DIDACTIC POSSIBILITIES OF CORRECTION OF SPEECH DISORDERS IN SCHOOL-AGE CHILDREN

This article provides a scientific and theoretical analysis of the issues of effective use of didactic opportunities in the process of correcting speech disorders in preschool children. The study highlights the main types of speech disorders, their impact on the child's personal and psycholinguistic development, and justifies the importance of didactic approaches in organizing the correctional and educational process. The article analyzes the possibilities of didactic games , visual aids, sensory-development-oriented activities, and integrative teaching methods in eliminating speech disorders. It also reveals the effectiveness of correctional work based on the principles of an individual approach, systematicity, and consistency. The results of the study are of practical importance in improving speech therapy and pedagogical activities in preschool educational organizations.本文对学龄前儿童言语障碍矫治过程中有效运用教学契机的相关问题展开了科学理论分析。本研究阐明了言语障碍的主要类型及其对儿童个性与心理语言学发展的影响，并论证了教学法路径在组织矫治与教育工作中的重要价值。本文分析了教学游戏、直观教具、感官发展导向活动以及整合式教学法在矫治言语障碍方面的应用潜力，同时揭示了基于个别化、系统性与连贯性原则开展的矫治工作的有效性。本研究成果对提升学前教育机构的言语治疗与教育教学活动质量具有重要实践意义。