DEVELOPMENT OF SPEECH ACTIVITY OF CHILDREN WITH VISUAL IMPAIRMENTS IN INCLUSIVE EDUCATION THROUGH A GAME COMPLEX

Abstract

   The article presents findings from an analysis of speech development indicators in children with vision impairments within the context of inclusive education using various gaming technologies. The authors experimentally establish a direct correlation between the speech development of visually impaired children, age-related patterns, the curriculum content, and the cultural environment. Furthermore, the article reports results that suggest that play, being the primary activity for preschool children, positively influences the speech development of visually impaired children and addresses social inclusion challenges. Speech impairments limit cognitive activities and a person's ability to adapt socially at any age. The results obtained indicate that visually impaired children effectively absorb the developed gaming materials. The authors put forward a series of recommendations and practical solutions for the optimal implementation of corrective measures within the framework of inclusive education, fostering a favorable educational environment that enhances the quality of learning for visually impaired children. This article is of significant practical value for the educational community, as it aids in creating an optimal environment in the context of inclusive education.