Havrylova N., Platash L. - Method of articulatory motility forming in children with erased form of dysarthria (personally priented approach)

Contact: Natalia Havrylova, PhD Kamianets-Podilsky Ivan Ohienko National University. ; Larysa Platash, PhD Yuriy Fedkovych Chernivtsi National University.

In the current conditions of introducing inclusion into the education system, individually oriented education is the leading direction that determines its further development. In this context, the formation of individual programs that ensure the development of children's speech is one of the priority areas of research. The article, based on the analysis of scientific and theoretical sources, defines the differentiated differences between the concepts of "dysarthria" and "erased form of dysarthria," characterizes the main approaches to the study of this speech disorder, classification, diagnostic orientation in its study, and directions of speech therapy work.
It was determined that the nature and mechanisms of speech disorders in dysarthria are complex, multi-level, and multifactorial, which implies the need to use an individually oriented approach to overcoming this speech disorder.
The method of distinguishing the types of articulatory motility disorders in dysarthria and the model of forming individual development programs for children with an erased form of articulatory motility dysarthria are presented. The research is based on individual, neurologopedic, and activity approaches. It was determined that applying these approaches allows for effectively rationalizing the speech therapy process to narrow it down to the performance of specific tasks.  Under such conditions, the correction process is established from light to severe. Moreover, the training is generally carried out in a situation of success for the child because even the most difficult tasks, inaccessible to him at the beginning of the speech therapy work, he performs with ease, provided they are applied promptly, with little help. Speech therapy organized in this way brings satisfaction to the child.
As a result of the conducted practical training, we concluded that each child with an erased form of dysarthria has its own pace of work. The differentiated symptomatology of the disorder is due to various reasons. In the process of speech therapy work, a correction path is built for each of the children, and different exercises and tasks are selected. In one speech therapy session, a variety of tasks can be used, clearly oriented towards the achievement of intermediate goals and the final goal.

Key words: minimal manifestations of dysarthria, active-motor type of articulatory motility disorder, motor-regulatory type of articulatory motility disorder, individual programs for the formation of articulatory motility.