Experimental studies

The article presents the results of the study of two interrelated components of speech competence: language competence and speech performance of pre-school age children with learning disabilities of cerebral-organic genesis. The article shows the specific difficulties in mastering language tools, difficulties in initiating, developing and maintaining communication using known language tools in different communication situations. The subject of special help is identified - the gap in the mastery of the linguistic and sociolinguistic components of speech development.

The article presents findings of the comparative empirical study of the attitude of pedagogical students and practicing teachers to inclusive education of children with disabilities. According to the materials of a large-scale survey using three complementary diagnostic methods, including the author's ones, the specificity of this relationship in the aspects of relevant attitudes, psychological readiness for inclusive education and the formation of inclusive competencies is characterized in comparative terms. In the context of the identified reliable differences it is stated that there is no continuity in the position of future and current teachers, manifested in their attitudes to inclusive education.

The article discusses the relationship between teachers' perceptions of the consequences of adolescent aggression and their own levels of aggression. It shows that teachers who believe that psychological problems, social difficulties, and communication difficulties may result from adolescent aggression have a significantly lower level of physical aggression and hostility. However, teachers who agree with statements about the risks of negative life trajectories have significantly higher levels of anger. The findings are discussed in light of the importance of addressing aggression in educational settings. The implications for correctional education are significant.

The article presents the methodology and main results of the study of reader’s activity of primary school children. The main characteristic of reader’s activity was considered to be the continuity of reading, which establishes the connection between the child’s present, past and future reading. Based on the results of the study, children with different levels of continuous reading, combined with other characteristics of reader’s activity, were identified, and differences in the distribution of these characteristics in groups of students with mental retardation and children with normotypic development were determined.

The article presents the results of a pilot study to identify life situations in which modern schoolchildren with SEN are able independently use digital tools. The research method is a questionnaire. Participants in the experiment: primary school children with hearing, vision, speech, musculoskeletal disorders, developmental delays, intellectual disabilities, their peers with normotypic development. The result of the study is a comparative description of actual life situations in which these groups of children independently use digital tools.

The article presents a case of home-based 3P rehabilitation, analyzes the work of a sign language teacher with family and child, evaluates the development of communication and speech of a child with CI and their parents at the beginning of rehabilitation and after transition to the path of hearing development

The article presents the results of an experimental study of the auditory behavior of primary school children with cochlear implants. A specially developed method of targeted observation of the auditory behavior of primary school children with cochlear implants was used as an assessment tool.