PEDAGOGICAL FOUNDATIONS FOR INVOLVING PARENTS OF CHILDREN WITH SPEECH DISORDERS IN THE SPEECH THERAPY CORRECTIONAL PROCESS

Abstract

This article provides a scientific and theoretical analysis of the pedagogical foundations for involving parents of children with speech disorders in the speech therapy correctional process. The impact of speech disorders on a child’s communicative activity, psychological development, and social adaptation is examined. In addition, the importance of cooperation between the family and the speech therapist in increasing the effectiveness of speech therapy correctional activities is substantiated. The article analyzes effective forms and methods of involving parents in correctional activities, including individual consultations, seminar-training sessions, open classes, and the use of information and communication technologies. According to the research findings, the active participation of parents in the speech therapy correctional process contributes significantly to the effective development of the child’s speech abilities, communicative competence, and socialization