SUPPORT IN TEACHING PRESCHOOLERS WITH MANIFESTATIONS OF MOTOR DYSPRAXIA

Abstract

The article highlights the problem of successful socialization of preschool children with dyspraxia. It is emphasized that children with dyspraxia have impaired coordination of movement with normal muscle tone, absence of paralysis and others. It is recognized that such disorders affect academic performance. In an inclusive educational environment, children with dyspraxia experience discomfort because of their disabilities. They are unable to achieve the same results as their peers. Since such children have limited health capabilities, they are classified as children with special educational needs and need help. It is clarified that dyspraxia is not sufficiently studied as a scientific problem. In Ukraine, this developmental disorder is associated primarily with articulatory dyspraxia. Speech and language therapists are engaged in the elimination of this disorder. In the United Kingdom, dyspraxia is associated primarily with impaired movement coordination. Occupational therapists and rehabilitation specialists are engaged in the elimination of this disability. The generalization of scientific and practical achievements in the organization of the educational process of the DSP made it possible to conclude that children with dyspraxia need team support from qualified specialists in medicine, psychology and pedagogy and comprehensive support from peers and parents. The authors propose a pilot model of support for children with dyspraxia. The model substantiates the goal and objectives, provides for the main types of activities (diagnostic, correctional, supportive), and the composition of specialists from various fields capable of providing qualified assistance. Effective forms and methods of correctional work are also presented. The model proposed by the authors does not claim to be complete and needs to be tested in practice.