Volume 04 Issue 12-2024
210
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
04
ISSUE
12
P
AGES
:
210-214
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
ABSTRACT
The importance of working with mentally retarded students is enormous, since each student has their own individual
needs and capabilities. Supporting mentally retarded students is important to improve their learning and development
process. This article examines the peculiarities of the development of written speech in mentally retarded
schoolchildren.
KEYWORDS
Pedagogical approach, differentiated, visual, psychological support, technology, individual approach, processing,
inclusive education, program.
INTRODUCTION
The issue of developing written speech in students
with intellectual disabilities holds an important place in
the fields of pedagogy and psychology. Written speech
not only teaches students to use language correctly
but also helps them express their thoughts fluently,
logically,
and
understandably.
The
approach,
methodology, and special support systems used by
teachers play a crucial role in developing written
speech for students with intellectual disabilities.
The primary goal of developing written speech for
students with intellectual disabilities is to improve their
thinking and written expression. These students often
face challenges such as logical structure, forming
complete sentences, and avoiding syntactic errors.
Research Article
CHARACTERISTICS OF DEVELOPING WRITTEN SPEECH OF STUDENTS
WITH INTELLECTUAL DISABILITIES
Submission Date:
December 12, 2024,
Accepted Date:
December 17, 2024,
Published Date:
December 22, 2024
Crossref doi:
https://doi.org/10.37547/ijp/Volume04Issue12-44
Usmonov Umid Allayorovich
Independent Researcher, JDPU, Uzbekistan
Journal
Website:
https://theusajournals.
com/index.php/ijp
Copyright:
Original
content from this work
may be used under the
terms of the creative
commons
attributes
4.0 licence.
Volume 04 Issue 12-2024
211
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
04
ISSUE
12
P
AGES
:
210-214
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
Therefore, teachers need to use special approaches
and methods to help them develop written speech.
1.
Language and Speech Development:
The written speech of students with intellectual
disabilities often requires development from the initial
stages of speech. Linguists suggest methods that are
particularly important for developing logical structure,
grammatically correct writing, and vocabulary. Special
learning materials and interactive exercises can be
beneficial in their language development.
2.
Psychological Approach:
Psychological research shows that it is important to
boost the self-confidence of students with intellectual
disabilities, strengthen motivation, and increase their
desire to express themselves. This will help develop
their written speech. Psychologists recommend using
individual approaches when working with these
students, as each student's abilities and needs may
differ.
3.
Methods of Analyzing and Teaching Written
Speech:
In teaching written speech to students with intellectual
disabilities, advanced pedagogical methods are
applied, such as “teacher's instructions,” “learning
through exercises,” and “writing exercises and writing
base
d on plans.” Active communication with students
and developing relationships between them during the
analysis and writing processes is also important.
The literature analysis on the development of written
speech in students with intellectual disabilities aims to
identify pedagogical approaches and methodological
strategies
that
support
students’
speech
development. The following key aspects are
considered in this analysis:
1.
Characteristics of Students with Intellectual
Disabilities:
Students with intellectual disabilities are those who
have some limitations in their intellectual abilities.
Their learning in reading, writing, and speech
development requires special attention. The following
key characteristics are observed in these students:
o
Difficulty in expressing clear and precise ideas
o
Logical errors in written speech
o
Limited vocabulary
o
Lack of adherence to order and system in
constructing text
For these students, teachers need to apply a special
approach that will be effective in developing their
written speech.
2.
Development of Written Speech:
Several methodological approaches are used to
develop written speech for students with intellectual
disabilities. Some of these are:
o
Modeling Method: The teacher presents their
own writing as an example to show how to construct
written speech.
o
Expanded Writing Exercises: Exercises that
start with short sentences and gradually transition to
more complex structures.
o
Strong Visual Aids: Helping organize thoughts
through images, diagrams, or infographics.
Volume 04 Issue 12-2024
212
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
04
ISSUE
12
P
AGES
:
210-214
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
o
Collaborative Writing Activities: Students
improve their written speech by collectively creating
texts.
3.
Methodological Approaches and Methods:
The methods used to develop written speech include:
o
Cognitive Approach: This approach focuses on
developing the cognitive processes of students with
intellectual disabilities. The teacher helps students
organize their thoughts by asking questions.
o
Differentiated Approach: It is necessary to take
into account each student’s individual needs. For
example, some students may need more visual
support.
o
Repetition Method: Repeating texts to
reinforce words and sentences and teach students
from their mistakes.
4.
Problems and Solutions in Literature:
Literature on teaching students with intellectual
disabilities shows the problems that arise in developing
their written speech and the approaches needed to
address these problems. Some analyses indicate that:
o
It is necessary to implement individual
approaches, as each student’s potential and needs
differ.
o
Teaching through exercises and supporting
materials leads to effective results.
o
Flexible and systematic approaches help
students express their thoughts clearly.
5.
Pedagogical
Teachings
and
Recommendations:
Pedagogical theories are continually refined based on
the
practices
of
experienced
teachers.
Recommendations include:
o
Implementing a reliable and consistent
monitoring system for assessing students' written
work.
o
Supporting
teachers'
professional
development by teaching them new methods and
approaches.
The analysis of literature on developing written speech
for students with intellectual disabilities shows that
special pedagogical approaches and methodological
tools are necessary for these students. By applying
effective methods and considering the individual
needs of students, the written speech of students with
intellectual disabilities can be developed. Using visual
materials, collaborative activities, and cognitive
methods in the teaching process is considered
effective.
Developing written speech for students with
intellectual disabilities requires specific and systematic
pedagogical approaches. The following approaches
and methodological tools are useful in supporting
these students and improving their written speech:
1.
Pedagogical Approaches:
o
Differentiated Approach: It is very important to
provide individual attention to weak students. Their
needs, abilities, and writing skills may vary. Therefore,
each student should be given tasks and exercises
tailored to their specific requirements.
o
Sequential Approach: Developing written
speech should be done gradually. Initially, students
Volume 04 Issue 12-2024
213
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
04
ISSUE
12
P
AGES
:
210-214
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
should start with simple phrases and sentences, and
later progress to working with more complex ideas,
logical consistency, and broader topics. Students
should be encouraged to express their thoughts clearly
and logically.
o
Interactive Approach: Organizing exchanges of
ideas, discussions, and collaborative writing activities
will help students develop the skills to express their
ideas clearly and share them with others.
o
Special Support: It is necessary to consider the
individual needs of weak students during the writing
process, allocate more time for them, and provide
supportive resources, examples, and guidelines.
Motivating them and monitoring their success is also
important.
2.
Methodological Tools:
o
Writing Articles and Stories: Assigning students
simple tasks such as writing stories or articles can help
develop written speech. Students learn to logically
connect ideas and differentiate between the
introduction, div, and conclusion.
o
Creating Content Plans: Teaching students to
create content plans to organize the writing process
will help them structure their material correctly.
o
Guides and Workbooks: Developing various
guides and workbooks to encourage students in
completing written work, which serve as step-by-step
instructions, examples, and sources of inspiration.
o
Visual Aids: Using various visual aids (pictures,
diagrams, mind maps) helps students clarify their ideas
and develop logical consistency in writing. These aids
also help them understand the goal and structure of
writing better.
o
Exercises and Games: Organizing games and
exercises that engage students and encourage them to
create words or sentences with different letters or
share their written work with their peers.
o
Modeling and Examples: It is important to
show students successful written works as examples,
helping them understand writing style and structure.
o
Feedback: Providing regular positive and
constructive feedback on written texts helps students
correct mistakes and improve their written speech.
3.
Developing Skills:
To develop the written speech of weak students, the
following skills should be improved:
o
Grammar and Syntax Skills: It is necessary to
master concepts to minimize grammatical and
syntactic errors in writing.
o
Identifying and Structuring the Purpose:
Understanding the purpose of each writing task and
constructing the appropriate content.
o
Logical Structure: Properly structuring the
text, maintaining consistency and logical connections
between ideas.
The above approaches and methodological tools can
help in the development of written speech for
students. Each student requires individual attention
and constant support.
CONCLUSION
Volume 04 Issue 12-2024
214
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
04
ISSUE
12
P
AGES
:
210-214
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
In conclusion, developing written speech for students
with intellectual disabilities is a complex process that
involves not only pedagogical methods but also
psychological approaches, individual attention, and
special
support
systems.
For
successful
implementation, teachers need to effectively apply
innovative pedagogical technologies, methods, and
psychological approaches. Literature on this subject
helps to study extensive research and practical
approaches in this field. Moreover, in developing
written speech for students with intellectual
disabilities, there are various methods such as
individual attention, reducing grammatical and stylistic
errors, deepening the understanding of topics, and
enriching vocabulary. Teachers need to carefully
monitor students, adjust to changes, and provide
correct and effective exercises to assist in developing
their written speech. This approach creates
opportunities for strengthening and developing
students' written speech.
REFERENCES
1.
Decree of the Cabinet of Ministers of the Republic
of Uzbekistan "On approving the regulatory legal
documents for specialized state educational
institutions for children with disabilities" No. 256
dated September 13, 2011.
2.
Decree of the Cabinet of Ministers of the Republic
of Uzbekistan "On approving regulatory legal
documents for the education of children with
special educational needs" No. 638 dated October
12, 2021.
3.
Kovaliova, A. G. (2008). Developing Students'
Speech: Special Education Methods. Moscow:
Pedagogika.
4.
Zuckerman, M. A. (2015). Teaching Students with
Intellectual
Disabilities:
Methodological
Approaches. Tashkent: O'qituvchi.
5.
Shcherbatykh,
M.
S.
(2017).
Computer
Technologies and the Development of Students'
Written Speech. Moscow: Nauka.
6.
Abdullaeva, N. (2018). Pedagogical Methods and
Teaching Students with Intellectual Disabilities.
Tashkent: "Ta'lim" Publishing.
7.
Mirzaev, R. (2019). Research on the Development
of Students with Intellectual Disabilities in
Psychology
and
Pedagogy.
Tashkent:
"Pedagogika" Publishing.
8.
Shukurov, A. (2020). Psychological Approaches in
Working
with
Students
with
Intellectual
Disabilities. Samarkand: "Fan" Publishing.
