THE IMPACT OF PHYSICAL EXERCISES ON SPEECH DEVELOPMENT OF PRIMARY SCHOOL CHILDREN WITH SPECIAL EDUCATIONAL NEEDS

Abstract

Summary. Theoretical justification is provided for the use of physical exercises in the process of developing speech competence in primary school children with special educational needs. The importance of speech development in an inclusive educational environment is revealed as one of the key areas in modern corrective pedagogy.

Comprehensive theoretical approaches to the study of the relationship between motor activity and mechanisms of speech development are explored, particularly at the sensomotor, neuropsychological, neurolinguistic, and cognitive levels. It is proven that physical exercises aimed at developing coordination, balance, breathing, rhythm, fine and articulatory motor skills have a positive impact on speech function by activating neuroplastic processes and forming new interhemispheric connections.

Categories of exercises whose effectiveness has been confirmed in the context of speech development are identified:breathing exercises – to normalize speech respiration; rhythmic exercises – to improve prosodic aspects of speech; coordination exercises – to enhance multisensory integration; articulatory games – to develop speech motor skills; kinesiological exercises – as a means of activating both speech and cognitive functions.

A classification of major speech disorders found in primary school children (such as alalia, dysarthria, delayed speech development, and severe speech impairments) is provided. Based on this, possibilities for adapting physical education methods to individual learning needs are examined. Differences between traditional physical education approaches and methods specifically developed for children with special educational needs are analyzed, and the potential for integrating speech therapy goals into the content of physical activity is outlined.

The relevance of implementing a multidisciplinary approach to the construction of a corrective and developmental environment is substantiated. This approach relies on collaboration among primary school teachers, speech and language therapists, special education teachers (defectologists), psychologists, and physical rehabilitation specialists to ensure comprehensive child support. Such collaboration allows for a holistic view of the child, coordinated planning of an individual development trajectory, and increased effectiveness of speech correction.

In conclusion, it is emphasized that physical exercises serve not only as a means of physical development but also as a powerful tool for enhancing speech, cognitive, and sociocommunicative skills in primary school children with special educational needs.