Syllabic structure of the word: Examination and formation of knowledge in students with intellectual disabilities in primary schools

Abstract

The purpose of the study was to examine the formation of the sound-component structure of speech of students with intellectual disabilities in Ukrainian language lessons. The methodology of observation, testing, and questionnaires were used to achieve this goal. The object of the study was the students with minor learning disability The main focus of the study was on the development of individual approaches that consider the special needs of students, and interactive teaching methods aimed at stimulating speech activity, didactic games, and exercises were used to stimulate speech activity. The role of didactic games, visual aids, and exercises in the development of speech and grammar skills in children with intellectual disabilities is also examined. The results showed that systematic familiarisation with the sound structure of words and the development of phonemic perception positively affect the speech development of mentally disabled children. Students find substantial difficulties in developing speech skills, especially in using the component composition of words, based on the results. When working with complex words, the number of syllables and grades are often confused. Slowly but surely, due to the systematic use of didactic techniques, progress was made in the development of phonetic hearing and the analysis of speech structure. Students who have completed specially designed exercises should substantially improve their language skills. 75% of students participating in the study showed an improvement in their understanding of the sound-syllabic structure of words, which was confirmed by statistical data. There are certain factors that hinder the educational process, in particular, insufficient attention to the development of communication skills in the educational process. It is necessary to ensure the individual characteristics of each child to improve the speech development of children with intellectual disabilities. In the results obtained, the basis for further correctional programmes in the field of special education can be identified.