ДО ПИТАННЯ СТВОРЕННЯ УНІВЕРСАЛЬНИХ ОСВІТНІХ ПРОГРАМ ДЛЯ ДІТЕЙ З ОСОБЛИВИМИ МОВЛЕННЄВИМИ ПОТРЕБАМИ

Innovative scientific vision in the field of special education is to introduce new approaches to humanize socionic professions, improve the education of children with special educational needs (SEN) in the context of inclusion, including the development of an updated curriculum to meet the existing needs of a particular child. organization of the educational environment (creation of an individual development program; adaptation, modification of school programs; increase of time for mastering educational material; involvement in support of an interdisciplinary team of specialists; use of teaching aids, etc.). Quite a large category of children with SEN are younger students with special speech needs, who, although receiving qualifying education, studying in typical general education programs, have specific disorders of both oral and written, both impressive and expressive, both external and external. internal speech, as well as a kind of other higher mental functions - gnosis, praxis, mnestic and mental processes, emotional and volitional sphere, which, in turn, requires characterological content of educational programs, given the existing difficulties and levels of support. That is why we, in accordance with the system-synergetic principle, developed universal educational structured and at the same time dissipative nonlinear programs (adaptation-game cycle - 1 - 2 grades, the main cycle - 3 - 4 grades of the New Ukrainian school), which provides for propaedeutic, educational educational and correctional and developmental tasks that take into account current trends in special education at all levels, allow us to trace the horizontal of interdisciplinary dialogues, ensure continuity between preschool and school, form the basis of the adaptation cycle (5 - 6 grades) and basic subject learning (7 - 9 grades). We used methods of theoretical level of research (analysis, synthesis, systematization, generalization, inductive and deductive), as well as empirical logopsychodiagnostic methods. [ABSTRACT FROM AUTHOR]