Improvement of visually impaired children’s interest in the development of oral speech

Abstract

The article reveals the experimental aspects of the study and development of coherent speech in visually impaired primary school children. In the article, coherent speech is understood as a form of consecutive, logically-stated, compositionally-interconnected segments of speech production, with a well-thought-out plan and meaningful content. The article shows the possibilities of visually impaired children to reflect in coherent speech information that is perceived through impaired vision, processed and analyzed. The role and importance of preparatory work on the development of visual perception and visual representation for the purpose of development of the coherent speech of visually impaired schoolchildren are described. The conditions for improving the interest of visually impaired schoolchildren in participating in remedial games and exercises for the development of ideas about the world and, thus, the development of coherent speech in the form of retelling or compiling different stories are described. The types and forms of remedial classes for the development of coherent speech of visually impaired schoolchildren are substantiated. The role and significance of the “fairy tale model” or the process of modeling a sequence of related fairy tales or stories are described