PARENTAL COOPERATION IN FORMING PHONEMATIC PROCESSES IN CHILDREN WITH PSEUDOBULBAR DYSARTHRIA

The article highlights the pedagogical and speech-therapy significance of parental cooperation in the formation of phonemic processes in children with pseudobulbar dysarthria. The study analyzes the insufficient development of phonemic perception in children with pseudobulbar dysarthria, disorders in the functioning of the articulatory apparatus, as well as difficulties in the formation of phonological analysis and synthesis skills. In addition, the effectiveness of cooperation between parents and specialists in the process of speech-therapy corrective work is discussed, and exercises and pedagogical methods aimed at developing phonemic processes in home conditions are described.