Sviderska M.M. - Program for developing speech comprehension by second-form pupils with complex disorders of psychophysical development.

Contact: Graduate Student Svidersky Marina, Kamianets-Podilsky Ivan Ohienko National University, Kamianets-Podilsky, Ukraine. Academik interests: the problem of comprehension of speech by children with autism at junior school age.

The level of correct perception, procession and acquisition of the heard information determines the quality of acquiring environmental knowledge as well as necessary skills and habits. In children with autism one of the disorders is underdeveloped impressive speech. It becomes an obstacle for the wholesome development of a child personality and its further socialization. The practical study of how children with autism comprehend oral speech proved the level of this process formation to be insufficient. At the same time difficulties in establishing contact were observed that made further work on correction more complicated. The article describes the components of the program aimed at improving speech comprehension by second-form pupils with complex disorders of psychophysical development (children with autism and intellectual disorders (ID) and children with autism and complex speech disorders (CSD). The program includes: comprehension of adjectives as they are actively used in our everyday speech; comprehension of possessive pronouns used by children in different spheres of life and in their communication with peers and adults; comprehension of words grouped according to their meaning (synonyms, antonyms, homonyms) without using the appropriate terms; comprehension and following the complex instructions, especially in everyday life and learning activities; comprehension of the heard text in general which is a condition of successful learning; comprehension of slang words and phrases which belong to the speech of present-day children and youngsters; comprehension of phraseological units; comprehension and differentiation of emotions; understanding of gestures that carry additional information. Recommendations related to the use of forms and methods of work while implementing the introduced program are given. Work on consolidation of the received materials acquires valuable meaning. Such work is supposed to be implemented in training moments, extra-class educational sessions under the supervision of a teacher or caregiver. The active participation of parents in complex work aimed at improving the oral speech comprehension is important. Taking all this in consideration the program presupposes involvement of parents in the correction work. To reach this goal, tasks should be systematically done, specialist advice should be followed and team work should be practiced.

Key words: autism, intellectual disorders, complex speech disorders, primary school age, speech comprehension.