INTEGRATIVE-PEDAGOGICAL STRATEGIES FOR THE DEVELOPMENT OF CONNECTED SPEECH IN CHILDREN WITH IMPAIRED SPEECH IN INCLUSIVE EDUCATION

Abstract

The article analyzes integrative-pedagogical strategies aimed at the development of connected speech in children with anxiety in the context of inclusive education. The psycholinguistic mechanisms of cognition, its influence on communicative activity, as well as ways of speech formation based on logopedic-pedagogical approaches adapted in an inclusive classroom are substantiated. The factors of multimodal teaching, the phased development of dialogical and monological speech, the creation of an emotionally supportive environment and the effectiveness of teacher-speech therapist-parent cooperation are highlighted.