PREPARATION AND CONDUCTING EDUCATIONAL EXCURSIONS IN NATURE WITH YOUNG SCHOOLCHILDREN WITH SPEECH DISORDERS

• Наталія Горопаха

  РДГУ

Abstract. The article considers the use of nature excursions as a form of studying science with younger students with speech disorders. Particular attention is paid to the importance of excursions in the formation of defined by the State standard of primary education of natural and environmental competencies of primary school children. The main value of the tour is that it allows students to get closer to nature, show them the integrity, unity and diversity of the natural world, the presence of certain connections and patterns, which are more clearly traced on the tour. Excursion is also a recognized means of increasing the interest of younger students in learning about nature. The author considers the classification of excursions and their structure. The role of excursions in the correctional component of the study of natural sciences in a special primary school for children with severe speech disorders is highlighted. The availability of additional opportunities during the tour to stimulate students' speech development makes this form of science study so important in a special primary school or inclusive classroom where students with speech disorders study. The author argues that the effectiveness of the tour largely depends on how well thought out by the teacher its structure, how it provides for the solution of certain didactic and corrective goals. It is proposed to include in the structure of the excursion preparatory and post-excursion work with students, as well as a pedestrian crossing from the school to the place of the excursion and back. Examples of methodical methods of teacher's work at the stage of preparation of junior schoolchildren with severe speech disorders for excursion, during pedestrian crossing and in post-excursion work, recommendations on organization of observations are given. It is also emphasized that the preparation and conduct of excursions with students of special primary schools for children with speech disorders requires the teacher to take into account the difficulties they have in learning in general and in learning about the natural environment in particular.

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