КОРРЕКЦИОННАЯ ПЕДАГОГИКА

(СУРДОПЕДАГОГИКА И
ТИФЛОПЕДАГОГИКА,
ОЛИГОФРЕНОПЕДАГОГИКА И ЛОГОПЕДИЯ)
SPEECH AND LANGUAGE DEVELOPMENT OF CHILDREN
WITH A GENERAL SPEECH DELAY
Pulatova Kh.M.
Pulatova Kh.M. SPEECH AND LANGUAGE DEVELOPMENT OF CHILDREN WITH A GENERAL SPEECH DELAY

Pulatova Khanifa Mirzaevna – Docent, Candidate of pedagogical sciences,

“LOGOPEDIA” DEPARTMENT,
TASHKENT PEDAGOGICAL UNIVERSITY NAMED AFTER NIZAMI,
TASHKENT, REPUBLIC OF UZBEKISTAN,

Abstract: the article under discussion depicts the main factors affecting the development of
speech of children with a general speech delay. The author of the article studies whether
the lack of emotional support could be an explanation of the unfavorable speech therapy
experiences and if the incorporation of emotional support could propel a client’s success in
speech therapy.
Keywords: speech, delay, disability, factors, therapy, experience, development, intellectual,
actions, cognitive, emotional support.

Speech and language delays and disorders can pose significant problems for children and
their families. Children with speech and language delays develop speech or language in the
correct sequence, but at a slower rate than expected, whereas children with speech and
language disorders develop speech or language that is qualitatively different from typical
development. Cognitive development and social growth is related. If the child is to
understand the results of his actions he must have a certain level of intellectual development.
Children experiencing delays in their cognitive development are therefore likely to have
more difficulty in becoming socially competent or with the self-regulation of their behavior.
For example, they will be older before they understand why certain behavior can be
dangerous. It is important to encourage young children to enjoy shared activities e.g.
looking at books, playing games together. This will help them to increase their attention
span, to learn to listen, to interact with another person and to follow instructions. These
skills will help the child in any learning situation as well as prepare the child for sitting,
listening and taking turns with others in a playgroup or classroom. They are also basic social
skills. The act of communication aids humans in bonding with others. However, when
communication is problematic for an individual much is affected. Social acceptance,
confidence, and overall life satisfaction can be at stake. Without the ability to hold fluent
and successful conversations, many huge milestones such as maintaining friendships could
be unsuccessful. Individuals with speech impediments could become a target for exclusion
and bullying. Broken speech affects far more than the individuals verbal conversations.
Having a speech impediment can increase stress and anxiety levels in social situations
for the speaker. Blood found that a majority of stuttering students self- reported
encountering bullying at school, as well as difficulty in making friendships. [1, p.p.143-
159]. However, the perception of social isolation is regarded as very harmful by many
individuals suffering from a speech impediment. Students with a stutter reported high levels
of victimization and bullying that caused them to be less optimistic about life than their
non-stuttering peers. Lueng named confidence as both the element of psyche that is most
affected by language disorders, as well as a powerful tool in combating it The fear
surrounding speech directly affects one’s self confidence. Jumbled speech is a source of
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embarrassment and the speaker often views it with great disdain. The power of
embarrassment is so great on confidence in fact, that a parent who is too overbearing or
strict could become a trigger for a stutterer [2, p.p.498-499]. Lueng and Robson reported
that parents whose demeanors were unsupportive and unaccommodating of a stutter directly
affect the confidence of their children and frequency of cluttered speech. Children with less
supportive parents had higher rates of interrupted speech than those whose parents were
understanding and considerate of the impediment. This demonstrates that stutterers could
greatly benefit from a support system that is responsive to their confidence levels and uses
emotional support as a technique. Similarly, Johnson found that unemotional attitudes and
higher confidence also decreased the presence of the impediment. Both emotional
detachment and higher confidence are often traits associated with years of living with the
language disorder.
In conclusion, in order to support speech therapy we should continue to consider the
power of emotional support. If we intend to support children with speech impediments in
gaining increases in life satisfaction and confidence levels, we must consider changing the
way we look at speech therapy and intervene at an appropriate age with appropriate
techniques [3, p.p.297-299]. This requires further consideration of the potentially powerful
impact that negative emotions commonly associated with speech impediments may have on
development and on the speech therapy itself. Based on these findings, several
improvements in speech therapy may maximize a client’s potential. Speech pathologists
should have an above average ability to bond with others, high levels of empathy and desire
to help others. Rapport between speech therapist and client should be used as a lubricant in
the therapy setting. The collaborative process that takes place during discloser as social
isolation facilitates further achievement in the speech therapy setting [3, p.p.297-299].

References

1. Blood G., Blood I., Tellis, G., & Gabel R. A preliminary study of self-esteem, stigma,
and disclosure in adolescents who stutter. Journal of Fluency Disorders, 28(2). 2003.
P.p. 143-159.
2. Leung A., & Robson W. Stuttering. Clinical Pediatrics, 29(9). 1990. P.p. 498-499.
3. Duchan J., & Kovarsky D. Rapport and relationships in clinical interactions. Topics in
Language Disorders, 31(4). 2011. P.p. 297-299.

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