Lisova L. Characterization of difficulties in the calculation of arithmetic actions by younger students with severe speech disorders

Contact. Lisova Lyudmila the Ph.D. of Pedagogy, assistant of therapy and special methods of Corrective and Social Pedagogy And Psychology Department of Kamenetz-Podolsk National Ivan Ohienko University, Ukraine.

The proposed article presents the results of the study of difficulties in the calculation of arithmetic actions of younger students with severe speech impairment and on the basis of them the levels of the formation of this skill are highlighted. As a result of the analysis of the materials of the study we found that the following types of errors were encountered in the calculation of arithmetic actions of the
younger pupils with severe speech disorders: independence in the process of solving arithmetic actions; lack of accuracy and integrity of perception of arithmetic actions; ignorance of algorithms for solving arithmetic actions; lack of ability to perform arithmetic. Difficulties in the form of independence in the process of arithmetic solving were manifested in the following errors: they were calculated only with the use of additional tools: fingers (to add and subtract) or a ruler; were calculated only using additional means: multiplication and division plates. Insufficient accuracy and integrity of the perception of arithmetic actions was manifested by the following errors: incorrect sequence of performing arithmetic actions and confusion of numerical data, and therefore the result was incorrect. Ignorance of algorithms for solving arithmetic actions was manifested by the following errors: did not know the algorithm for calculating arithmetic
actions in a row: add, subtract, multiply and divide; did not know the algorithm for calculating arithmetic actions in a column: add, subtract, multiply and divide.
The lack of knowledge of the ability to perform arithmetic actions was manifested in the following errors: they did not perform arithmetic actions even with the use of handy tools (rulers, plates for multiplication, division): for addition, subtraction, multiplication and division.
Thus, we observed the independence in the process of solving arithmetic actions in junior high school students with severe speech disorders from grades 1 to 4. This type of difficulty, such as lack of accuracy and integrity of arithmetic perception, was manifested in a higher percentage (47% on average) of students with severe 1st-grade speech disorders, but by 4th grade we observed a significant downward trend (9% on average) . We saw, on average, only 9% of children with severe 1st-degree speech impairment (ignorance of addition and subtraction actions, since they had not yet studied multiplication and division), without knowing the algorithms for solving arithmetic. 14% - 2nd grade, 11% - 3rd grade and this type of difficulty was observed in a small percentage of students with severe speech disorders 4th grade (average 4%). We saw an average of 2% of students with severe 1st-grade speech impairment (not including addition and subtraction, since they had not yet studied multiplication and division). 17% - 2nd grade, 8% - 3rd grade and this type of difficulties was observed in a small percentage of students with severe speech disorders 4th grade (average 6%).
Thus, we found that the vast majority of children with severe speech impairment of 1st (74%), 2nd (76%), 3rd (57%) class have specific types of difficulty in calculating arithmetic. Even a significant percentage of 4th grade students (36%) also experienced difficulties at this stage of work. As a result of the final analysis of the study materials, we have determined the levels of underdevelopment of the arithmetic calculation skills when solving an arithmetic problem for younger students with severe speech disorders. Given these difficulties in the process of solving arithmetic, it can be assumed that to teach this category of students, it is necessary to develop a corrective technique that will activate the development of mental processes, and, accordingly, organized work will help prevent the occurrence of difficulties.

Key words: arithmetic, arithmetic, general school, primary school age, decoupling, severe speech disorders.