TECHNOLOGIES FOR DEVELOPING CORRECTIONAL AND REHABILITATION WORK WITH PRESCHOOL CHILDREN WITH SPEECH DISORDERS

Abstract

The improvement of correctional and rehabilitation work with preschool children with speech disorders requires the introduction of scientifically grounded pedagogical, psychological and technological solutions. In contemporary special and inclusive education, correctional rehabilitation is not understood only as a set of speech therapy exercises, but as an integrated system of diagnostics, individualized planning, developmental stimulation, psychological support, family partnership and continuous monitoring of progress.

This thesis examines the technologies for developing correctional and rehabilitation work with preschool children who have speech disorders. The research was carried out on the basis of specialized preschool educational organizations located in Andijan, Fergana and Tashkent, Uzbekistan. The study focuses on the pedagogical potential of diagnostic-monitoring technologies, play-based correction, visual-didactic support, interactive communication tasks, digital progress tracking and family-oriented rehabilitation strategies.

The theoretical and empirical analysis indicates that the effectiveness of correctional rehabilitation increases when technologies are selected according to the child's age, speech profile, cognitive development, emotional condition and social environment. Approximate statistical indicators show that the combined use of play-based, visual, digital and family-supported correctional technologies contributes to the development of phonemic perception, sound pronunciation, vocabulary, coherent speech, communicative activity and social adaptation. The findings confirm the importance of a multidisciplinary and technology-enhanced approach in specialized preschool education.