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
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.
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
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