Преодоление смыслового барьера и развитие способности к использованию коммуникативных средств Часть I. Проблема. Метод

Статья посвящена проблеме функциональной структуры коммуникативного действия. На основе теоретического анализа и многолетнего педагогического опыта работы с детьми с аффективной патологией (расстройствами аутистического спектра) автор воссоздает и дорабатывает исследования культурно-исторической теории, отвечая на ее главный вопрос — проблему метода: влияния целостного межфункционального анализа на преодоление смыслового смещения (центрального дефекта и синдромообразующего фактора психопатологии) и развития более универсальной формы коммуникации — речевого общения у неговорящих детей с расстройствами аутистического спектра в дошкольном возрасте (посредством перестройки способа реализации нарушенной функции). Описанные условия могут быть учтены при построении посреднического (живого коммуникативного) действия, как в практике общего образования (с целью предупреждения возникновения мотивационных нарушений и повышения границы возраста), так и в работе с детьми с аффективной патологи- ей (в особенности с детьми с расстройствами аутистического спектра).

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