Menu: Home :: go to Journal :: switch to Russian :: switch to English
You are here: all Journals and Issues→ Journal→ Issue→ Article

Theoretical aspects of organizing remedial program with neuropsychological technologies for preschoolers with disabilities

Annotation

Abstract. We consider the correctional possibilities of the neuropsychological approach in remedial for preschoolers with disabilities (on the example of a special case – preschoolers with specific language impairment). Deviations in other fields of cognitive development in defect structure of children with speech disorders complicate the remedy. The application of the neuropsychological approach allows including closely speech-related higher mental functions in the correctional process. In addition, preschoolers with specific language impairment have a lower level of development of some cognitive processes compared to normotypic peers. These features determine the holistic study of higher mental functions in children with specific language impairment and the active inclusion of neuropsychological technologies in the remedy. The use of the neuropsychological method enables to determine priority of strategies for children’s remedy with regard to the peculiarities of the structure of the defect and the leading disorder. As closer integration of disciplines studying children with developmental disabilities is currently required, the use of a neuropsychological approach aligns the speech therapy, psychological and clinical aspects of the diagnostic examination of preschoolers with disabilities. The integration contributes to the optimization of the entire process of diagnostic study of children with speech disabilities. Remedial work to overcome the specific language impairment should be based on the peculiarities of the internal structure of the speech defect and fulfilled on the basis of integrative technology that combines the speech therapy and psychological aspects of corrective action within a single system.

Keywords

neuropsychology; neuropsychological approach; higher mental functions; disabled preschoolers; remedial program; specific language impairment

Full-text in one file

Download

DOI

10.20310/1810-231X-2022-21-1-9-16

UDC

159.922.736

Pages

9-16

References

1. Volkovskaya T.N., Yusupova G.Kh. Psychological Assistance to Preschoolers with Specific Language Impairment. Moscow, National Book Center, 2014, 96 p. (In Russian). 2. Arakelov G.G. Neuroscience – the basis for the development of psychology. Voprosy psikhologii, 2004, no. 5, pp. 89-92. (In Russian). 3. Tsvetkova L.S., ed. Current Issues of Neuropsychology of Childhood. Moscow, Voronezh, 2006, 296 p. (In Russian). 4. Khomskaya E.D., Efimova I.V., Budyka E.V., Enikolopova E.V. Neuropsychology of Individual Differences. Moscow, 1997, 284 p. (In Russian). 5. Kolganova V.S., Pivovarova E.V., Kolganov S.N. Neuropsychological Classes with Children: in 2 pts. Mos-cow, Ayris-Press Publ., 2015, pt 1, 416 p. (In Russian). 6. Semenovich A.V. Neuropsychological Diagnostics and Correction in Childhood. Moscow, Akademiya Publ., 2002, 232 p. (In Russian). 7. Skvortsov I.A., Adashinskaya G.A., Nefedova G.A. A Modified Method of Neuropsychological Diagnosis and Correction for Disorders of the Development of Higher Mental Functions in Children. Moscow, Nauka Publ., 2000, 50 p. (In Russian). 8. Fotekova T.A., Akhutina T.V. Diagnosis of Speech Disorders of Schoolchildren Using Neuropsychological Methods. Moscow, Ayris-Press Publ., 2007, 176 p. (In Russian). 9. Vygotskiy L.S. Development of Higher Mental Functions. Moscow, 1960, 499 p. (In Russian). 10. Vygotskiy L.S. Thinking and Speech. Moscow, Natsional'noe obrazovanie Publ., 2015, 368 p. (In Russian). 11. Levina R.E., ed. Fundamentals for Theory and Practice of Speech Therapy. Moscow, Alyans Publ., 2013, 367 p. (In Russian). 12. Filicheva T.B. Features of Speech Formation in Preschool Children. Moscow, Gnom-Press Publ., 2006, 123 p. (In Russian). 13. Voronova A.P. The state of mental functions and processes in children with specific language impairment. In: Volkova G.A., ed. Methods of Preventing and Overcoming Speech Disorders. St. Petersburg, Ob-razovanie Publ., 1994, pp. 12-21. (In Russian). 14. Filicheva T.B., Chirkina T.V. Elimination of Specific Language Impairment in Preschool Children. Moscow, Psikhologiya Publ., 2004, 219 p. (In Russian). 15. Usanova O.N., Sinyakova T.N. Features of nonverbal intelligence in specific language impairment. In: Logopathopsychology. Moscow, Vlados Publ., 2011, pp. 206-212. (In Russian). 16. Filicheva T.B., Tumanova T.V., Chirkina T.V. Education and Training of Preschool Children with Specific Language Impairment. Moscow, “Gnom i D” Publ., 2009, 132 p. (In Russian). 17. Vizel T.G. Fundamentals of Neuropsychology. Moscow, V. Sekachev Publ., 2016, 276 p. (In Russian). 18. Pakhomov I.A., Makarova L.N. Formation of basic aspects of the mental model within the framework of enriching the social experience of preschoolers with autism spectrum disorders. In: Society, Pedagogy, Psychology. Cheboksary, “Sreda” Publ. House, 2020, pp. 13-17. (In Russian). 19. Filicheva T.B., Tumanova T.V. Basics of Preschool Speech Therapy. Moscow, Eksmo Publ., 2015, 320 p. (In Russian).

Received

2022-01-17

Section of issue

Theory and methodology: problems and tendencies

Для корректной работы сайта используйте один из современных браузеров. Например, Firefox 55, Chrome 60 или более новые.