FORMATION OF COMMUNICATIVE COMPETENCE IN THE LESSON IN STUDENTS WITH FUNCTIONAL SPEECH DIFFICULTIES

Abstract

The methodological article presents the results of a study of the causes and features of the manifestation of functional speech difficulties in students with special educational needs, which was conducted on the basis of the municipal institution «Inclusive Resource Center No. 3» of the Mykolaiv City Council in 2022-2025. For the first time, a list of the most common disorders of the psychophysical development of individuals that cause the emergence of functional difficulties (speech function) in children with special educational needs has been determined. Methodological recommendations are provided on the features of organizing inclusive education for individuals with functional speech difficulties in order to increase their academic success and develop communicative competence during classes in secondary education institutions. Functional speech difficulties are a significant barrier to the successful acquisition of academic knowledge and skills by a child with special educational needs, and in combination with socio-adaptive difficulties, they also act as a barrier to interpersonal interaction between students of secondary education institutions. Proposals are presented regarding the choice of methods and techniques for teachers to work with children with speech disorders. The authors propose and justify the use of alternative and assistive communication tools in teaching for students with functional speech and socio-adaptive difficulties. Recommendations are provided for conducting communicative lessons in an inclusive classroom. Special attention is paid to the mandatory implementation of health-saving technologies in the educational process. The need to adhere to a comprehensive approach in working with students with special educational needs, and to take into account the peculiarities of the work of the individual's psyche as a system when organizing the educational process, has been proven.