Исследование орфографического самоконтроля у младших школьников с ограниченными возможностями здоровья

Abstract

The article presents the results of a study of the state of writing, orthographic knowledge and the level of orthographic self-control of junior schoolchildren with severe speech disorders (SSD), disorders of psychological development (DPD), and intellectual disability (ID). It describes the foundations on which the study of writing skills, orthographic knowledge and orthographic self-control of junior schoolchildren of various nosological groups (SSD, DPD and ID) is based. The article deals with the issue of teaching junior schoolchildren associated with the need to improve the conditions and methods of rehabilitation of writing disorders of junior schoolchildren with severe speech disorders, disorders of psychological development, and intellectual disability in order to organize their efficient learning and prevent school maladaptation.

В данной статье представлены результаты исследования состояния письма, орфографических знаний и уровня орфографического самоконтроля младших школьников с тяжелыми нарушениями речи, задержкой психического развития и умственной отсталостью.