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A
BSTRACT
The main content of the article is the necessary conditions for organizing inclusive education, the factors
of effective implementation, the role of society, neighborhood, and cooperation. In the modern school, great
attention is paid to the connection between education and society.
K
EYWORDS
Taking into account, it is established that students ' knowledge is assessed in the prescribed manner, taking
into account the specificity of defects in them.
I
NTRODUCTION
Journal
Website:
http://sciencebring.co
m/index.php/ijasr
Copyright:
Original
content from this work
may be used under the
terms of the creative
commons
attributes
4.0 licence.
Research Article
NECESSITY AND IMPORTANCE OF CORRECTIONAL TRAINING
CLASSES IN SPECIALIZED SPECIAL SCHOOLS AND BOARDING
SCHOOLS FOR CHILDREN WITH SPECIAL EDUCATIONAL
NEEDS
Submission Date:
November 09, 2023,
Accepted Date:
November 14, 2023,
Published Date:
November 19, 2023
Crossref doi:
https://doi.org/10.37547/ijasr-03-11-32
Fayziyeva Ubayda Yunusovna
Candidate of Pedagogical Sciences, Associate Professor at Chirchik State Pedagogical University, Uzbekistan
Vahabova Shohsanam
2nd year student at Chirchik State Pedagogical University, Uzbekistan
Ulxadjayeva Sevara
2nd year student at Chirchik State Pedagogical University, Uzbekistan
Rixsitillayeva Ogiloy
2nd year student at Chirchik State Pedagogical University, Uzbekistan
Volume 03 Issue 11-2023
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The second application, Chapter 5 of the
resolution of the Cabinet of Ministers of the
Republic of Uzbekistan “on approval of regulatory
legal acts on the provision of education for
children with special educational needs” dated
October 12, 2021 No. 638, the organization of the
process of training and education in a specialized
educational institution for children with
disabilities taking into account, it is established
that students ' knowledge is assessed in the
prescribed manner, taking into account the
specificity of defects in them, and the educational
process in these institutions is carried out in
accordance with state educational standards in
the manner prescribed by the ministry, on the
basis of curricula and programs, using special
correctional methods.
According to this decision and the specialty of the
institutions, the correction of defects in students
(correction) is intended to be carried out in all
classes in the educational process, as well as
during extracurricular and other activities.
Including,
I. Specialized boarding schools for Blind
Children
Students of specialized boarding schools for blind
children meet state educational standards and
they study general education. In addition to these
academic disciplines, it is also necessary to carry
out correctional training with the aim of
correcting the defects of students, preparing them
for social life due to the inability to see.
The hours allocated for correctional training will
focus on correcting primary and secondary
defects of students, depending on the orientation
of the institutions, and a separate page will be
separated from the journal.
Correctional training is conducted in a single,
group and gross manner by a specialist
tiflopedagog or defectologist with good vision and
educators who have undergone retraining in the
direction of tiflopedagogy.
For students of this type of institution, it is
advisable to organize the following Correctional
Training:
1. "Speech therapy" training.
As with a speech defect in healthy children, due to
the occurrence of various speech impairments in
blind children, the preparatory and elementary
(grades 1-4)of the institution should be taught for
2 hours a week, and in classes where children
with complex defects can be educated for 2 hours
in grades 1-6.
Speech deficits are observed in most children of
preschool and primary school age. Speech
deficiencies in children have a negative impact on
their mastery of basic sciences. Correction of such
shortcomings is necessarily carried out through
logopedic training. The main goal of conducting
logopedic training is to identify speech
deficiencies in children and eliminate identified
speech deficiencies as early as the preschool and
primary school age period.
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The "speech therapy" session is organized
individually with two or three students. These
activities are conducted by a speech therapist or
defectologist with a high level of vision.
2. The formation of the imagination of the
subject and the development of the
perception of sight.
If a corrective approach to a blind child is not
carried out, then cognitive abilities decrease, the
level of development decreases. Because the child
receives 90% of the information through visual
perception. In this case, the blind child is
necessarily forced to receive education through
perception and hearing. Therefore, a blind child
needs special pedagogical (defectological)
education.
Modern pedagogy believes that in the all-round
development of the child, it is necessary to form
mainly the imagination of the subject. It is
necessary for a blind child to form a correct idea
of the surrounding bodies of the tevarak, and for
a weak-sighted child to develop the perception of
vision.
A child with a visual impairment cannot receive
accurate and correct information about the verbal
definition of a subject, about the fact that he has
been caught and seen. There will be a great break
between verbal information and practical work
on objects. It should also be noted that during the
study of objects such children it is common to
study them superficially, they try to understand
the most basic parts of objects, with preserved
visual perception as well as the sensations of the
tip of the hand, but consider it superfluous to
perceive smaller parts of the object. We believe
that in order for a blind child not to think like this,
it is definitely necessary to undergo a correctional
training to form the imagination of the subject
and develop visual perception. Therefore, from
international experience, it is advisable that the
correctional training of the formation of the
subject's imagination and the development of
visual perception is taught in preparatory classes.
Training “formation of the imagination of the
subject and development of visual perception”
should be carried out by tiflopedagogists or
defectologists who are able to see in primary
classes, as well as educators or primary school
teachers who have undergone retraining in the
direction of tiflopedagogics experienced in the
same field.
3. Orientation to socio-domestic life.
Through the correctional training of orientation
towards socio-domestic life, blind students are
prepared for social khayot. Preparing a blind
student for an independent life is difficult not only
in the family, but also in the conditions of a special
boarding school. The main goal of science is for
blind children to get used to the environment and
conditions, become an active participant in the
community, and have the concept of a social
environment.
These activities are carried out in a gross manner
by a visually healthy person, a tiflopedagog or
defectologist, as well as experienced educators or
teachers of the subject of technology training in
the same field. Massage in grades 10-11 should be
carried out on the basis of the curriculum, by
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tiflopedagog or defectologists with a medical
specialty.
4. Aiming and moving.
The main purpose of training the correction of
aiming and movement is to allow blind children
to move freely with the help of a staff and not feel
the need for help from others.
Blind children actually need to be motivated from
kindergarten age and develop free movement
around. Correctional training teachers are first
taken to form a tassavur in children in the process
of explaining students in what state the external
environment, objects and objects are located in
them. In students, imagination cannot be
achieved without formation. In mooring, mainly
staff and voice calls are used. First, blind children
are taught to take the right step, and then
introduced to the staff, explained how to use it,
and then taught to use it. With the help of a staff,
this training is considered relevant when
climbing stairs, descending, walking on flat and
uneven roads, determining whether transpot
vehicles are moving, moving on underground,
above-ground roads.
Mooring and locomotion is conducted in
extracurricular time, in a group arrangement with
2-3 blind children with reduced visual acuity and
no vision at all. Training should be conducted by
tiflopedagogs, defectologists or teachers who
have undergone retraining in the direction of
tiflopedagogy, who are visually healthy.
5. Develop skin appetite and fine hand motor
skills.
The development of skin numbness and fine-arm
motor skills correctional training serves for
children with vision problems to learn how to
develop skin numbness and fine-arm motor skills,
form perception of the surrounding world,
objects by hand, as well as perform practical
actions with the help of stored analyzers. Through
this activity, blind children are taught to read
using fingers. That is why it is necessary to teach
this Correctional Training, and we believe that it
is advisable to teach 2 hours a week - in
preparatory classes, and 1 hour in Grades 1-5 and
in grades 1-6 of a class of students with complex
defects.
Correctional training “development of skin
appetite and fine hand motor skills” is carried out
in a group routine with 2-3 children during
extracurricular time. Training is conducted by
teachers who have undergone retraining in the
direction of tiflopedagog, defectologist or
tiflopedagogics, who are visually healthy.
6. Treatment Gymnastics.
In Blind Children, mimicry is limited by seeing the
movement of humans around them, and they tend
to lean forward on the head and torso due to their
inability to see below the ankle. As a result of this,
there is an external violation of the div, such as
a curvature of the spine and a push of the
shoulders. In order to overcome these
shortcomings and restore the health of students,
therapeutic gymnastics training is considered
important.
It is advisable that the training of therapeutic
Gymnastics is taught 2 hours a week - in
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preparatory classes, and 1 hour in Grades 1-5, and
in grades 1-6 of the class of students with complex
defects.
Therapeutic gymnastics classes are organized
individually or in groups with 3-5 students in the
primary class at extracurricular time, as directed
by the medical officer. These are conducted by
physical education teachers who have undergone
retraining in the direction of tiflopedagogy.
7. Rhythmics.
The main purpose of the rhythmic activity is to
teach students to move in the musical direction,
that is, dance and rhythmic elements.
Practicing rhythmics has a positive effect on the
correct development of qaddi-qomat, the
cardiovascular system, the respiratory tract. The
reason is, the blind student does not feel like
standing, it is through this activity that he can be
trained to stand up and adjust the figure.
It is advisable that the rhythmic training is taught
in the preparatory class for 2 hours a week, in
Grades 1-5 and in grades 1-6 of the class of
students with complex defects for 1 hour.
Rhythmic training is recommended to be carried
out in a gross manner by physical education
teachers who have undergone retraining in the
direction of tiflopedagog or tiflopedagogika, who
have a higher education physical education
specialty with visual health in Grades 1-5.
II. Specialized boarding schools for mentally
retarded children with impairment in the
musculoskeletal
organs,
with
complex
impairment (mental retardation with impairment
in the musculoskeletal organs
The main diagnoses of students studying in
specialized boarding schools for children with
defects in the musculoskeletal organs are
associated with neurological diseases such as
CPCH (cerebral palsy in children), ingust
complications, anamal (underdevelopment of the
arms and legs and speech), and the disabilities of
these children will be associated with the cranial
and nervous system. To overcome these
problems, the following correctional training is
very important.
1. Speech therapy training.
Logopedic activities average 10 students in the
classroom. In primary classes, the Allotted Hours
for Solo and group training are 4 hours, and when
separated into 2-hour group training, it will be
possible to cover up to 5 students. In speech
therapy, oral and written speech of students is
developed.
In classes where mentally retarded children with
defects in complex defective musculoskeletal
organs are educated, however, the allocated
hours and classes require a different approach
than ordinary classes. Because children in these
classes also have additional mental retardation,
they have to work harder with them.
2. Rhythmics.
Rhythmics training is mainly organized for
students in a class where children with complex
defects are educated, and since they also have a
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defect in mental development in combination
with a physical defect, through musical rhythmics
they are taught to develop aesthetically, and to
move with their defects correctly. To do this,
students with a complex defect should be
allocated 1-5th grades of rhythmic training for 1
hour a week, and this will help to develop
gradually, not exhausting students.
3. Orientation to social domestic life.
Since the mental development of students in
classes where children with complex defects are
in the background, it will be necessary to prepare
students in this category for life, to be able to self-
service, to direct them to social domestic life so
that there are no difficulties in the use of
household and street, transport. These activities
greatly help students to adapt to social, life.
It is advisable that this training takes place in
grades 1-9 for 2 hours a week.
III. Specialized schools and boarding schools for
hearing impaired (deaf and weak hearing, later
deaf (deaf and weak hearing mentally retarded
children)
All specialized boarding schools are designed for
children with disabilities due to one disease or
another,
these
children
need
constant
Correctional Care. Therefore, the organization of
Correctional Training correcting defects in
addition to academic subjects is also provided for
by the Regulation approved by the decree of the
Cabinet of Ministers No. 638 of October 12, 2021.
The primary function of special boarding schools
for deaf and weak hearing children with hearing
impairment is the development of hearing
(hearing training) of these children. That is, in
each lesson, the methodically special Methodist-
instructor, or head of the hearing cabinet,
monitors and makes recommendations on how
much the hearing capacity of each student
changes, how the teacher should approach this
during the lesson.
In correctional training - training in the formation
and pronunciation of hearing aids, auditory
perception of speech material using stationary or
individual hearing aids, as well as training in
pronunciation, development of skills for using
hearing
aids,
self-focused,
lip-reading
understanding, verbal skills, formation of
communication and activation of speech behavior
skills are carried out. In training, it is important to
carry out correctional work, both in the
perception and pronunciation of speech materials
familiar to children and necessary for obtaining
knowledge in classes, and in normal
communicative
speaking
situations,
in
extracurricular activities. Correctional training is
a mandatory part of education of children who do
not hear, do not have speech, ensuring the
assimilation of the content of educational plans
and programs, finding them their place in society,
carrying out social and labor adaptation.
The following (lesson) activities in the direction
of Correction and development should be
mandatory included in the curriculum of schools
and boarding schools of this type:
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- Development of hearing and formation of
pronunciations.
- Lessons in musical rhythmics.
- Development of speech communication.
- Orientation to social and domestic life.
1. Development of hearing and training in
pronunciation.
The quality of children's education without
speech with a hearing impairment, the
effectiveness of which depends on the quality of
the process of hearing and pronunciation, the
children's understanding of speech by sight-
hearing, auditory perception, formation of
pronunciation skills, success in mastering,
ensuring continuity of the educational process. It
is through this that the students:
- vocabulary is formed, vocabulary increases;
- hearing is formed, speech thinking develops
from class to class;
- helps to master the subject, develop social and
communicative competence by hearing and
understanding, hearing and responding to a
speech aimed at oneself;
- expands and activates social interaction with
adults and peers during extracurricular hours,
including on the basis of verbal communication.
provides the groundwork for student’s personal
development, social adaptation and integration in
society.
The training for hearing development and
pronunciation training consists of two sections, a
calendar plan drawn up based on the approved
program is carried out individually with 2
students from 20 minutes in one lesson, in small
groups above the 5th grade, based on the
approved schedule. The first part of the
training consists in the development of hearing,
the second part in the formation and
development of pronunciation.
The teacher keeps a diary in which the needs of
each student, the daily lesson development
adapted to the possibility and the results are
determined.
When teaching pronunciation, they learn to
distinguish and recognize the words, phrases and
texts used in the lesson, as well as syllables,
syllable combinations and certain sounds,
intonation elements. Calendar planning is carried
out in quarters, in which a work plan is drawn up
for each child, taking into account the hearing,
voice, speech of students, their individual
characteristics.
Hearing development and pronunciation training
are divided according to the type of classes in
specialized educational institutions for children
with hearing impairment as follows:
2. Musical rhythmics.
Musical rhythmic training serves to develop
students ' hearing through music, perform
rhythmic
movements,
achieve
clear
pronunciation of words by singing, and develop
aesthetic education, emotional, voluntary and
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cognitive sphere in classes, enrich their creative
abilities, their speech development and expand
their worldview, and, important correction,
development tasks are solved. In particular,
children learn to perceive music performed by a
teacher using individual hearing aids, learn to
hear the character of music and existing musical
instruments with the help of a teacher and
independently.
Students
also
develop
pronunciation opportunities, awareness of tempo
rhythms, and emotional and team-to-music
singing skills. One of the important areas of work,
accompanied by a teacher, in the ensemble, skills
are formed for the emotional, expressive and
rhythmic performance of musical works on
Beginner musical instruments. The skills
acquired in the lessons of musical rhythmics are
purposefully applied in correctional training by
hearing (using individual hearing aids) the
sounds of musical instruments, sound toys -
drums, circles, accordions, whistles, etc. Hearing
distance is determined by its conditional reaction
to heard sounds. Children are taught to
distinguish and identify the sounds of musical
instruments by hearing, determine the number of
sounds heard, their duration, temp of sound, size,
rhythms, and pitch. In the educational process,
working on the components - tempo, rhythm,
pauses, intonation-is taught when hearing the
sounds of musical instruments. In specialized
educational institutions for children with hearing
impairment, this training is recommended to be
divided according to the type of classes in them as
follows.
3. Speech communication.
Colloquial communication is a correctional
activity and is important in preparing students for
social life, serving to increase the vocabulary
wealth of students. It aims to enable students to
communicate in oral, written, dactylic and sign
forms, as well as to learn how to use proper
eloquence while placing emphasis on the
grammatical construction of language in making
them sentences and sentences. The main task of
this type of institution is to teach students with
hearing impairments to form speech as a means
of communication and apply it in compliance with
the grammatical construction of speech. The
science of speech communication serves first of
all to teach them to communicate orally with
people who are mutual and healthy. The training
is also important in the formation of connected
speech by being able to construct a narrative
based on pictures, a familiar and unfamiliar word
in pictures, and the use of verbal concatenation in
speech.
4. Orientation to socio-domestic life.
This training is aimed at the practical preparation
of weak hearing children for an independent life,
with which students will gain insights into
themselves, their family, their immediate social
environment and society. Through this, great
importance is attached to the formation of a civic
personality in a child, the upbringing of patriotic
feelings, the accumulation of experience in social
behavior, the development of moral ideas and
relevant personal qualities. Children with hearing
impairments face a number of problems in
society, such as the market, difficulty in entering
into a dialogue with the seller in the process of
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going to the store and shopping for the necessary
products for themselves. The socio-Domestic Life
Orientation Training serves to prepare students
for similar situations, to ensure that they feel as
little need as possible for someone's support.
Alternatively, through classes, the basics of
personal hygiene and a healthy lifestyle of
students are taught, self-service skills are
developed, helping loved ones, including
performing various tasks related to family life.
Students gain basic knowledge about safety
techniques and their application in everyday life
and are familiar with the activities of parents and
other adults, as well as the basic economic and
legal foundations of life that are necessary.
This training is recommended to pass 2 hours a
week in grades 1-11 of specialized educational
institutions
for
children
with
hearing
impairment:
IV. Specialized schools and boarding schools for
Mentally Retarded Children
It is known that specialized schools and boarding
schools for mentally retarded children differ from
secondary schools in the direction of Correctional
(corrective, debilitating) education. Through
correctional training, deficits in the memory,
attention, thinking, speech and coordination of
movements of mentally retarded students are
eliminated.
For students of this category of institution, it is
advisable to organize the following Correctional
Training:
- Speech therapy training
- Treatment Gymnastics
- Rhythmics
- Orientation to social domestic life
1. Speech therapy training.
Speech
Therapy
Training-Assistant
schoolchildren are taught to eliminate their
shortcomings in pronunciation and speech,
correct violations in sound pronunciation, form
sounds that are absent in pronunciation, grow
their speech with a link, be able to state their
opinion in accordance with the tempo, logical
meaning of speech. In most students of this type
of institution, it is noted that there are a number
of shortcomings in speech speech and
pronunciation. To correct these shortcomings,
this training is 5 hours a week for Grades 1-5, 3
hours in Grade 6, 2 hours for Grade 7;
For children with complex defects (severe levels
of mental retardation), however, 3 hours a week
should be passed in grades 1-9.
2. Treatment Gymnastics.
Treatment gymnastics training helps students to
find their place in society by raising their health
indicators, treating them with defects in the
Coordination of the movement musculature and
coordination of the movement musculature,
treating and prophylaxis of defects in the
Coordination of the movement musculature.
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Treatment gymnastics training in grades 1-4,
where mentally retarded children study, is 2
hours a week, and for children with complex
defects (severe levels of mental retardation), 2
hours a week in grades 1-6, according to the
article.
3. Rhythmics.
The exercise of rhythmics helps students to
control the movements corresponding to it by
hearing each sound of music, and the student to
control himself by adjusting his div organs to
the rhythm, and to aesthetically educate his
senses and emotions. It also serves to correct
mental and physical impairments found in
students
with
intellectual
and
psychic
developmental disabilities.
This training will be carried out in grades 1-6 for
1 hour a week.
4. Orientation to social domestic life.
The training of orientation to social domestic life
is considered important in the fact that the reader
is able to find his place in independent life full-
fledged. These activities teach students to serve
themselves, meet their needs independently,
communicate in harmony with society, respect
our national values and Customs, correctly and
easily overcome all obstacles to life.
It is according to purpose that this training takes
place from 2 hours a week in grades 1-4 and from
3 hours a week in grades 5-9.
V. For specialized boarding schools for children
with severe speech impairments
Correctional training for children with severe
speech impairments will focus on correcting
primary and secondary impairments in students.
The hours allocated to the correctional training
will focus on correcting (correcting) primary and
secondary defects of students, depending on the
orientation of the institutions. For students of this
type of institution, it is advisable to conduct the
following Correctional Training.
1. Speech therapy training.
A special school for children with severe speech
impairments, most schoolchildren show severe
speech impairments: stuttering, rhinolalia,
dysarthria, aphasia and other types of defects.
Speech therapy training is organized in a single or
group form. For classes, students are taken from
upbringing and natural science classes to engage
in individual activities, and for group activities,
students are involved in extracurricular activities,
taking from educational activities.
Speech therapy training-teaches how to eliminate
speech defects, add sounds to speech, grow
connected speech, be able to state one's own
opinion. Students of this type of institution have
speech-related shortcomings, and in order to
correct these shortcomings, this training should
be passed 8 hours a week for grades 1-4.
Training is obliged to be conducted by a
defectologist with higher education, a speech
specialist.
2. Rhythmics.
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The main purpose of the rhythmic activity is to
teach students to move in the musical direction,
that is, dance and rhythmic elements.
Practicing rhythmics has a positive effect on the
correct development of qaddi-qomat, the
cardiovascular system, the respiratory tract.
It is advisable that the rhythmic training is taught
to grades 1-4 for 1 hour a week.
Rhythmic training is carried out in a gross
manner by physical education teachers who have
a higher education physical education specialty
and have undergone retraining in their direction.
VI. For specialized classes to students with
impaired mental development
Mental development in children with a diagnosis
of lagging speech deficits (complex), deviations in
Roxy development are observed. From speech
defects, speech defects are manifested in
incomplete development, stuttering, rhinolalia,
dysarthria, aphasia.
It is required that children with this impairment
undergo logopedic training in a single and small
group manner as well as correctional training
such as correcting developmental deficiencies.
1. Speech therapy training.
Through speech therapy, the correction and
elimination of oral and written speech
deficiencies in this category of children can be
achieved. Through this, defects in readers can be
partially or completely eliminated.
The above conclusions were developed on the
basis of international experiments.
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nashriyoti 2012 yil.
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Eshitishida muammolari bo‘lgan bolalar ta’lim
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Volume 03 Issue 11-2023
204
International Journal of Advance Scientific Research
(ISSN
–
2750-1396)
VOLUME
03
ISSUE
11
Pages:
193-204
SJIF
I
MPACT
FACTOR
(2021:
5.478
)
(2022:
5.636
)
(2023:
6.741
)
OCLC
–
1368736135
U.Fayziyeva “Sano
-
Standart” nashriyoti 2010
yil
10.
Logopediya M.Ayupova .......
11.
Ko‘rishida muammolari bo‘lgan bolalar
ta’limi:
U.Fayziyeva,
N.Grigoryans,
D.Raxmonova,
Z.Fayziyeva
“Sano
-
Standart”nashriyoti 2010yil.
