Peculiarities of Organizing the Education of Children With Speech Disorders from the Perspective of Speech Therapy Assessment and Intervention

Abstract

Early diagnosis of various speech disorders and the process of timely organization of speech therapy intervention has remained in the limelight․ Using the sensitive areas of child development for effective speech therapy intervention period, taking into consideration the fact that each stage of development creates a basis for further development was highly recommended. It is known that the diagnosis or assessment is based on the examination of the child, detailed anamnestic data collected, which presents the features of the child’s early development, starting from prenatal, natal, and postnatal development. In this case, it is very important to pay attention to the existence of harmful effects that occurred during pregnancy, traumas occurred, asphyxia, etc. It is a fact that early diagnosis of various speech disorders in children, as well as the organization of appropriate speech therapy intervention, allows avoiding more complex problems that may arise already at school age. Based on this the main aim of this paper is to review the existing literature in regards to organization education of children with speech disorders and speech therapy assessment and intervention within this frame and analyze the standpoint of different authors and sources.