WORKING WITH SCHOOL-AGED CHILDREN WITH DYSLALIA AND DYSARTHRIA: A COMPREHENSIVE SPEECH THERAPY APPROACH
Keywords:
dyslalia, dysarthria, speech disorder, speech therapy correction, articulation apparatus, phonemic hearing, logopedics, school age, corrective pedagogy, language development.Abstract
This article examines the theoretical foundations and practical
dimensions of corrective speech therapy work with school-aged children diagnosed
with dyslalia and dysarthria. Drawing on contemporary scientific literature and clinical
practice, the study analyzes the etiological causes of these disorders, their clinical and
pedagogical characteristics, evidence-based diagnostic methods, and effective
corrective intervention strategies. Particular attention is given to the necessity of
individualized treatment planning, systematic articulation gymnastics, the
development of phonemic awareness, multidisciplinary collaboration among
specialists, and the critical role of psychological support in optimizing children's
communicative competence. The article underscores that early and targeted
intervention not only corrects speech defects but also substantially improves academic
achievement and social integration in school-aged populations.
References
1.
Ayupova, M. Y. (2020). Logopedics. Tashkent State Pedagogical
University Press.
2.
Lalaeva, R. I. (2017). Logopedics (4th ed.). KARO Publishing.
