Journal of Social Sciences and Humanities Research Fundamentals
57
9
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TYPE
Original Research
PAGE NO.
57-60
DOI
OPEN ACCESS
SUBMITED
26 May 2025
ACCEPTED
22 June 2025
PUBLISHED
24 July 2025
VOLUME
Vol.05 Issue07 2025
COPYRIGHT
© 2025 Original content from this work may be used under the terms
of the creative commons attributes 4.0 License.
Improving the System of
Speech Assistance in
Inclusive Classes
Akhmedova Lola
Student of the Faculty of Pedagogy, Alfraganus University, Defectology,
Uzbekistan
Abstract:
This article highlights the current issues of the
system of providing speech therapy services in inclusive
education, analyzes existing problems and puts forward
proposals and recommendations aimed at solving
them. Also, using the example of advanced foreign
experience, methods of integrating speech therapy
service mechanisms into the national education system
are considered.
Keywords:
Inclusive education, speech therapy,
problem, issue, proposal, recommendation, foreign
experience.
INTRODUCTION:
Today, the introduction and
development of an inclusive approach in the education
system is one of the pressing issues. Inclusive education
is an approach that allows all children, including
students with varying degrees of developmental
disabilities, to receive quality and equal education in
general education institutions. In this process, the
timely and effective organization of speech therapy is
especially important for the socialization and successful
adaptation of children with speech development
problems to educational activities.
Statistical data show that problems with speech
disorders among children studying in general education
schools are increasing every еar. Especially in inclusive
classes, the need to establish a speech therapy service
tailored to the individual needs of students is acute.
This requires a fundamental revision of the speech
therapy system, analysis and improvement of existing
approaches.
Scientific research on inclusive education and the
system of speech therapy has been developing rapidly
in recent еars. Rese
arch in this area is primarily aimed
at studying the adaptation of children with speech
therapy
problems
in
educational
institutions,
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Journal of Social Sciences and Humanities Research Fundamentals
introducing an individual approach to them, and
improving the skills of teachers and speech therapists.
The well-known Russian scientist L.S. Vygotsky
substantiated the mechanisms of working with children
lagging behind in development through the concept of
the zone of proximal development of the learner. On
this basis, the pedagogical and psychological
foundations of speech therapy were formed (Vygotsky,
1983).
Important theoretical views on the organization and
development of the speech therapy system were
deeply studied by such specialists as R.E. Levina, M.N.
Shakhovskaya, T.B. Filicheva. In particular, R.E. Levina
paid special attention to the methodology of speech
therapy diagnosis and development of correctional
programs. T.B. Filicheva, on the other hand, proposed a
systematic approach to identifying and preventing
various forms of speech disorders.
Among Uzbek researchers, the scientific works of M.E.
Rajabova, N.T. Sharipova, Z.M. Jurayeva are also of
current importance, as they highlight the national
characteristics, practical problems and solutions of
providing speech therapy in inclusive education. In
particular, M.E. Rajabova has developed a number of
methodological recommendations on methodological
improvement of speech therapy services and ensuring
the integration of children with speech disorders in the
classroom.
The literature that serves as the basis for this article
includes methods of speech therapy diagnostics
(Pevzner, 1985), modern technologies of speech
therapy (Nikolskaya, 2001), as well as international
documents published by UNESCO and WHO - normative
frameworks ensuring equal access to education for
children with disabilities.
At the same time, the analysis of the above literature
serves as the main methodological source in clearly
defining the goals and objectives of the research
conducted in the article, substantiating the scientific
hypothesis, and choosing research methods. Based on
this literature, a scientific and systematic approach to
improving speech therapy has been developed, which
serves to increase the practical significance of the
article.
One of the important scientific and practical tasks is to
create the necessary pedagogical conditions for
ensuring the effectiveness of speech therapy in the
inclusive education system. These conditions directly
affect not only the quality of speech therapy classes,
but also the psychological state and social adaptation
of students with speech development disorders.
The following basic pedagogical conditions play a
decisive role in improving the speech therapy system:
1. Creation of an inclusive environment. For speech
therapy to be effective, students must feel safe,
accepted, and understood. To do this, the socio-
psychological environment in the classroom must be
healthy; discrimination and segregation must not be
allowed; the principles of equality and inclusion must
be strictly observed.
2. Adapted curriculum and methods. For students with
speech therapy problems, simplified or modified
curricula should be used based on an individual
approach; special classes that develop speech should
be integrated into the educational process.
3. Participation of a qualified specialist (speech
therapist). Speech therapists working in inclusive
classes must have sufficient theoretical and practical
training. They, in collaboration with the pedagogical
team, must be able to assess the level of speech
development of each student and determine the
appropriate therapy path.
4. Teacher training and continuous professional
development. Class leaders and subject teachers
working in inclusive education must have sufficient
knowledge of speech therapy problems; regularly
attend special courses on speech therapy methods;
develop the skills of working in constant collaboration
with a speech therapist.
5. Involve parents in the speech therapy process in
effective cooperation with parents; inform them about
the child's speech problem and therapy methods; assist
in performing speech therapy tasks at home - this
accelerates speech therapy development.
6. Technical and material base. The necessary tools for
speech therapy work should be available: audio-visual
equipment, visual materials, interactive speech therapy
programs, rooms with special literature; specially
equipped speech therapy rooms should be available.
7. Monitoring and evaluation system. Continuous
monitoring of each student's speech development;
identifying achievements and problems; and adapting
the correctional approach based on the assessment
results serve to improve the system.
In conclusion, it can be said that in the absence of the
above pedagogical conditions, speech therapy remains
an initiative only on paper. Their systematic provision
creates equal educational opportunities for every child
in inclusive classes and serves their social integration.
Methods for improving the system of speech therapy in
inclusive classes
Method
Content (description)
Purpose of use
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Journal of Social Sciences and Humanities Research Fundamentals
Individualized
approach
Individual
approach
to
each
student's
speech
problem
Choosing
corrective
exercises that suit your
personal
development
level and needs
Correctional-
educational
(correctional) method
Special
exercises,
techniques and methods to
overcome speech disorders
Correct pronunciation of
speech sounds, increasing
vocabulary
Game method
Speech activation through
speech therapy games and
role-playing games
Increasing motivation and
engagement
in
young
students
Visual
(demonstrative)
method
Developing understanding
and pronunciation through
images, picture cards, and
objects
Reinforcing
verbal
understanding
through
visuals
Multimedia method
Use
of
interactive
technologies,
speech
therapy programs, video
and audio materials
Joint activation of hearing,
vision, and speech reflexes
Art therapy
To increase speech activity
through
drawing,
composing fairy tales, and
telling stories
Encouraging
speech
activity through a creative
approach
Communication-
based method
Develop
communication
skills through questions
and
answers,
conversations,
and
storytelling
Strengthening
social
adaptation and expression
opportunities
Diagnostic method
Identifying
speech
problems using speech
Determining the initial
diagnosis to plan corrective
exercises
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Journal of Social Sciences and Humanities Research Fundamentals
therapy tests, observation,
and interviews
For the effective organization and improvement of the
speech therapy system, it is important to use various
tools in the educational process in a comprehensive
manner. These tools serve to actively participate in the
speech development of students, correct speech
defects, and fully involve them in educational activities.
Firstly, as pedagogical tools, exercises that develop oral
and written speech, story-telling, storytelling, question-
and-answer, and poetic materials are used. These tools
expand students' vocabulary, teach them to use
grammatical
structures
correctly,
and
form
communication skills.
Secondly, visual and visual tools play a very important
role in speech therapy classes. In particular, flashcards,
object images, pictograms, and exhibitions of letters
and sounds help children concentrate, remember, and
pronounce correctly. With these tools, the child sees
the concept and remembers it through an image, which
strengthens speech activity.
Thirdly, modern information and communication
technologies increase the effectiveness of speech
therapy. Computer speech therapy programs, audio-
visual materials, interactive applications (for example,
programs such as "Logomir", "RechTrainer") allow
children to organize independent classes. Also, the
possibility of learning through games using mobile
devices makes the speech therapy process interesting
and motivating.
Fourth, material and technical means - special
equipment for speech therapy rooms, sound recording
devices, tape recorders, microphones, interactive
whiteboards and multimedia projectors - increase the
quality of lessons and create the necessary conditions
for group and individual work.
Fifth, tools for the mechanical development of speech,
namely articulation simulators, special devices for
language exercises, auxiliary tools designed to activate
the muscles of the oral cavity, serve to improve speech
therapy exercises.
Also, methodological guides, workbooks, task books
and speech therapy diaries designed for performing
speech therapy tasks at home are also important tools.
CONCLUSION
In conclusion, improving the speech therapy system in
inclusive classes requires the integrated use of modern
technological, methodological and visual tools. As a
result of the correct selection and systematic use of
these tools, the quality of speech therapy increases and
positive results are observed in the speech
development of students.
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