Specification of Difficulties in Arithmetic Encountered by the Primary School Pupils with Severe Speech Disorders
Journal Title: International Journal of Pedagogy, Innovation and New Technologies - Year 2015, Vol 2, Issue 2
Abstract
All primary school pupils who have severe speech disorders with intact intellectual functions show selective underdevelopment of processes and functions in learning. The level of such underdevelopment does not directly correlate with the level of underdevelopment in speech. The level and quality of underdevelopment of learning processes and functions among children with severe speech disorders have similarities and differences. Based on this fact we hypothesized that mistakes would arise for such children at every stage of working on arithmetic problems: reading of the content; retelling the text; analysis of the content; synthesis of all the data; short notes; calculation of arithmetic operations and formulation of a general answer. The present article presents the results of the study of the types of difficulties which primary school pupils with severe speech disorders experienced when solving arithmetic problems and which are caused by underdevelopment of basic psychological processes of learning. Despite the fact that scientists have identified some individual peculiarities of learning educational material among children with severe speech disorders and their causes, the problem has not lost its relevance even nowadays. Due to the analysis of theoretical research, we identified the stages of solving arithmetic problems. It was also found that at each of these stages, primary school pupils with severe speech disorders experienced different types of difficulties. Based on the results of the study we have concluded that a special methodology for teaching of this category of schoolchildren must be created. This should be a methodology that will activate the development of psychological processes (speech, thought etc.). This work might help prevent such difficulties. It is also necessary to develop recommendations for teaching arithmetic to primary school pupils with severe speech disorders specifically.<br/><br/>
Authors and Affiliations
Lyudmyla Lisova
Keywords
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- EP ID EP81703
- DOI 10.5604/23920092.1187899
- Views 102
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