International Journal of Pedagogics
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VOLUME
Vol.05 Issue02 2025
PAGE NO.
34-38
10.37547/ijp/Volume05Issue02-11
Development of connected speech in children with
mental disabilities
Karimova Zulfiya
Teacher of the Department of Pedagogy and Psychology, Alfraganus University, Uzbekistan
Saydaliyeva Khojiya
Alfraganus University Special Pedagogy: Speech Therapy Student of group Logo-23-1, Uzbekistan
Received:
06 December 2024;
Accepted:
08 January 2025;
Published:
10 February 2025
Abstract:
Developing connected speech in children with intellectual disabilities is a study of a pedagogical
approach aimed at further improving the language and communication skills of students. Children with intellectual
disabilities, due to their specific psychological and cognitive characteristics, face difficulties in the process of
learning speech and language. Therefore, special pedagogical techniques, methodologies and activities are used
to develop their connected speech. This study analyzes modern methods, experiences and approaches to
developing the speech of children with intellectual disabilities. This process helps students improve their
communication skills, establish effective communication with them and clearly express their thoughts. The goal
is to create opportunities for children with intellectual disabilities to develop correct and sincere speech.
Keywords:
Mental disability, connected speech, language development, special pedagogy, communication skills,
communication, pedagogical techniques.
Introduction:
In our country, since the first years of
independence, special attention has been paid to
raising the younger generation as physically healthy,
spiritually mature, intellectually capable individuals. In
his speech on this issue, our President specifically
noted that the most important period in the physical
and psychological development of a child is the
preschool period. Our first President said: “You know
that since the first years of independence, the issue of
a healthy mother and a healthy child has become a
priority direction of state policy in our country, and our
great work carried out within the framework of our
large-scale nationwide programs has been recognized
worldwide. At the same time, today's hectic times, life
itself, are setting us new, extremely important and
urgent tasks in the education of the younger
generation.” These actions also apply to children with
developmental disabilities, who are equal members of
our society. The features of the development of motor
speech in children are diverse in terms of the severity
of manifestations, and in connection with them there
are several levels of speech development. The first level
includes “wordless” children. Some are indifferent to
the environment, do not use speech. Other children
constantly make the same monotonous sounds, which
is not a means of communication. Some use non-verbal
means. This group is the most difficult from the point
of view of speech, regardless of age. The second level
includes children with individual words or phrases
pronounced with various phonetic disorders. Phonetic
disorders are dysarthric in nature, which makes it
difficult to organize the kinetic and kinesthetic program
with an apraxic component, which significantly
complicates the formation of the pronunciation side of
speech. The third level of speech development includes
children with household vocabulary and phraseological
speech. Some children talk a lot, use detailed
phraseological speech with elements of impaired
sound pronunciation. Other children use short phrases,
agrammatisms are noted. The sequence of
presentation is difficult. The third level is characterized
International Journal of Pedagogics
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International Journal of Pedagogics (ISSN: 2771-2281)
not only by a violation of the structure of the external
plan of speech, the possibility of its placement,
saturation with components, but also by a narrowing of
the semantic field, a weakening of the lexical content,
inability to use. variability of vocabulary, grammatical
structure. Most children at this level need oral
communication L.V. Kuznetsova Children with mental
retardation, due to their specific behavioral
stereotypes, cannot transfer the acquired skills of
independent statements to a new situation. According
to the degree of independence and activity in the
communication process, children of this category are
divided into 3 groups according to L.M. Shipitsina:
1) The first group includes children who cannot
independently participate in any practical work. It is
difficult to communicate with them. When working
with “non
-
speaking” students, e
xplanations are given
mainly by the teacher. The student answers the
questions asked to him with his eyes, head or with
individual sounds, words, confirms or disproves the
messages of other friends. An important result of
working with children of this group is their emotional
satisfaction from communication, joint activities.
2) The second group consists of students who have
significant difficulties in communicating with gestures
and understanding the task. With limited individual
assistance from adults, they can independently
complete the task received.
3) Students of the third group complete the tasks
completely independently. Adults help children control
themselves. They know their place in the family,
understand the relationships that bind family
members, friends and loved ones; develop the skills
and abilities necessary for practical activities at home.
Teaching children's communication skills is based on
the role principle, that is, the correspondence of
behavior to a specific situation.
Thus, children with moderate and severe mental
retardation
are
characterized
by
the
underdevelopment of all cognitive processes, a sharp
violation of sensations, perception, memory, attention,
and, to a greater extent, a violation of higher functions
hierarchically: thinking and speech, not its separate
parts and functions, but the entire speech system are
not formed. The emotional sphere is relatively
preserved. The development of speech begins from the
moment when its social function becomes a means of
communication, i.e. when the child begins to
understand the speech addressed to him and uses it to
express his thoughts. It is known that at the age of 8
months the child masters the elementary concept of
speech based on the differentiation of its rhythmic-
tonal composition. N.Kh. Shvachkin called this period
the pre-phonemic development of the child's speech,
since the child still cannot distinguish words in the
speech addressed to him by their sound. Research by
F.I. Fradkina showed that with a change in the sound
composition of a word, but while preserving its
rhythmic-melodic structure, its understanding is still
preserved, but at the age of 10-11 months a
qualitatively different period begins in the child's
development. understanding of speech, which is based
on the perception and differentiation of the sound
composition of words. This stage N.Kh. Shvachkin calls
the period of phonemic speech. The distinction
between speech sounds, and therefore words, is
gradually formed. N.Kh. Shvachkin established the
following sequence for the development of this
process: first, the child begins to distinguish vowels in
the perceived speech stream, then sonorous and
sonorous, etc.
It should be noted that throughout preschool age, the
conceptual correlation of the word develops, i.e. a
system
of
concepts,
knowledge,
associative
connections that lie behind a particular word is formed.
The assimilation of the meanings of words and the
expansion of the passive vocabulary occur faster than
the growth of the active vocabulary, especially at the
age of 2-2.5 years. Thus, at the age of 1.8-1.10 months,
the child practically understands the elementary
speech spoken to him, while active speech sharply lags
behind passive in its development. This is largely due to
the fact that the sound images of words (albeit global)
are sufficiently formed by this time, and their
implementation in vocal speech is provided by a certain
functional maturity of the speech-motor analyzer.
It is known that intellectual disability does not stop the
process of speech formation in itself (unlike what we
observe in children with primary damage to the speech
mechanisms), but slows it down and qualitatively
disrupts it.
The development of expressive speech is ahead of
active speech both in terms of the number of words
and in terms of their function. It is characteristic that
elementary speech understanding in children with
severe and moderate mental retardation is possible by
the end of the 2nd year of life.
By the age of 4-5, about 30% of phrases in adult speech
are not understood by children. Children aged 4-5
understand phrases, as a rule, in one form, which is
constantly found in adult speech.
G.V. Gurevich, L.Z. Davidovich proposed to consider the
level of speech understanding as a component of
sensory development, which is present in all children to
varying
degrees,
therefore
they conditionally
distinguish several levels:
International Journal of Pedagogics
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International Journal of Pedagogics (ISSN: 2771-2281)
1st level of sensory underdevelopment - children who
do not understand the speech of strangers, but hear
and perceive the speech of close relatives who
constantly care for them;
2nd level of sensory underdevelopment - children who
perceive the speech of others in the form of separate
short phrases and instructions. They do not perceive
longer phrases and readable text and do not respond
adequately. It is especially difficult to understand
instructions with spatial perception;
Level 3 - children who perceive everyday speech, follow
instructions, listen to short texts, and maintain
dialogue. Inadequate perception of complex speech
structures and text is noted. They quickly get tired and
distracted without hearing an interesting story.
The formation of a sound culture of speech plays an
important role in the development of children's
coherent speech. Preschool children often cannot
correctly pronounce the sounds s-z, p-f, t-d, p-b, u-
o‘,
x-h, q-
g‘. It is methodologically important to prevent
pronunciation errors such as ketappan - ketayum,
Hojaxon - Shohjahon, Yustam - Rustam, kalga - qaarga
in the process of speech, that is, to guide them to
correct pronunciation, paying attention to the volume
and pace of sound. Some children treat their younger
siblings by pushing them away and raising their voices.
Then it is necessary to pay attention to their
pronunciation, teach them to speak and behave in a
polite manner. Because the culture of behavior formed
in childhood is imprinted on a person for the rest of his
life. The norm of sincere behavior, even eye contact in
behavior, self-control in front of others are simple
requirements of the culture of behavior. In order for
the younger generation to mature as well-rounded,
mature, capable people, it is necessary to use all the
wealth of the native language, its capabilities.
Therefore, one of the most important tasks of a
preschool educational institution is to form and
develop children's coherent speech on the basis of the
national literary language. Observations show that the
speech of preschool children is carried out in
connection with the development of thinking. Learning
the language correctly, paying attention to its
grammatical structure, and speaking, leads to children
being able to freely discuss, ask questions, respond,
draw conclusions from the opinions they hear from
others, and understand various forms of connections
between things and events.
Creating a healthy, natural environment in a preschool
educational institution, introducing children to proper
communication, and increasing their desire to talk to
others is an important requirement for this. For this,
achieving logical unity in form and content of children's
speech is an important requirement.
The first requirement is that initially the child must
have his own vocabulary. This will help him
communicate with others. In this case, the educator
focuses his main attention on increasing the vocabulary
of children in a natural situation. In order to increase
the vocabulary of children, an important factor is their
familiarization with the environment in their daily
activities.
The second important requirement is to pay attention
to the precise formation of the grammatical structure
of children's speech. In this, teaching children to use
words in speech correctly and to construct sentences
correctly through guiding questions and exercises is of
crucial importance.
The third important requirement is to cultivate sound
culture in children. After all, teaching children to
pronounce sounds correctly is one of the complex
issues in methodological science.
The fourth important requirement is to develop
dialogic speech, that is, conversational speech.
The fifth requirement is to teach storytelling
(monologue speech). It has been proven in practice
that monologue speech is of great help in developing
coherent speech. The development of thinking is
closely related to the richness of vocabulary, the ability
to build sentences, and the ability to express one's
thoughts freely and fluently.
The sixth requirement is to introduce children to
fiction, and the brightest examples of children's
literature and folk oral art serve to introduce little ones
to a new world. Introducing children to literary works
not only develops coherent speech in them, but also
instills in them feelings of love and affection for fiction.
The seventh requirement is to prepare children for
literacy. These requirements are implemented at all
stages of preschool education. However, each of them
takes into account the age characteristics of children
and their level of personal preparation. True, in the
older group, children's speech is somewhat formed.
After all, the diversity of the content and form of the
activities of older children in kindergarten also
contributes to the improvement of their speech.
As a result of children's observation of their
surroundings, their pronunciation also begins to
change in a positive direction: they begin to pronounce
sounds correctly, the content of sentences expands,
they begin to build sentences grammatically correctly,
and their vocabulary increases. Children themselves
begin to compose small stories and can freely tell these
stories. They begin to develop such qualities as
communicating with adults and freely expressing their
International Journal of Pedagogics
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International Journal of Pedagogics (ISSN: 2771-2281)
thoughts. Accordingly, it is important and necessary to
improve the sound culture in children's speech, expand
and activate the vocabulary that represents the names
of surrounding objects, objects, and events, adhere to
simple forms of monologic speech, and develop the
skills of grammatically correct and clear expression of
their thoughts.
These requirements are formed in children in the
process of perceiving existence and the environment,
understanding it, feeling it, composing stories, being
able to express their thoughts, and expressive reading.
As is known, in connected speech, the interaction and
connection of children with those around them as a
result of the influence of events is expressed. This
expression can be reflected in one or several sentences.
In the formation of connected speech, the child's
relationship with the environment, the form of
communication plays a large role. Considering that
older preschool children have skills and abilities in oral
speech, we need to determine what we should pay
attention to when forming connected speech in them,
first of all, when observing the environment.
These, first of all, begin with the formation of initial
ideas about the Motherland. In this, first of all, in
expanding children's vocabulary, it is necessary to
enrich them with concepts, names and words that
express the nature of our Republic, professions,
machines used in construction and agriculture, specific
signs and colors of objects, attitudes towards labor.
It is also important to study examples of folk oral
creativity: to achieve enrichment with concepts and
words related to understanding and correct use of
antonyms, synonyms, homonyms in the native
language. It is important to prepare children to
correctly pronounce the names of objects, to
understand their similarities and differences, to
activate their reference vocabulary regarding shape,
color, quality, properties, gender and type, to form the
grammatical structure of speech, to form a speech
culture, to improve dialogical and monological speech,
and finally to teach literacy.
Conversation is the most important method of
monological (connected) speech. The formation of
conversational (dialogical) speech is one of the most
important requirements for the formation of
connected speech. Conversational speech depends on
the child's vocabulary. In this case, it is necessary for
the child to be able to hear, understand, and answer
questions correctly when they are addressed to him, as
well as to acquire a culture of speech. In the process of
talking with children, more guiding questions are
asked.
For example, during a trip to nature, the teacher asking
questions such as “What season is it now?”, “What
changes occur in nature in spring?”, “What birds fly in
spring?” helps the development of children's dialogical
speech. The most important method in connected
speech is dialogical speech, that is, talking with
children. Talking is the simplest form of oral speech, in
which various circumstances such as the child's
posture, gaze, behavior, voice pitch, speed are taken
into account.
Talking - dialogical speech, is carried out mainly with
the help of adults and gives especially good results in
the process of knowing the surroundings. In particular,
attention is paid to observing the culture of speech in
public places, among the majority. In this case,
complementing
each
other's
speech,
making
corrections, asking, and asking for clarification are
considered methods of teaching dialogical speech. As is
known, communication takes place in two forms - free
and in specially prepared lessons. Communication,
organized on the basis of everyday life and impressions,
is free communication and, although it is carried out on
the go, helps the child's speech to be expressive, leads
to the emergence of skills in grammatically correct
sentence construction, and enriches the vocabulary.
When developing a technology for developing coherent
speech in older preschool children, the recommended
focus is on the ability to independently express the
story without the help of adults, vocabulary,
consistency in describing the content of the text, the
ability to use expressive language, fluency, speed of
speech, grammatically correct construction of
sentences, correct pronunciation of sounds, and
adherence to speech culture. For example, questions
and answers in games such
as “Hunters and Rabbits”,
“The Wolf and the Sheep”, “What's the Feather?” also
develop children's dialogical speech. The educator asks
the children the question “What's the feather?” The
children answer that it's a duck's, a crow's, or an
eagle's. Depending on the game condition, the child
who repeats the name of the bird fulfills one of the
conditions: enters the game, recites a poem, or sings a
song. In the development of children's speech,
monologic speech (connected, telling a story) is of
particular importance.
In monologic speech, all the requirements of connected
speech listed above are combined. The formation of
children's monologic speech is one of the main
conditions for preparing them for school. After all,
connected speech develops children's logical thinking
and the related qualities of intelligence, such as
ingenuity. The ability to tell stories in children is also
important for their vocabulary and sentence
construction skills.
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International Journal of Pedagogics (ISSN: 2771-2281)
Older preschool children can also be given the task of
composing stories based on fairy tales and pictures on
certain topics. Working on such a task develops their
independence and creative activity. For example,
recommending composing stories on the topics "Our
Family", "Spring Season", "O'z - ot'ar soz",
"Kaldirg'ochlar uchib keldi", etc., is extremely
interesting for children. Storytelling helps children to
build sentences grammatically correctly, pronounce
sounds and suffixes correctly, and use visual aids
appropriately for their age.
Observing the work process of adults, recommending
the creation of stories based on trips to nature,
industrial enterprises, rivers, steppes, and fields are
also considered the most convenient methods for
developing children's coherent speech. Fiction has
great potential for developing children's coherent
speech. Preschoolers are introduced to the most vivid
examples of fiction every day.
Stories, narratives, fairy tales, proverbs, riddles,
sayings, and songs not only ensure the expressiveness
of their speech, but also enrich their vocabulary and
allow them to enjoy the possibilities of the literary
language. The development of coherent speech in
children is continued by teaching them literacy. This
process is associated with the development of the
ability to understand what is heard, to express one's
thoughts
expressively,
clearly,
intelligibly,
grammatically correctly. The most important tasks in
the development of children's coherent speech include
enriching and activating their vocabulary, forming the
grammatical structure of their speech, sound culture,
dialogical and monological speech, using examples of
fiction, and preparing for literacy training. The process
of studying the environment causes an irreplaceable
emotional stimulation in the development of a child's
thinking. Such stimulation is of great importance in the
upbringing of older children of kindergarten age.
Because the emotions that arise on the basis of
surrounding objects and realities develop in the child's
thinking and pass into his language and vivid
expression. That is why the child's knowledge of the
surrounding reality, feeling its beauty, its endless
complexities, entering the world of social relations and
adults, along with its comprehensive development,
leads to the enrichment and formation of coherent
speech. After all, childhood is associated with the
perception of the world with pleasure, full of emotions,
and its discovery.
Therefore, the development of coherent speech
creates the need to organize the delivery of a diverse
and unique world to children in a methodologically
interesting way, using various forms and means, based
on the requirements of the time. In this regard, the use
of modern technologies requires taking into account
many requirements, such as the age of children, their
specific characteristics, vocabulary, speech culture, and
the ability to grammatically correct speech.
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