PSYCHOLOGICAL AND PEDAGOGICAL CHARACTERISTICS OF SPEECH DEVELOPMENT DISORDERS AND MAIN DIAGNOSTIC APPROACHES AND METHODS USED IN THEIR IDENTIFICATION

Abstract

Speech development disorders represent one of the most prevalent and complex challenges in inclusive education and clinical practice. This article examines the psychological and pedagogical characteristics of speech development disorders in children, encompassing their etiology, classification, and manifestations. Special attention is given to the diagnostic approaches and methods employed for the timely identification of such disorders. The study integrates interdisciplinary perspectives from speech therapy (logopedics), developmental psychology, neuropsychology, and special pedagogy. Key diagnostic instruments, including standardized assessments, observational protocols, and neuropsychological methods, are discussed in the context of inclusive educational settings. The findings underscore the necessity of early, comprehensive, and multidisciplinary diagnostic procedures to ensure effective intervention and educational support for children with speech disorders.