Структура на комуникативните нарушения на 8-12 годишни ученици със специални образователни потребности (диагноза „ЛУИ”), интегрирани в общообразователно училище

Abstract

Throughout his whole adult life a person improves his speech and masters the richness of his language. In both adults and children, in the process of learning and mastering appear three functions of speech: communicative, cognitive and regulatory. Children with mental disabilities are no exception in terms of the periods of speech development. The difference is in the duration of these periods – the temp of learning is slower. This study tries to determine the structure of communicative disorders in children with special educational needs (mental retardation), integrated into mainstream school.