to complex words,
from complex multi-meaning words to simple
compound words, and from words to the formation of
sentence formation skills, thinking and speech
correction of defects and violations is of great
importance.
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American Journal Of Social Sciences And Humanity Research
(ISSN
–
2771-2141)
VOLUME
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ISSUE
12
P
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324-328
SJIF
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FACTOR
(2021:
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(2022:
6.
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7.
164
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1121105677
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Oscar Publishing Services
Servi
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