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Клиническая и специальная психология

Издатель: Московский государственный психолого-педагогический университет

ISSN (online): 2304-0394

DOI: https://doi.org/10.17759/cpse

Лицензия: CC BY-NC 4.0

Издается с 2012 года

Периодичность: 4 номера в год

Формат: сетевое издание

Язык журнала: русский, английский

Доступ к электронным архивам: открытый

 

Расстройство развития речи: рекомендации по применению школьных скринингов 443

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Комесиду Р.
PhD, постдокторант, департамент изучения коммуникативных расстройств, Институт медицинских профессий MGH, Бостон, США
ORCID: https://orcid.org/0000-0003-3113-8937
e-mail: rkomesidou@mghihp.edu

Самми Р.
магистр гуманитарных наук, аспирант, департамент изучения коммуникативных расстройств, Государственный университет Флориды, США
ORCID: https://orcid.org/0000-0003-1809-8213
e-mail: ssummy@fsu.edu

Аннотация

Расстройство развития речи (Developmental Learning Disorder) – это состояние, которое влияет на способность детей понимать и/или использовать речь. Расстройство развития речи широко распространено среди детей школьного возраста, однако оно все еще не имеет единых диагностических критериев и часто диагностируется неверно. Наряду с повышением осведомленности общества существует потребность в совершенствовании образовательных и диагностических практик для выявления детей с расстройствами развития речи. Перспективным решением для своевременного выявления расстройств развития речи у детей, обучающихся в младших классах, является Универсальный речевой скрининг. Скрининг требует систематизированного проведения и учета неоднородности школьной среды, уникальности возникающих в этой среде задач и проблем. В данной статье приведено описание расстройств развития речи, а также обсуждаются практики проведения раннего речевого скрининга и его потенциал в сфере адаптации детей с расстройствами речи.

Ключевые слова: расстройства развития речи, скрининг, прикладная наука

Рубрика: Теоретические исследования

Тип: научная статья

DOI: https://doi.org/10.17759/cpse.2020090303

Финансирование. Данное исследование было частично поддержано Институтом Наук об Образовании (Грант No. R305B200020), выданным Флоридскому Исследовательскому Центру Изучения Чтения в Государственном университете Флориды. Мнения, высказанные авторами публикации, могут не совпадать с позициями грантодателей и университетов.

Благодарности. Авторы благодарят доктора Хью Кэттс и доктора Тиффани П. Хоган за их руководство в подготовке этой статьи

Тематический сетевой сборник: Клинико-психологические аспекты развития и обучения детей с ограниченными возможностями здоровья

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