Correctional orientation of teaching students with writing disorders

Abstract

The most important task of the special education system is the inclusion of a child with disabilities in society, as well as preparing him/her for a more independent and self-sufficient life in society through correction. Correction is first of all, is a way to overcome psychophysical deficiencies by forming appropriate life qualities during the educational process or various types of activities. The effectiveness of correctional work is determined by comparing the standard and differences, taking into account age characteristics, gender, living conditions, dependencies, differentiation. The work is carried out according to the algorithm of correctional and pedagogical activity, taking into account the complexity of psychological and pedagogical conditions and socio-pedagogical factors. The problem of dysgraphy is one of the most urgent in modern speech therapy, despite a comprehensive study in various aspects. This is due to an increase in the number of students with writing disorders and complication of symptoms, as well as the prevalence of a form of speech pathology in students due to the psycho physiological structure of the writing process. Students with speech and writing disorders quickly become exhausted and fed up with any kind of activity. The task of the teacher is to link the perception of students with the existing ones and include them in the general process of thinking. The main link in teaching students with disabilities is summing up to a conclusion at each stage of the lesson, which is caused by the need to combine previous knowledge with subsequent ones. The submission of the material should take into account the step-by-step instructions for completing tasks.