INTELLEKTUAL RIVOJLANISHIDA BUZILISHLARI BO‘LGAN O‘QUVCHILAR BILAN KORREKSION-LOGOPEDIK ISHDA VIZUAL TAYANCHLAR VA MUQOBIL KOMMUNIKATSIYANI QO‘LLASH MODELI
DOI:
https://doi.org/10.5281/zenodo.23683601Аннотация
Maqolada intellektual rivojlanishida buzilishlari bo‘lgan o‘quvchilar bilan korreksion-logopedik ishni tashkil etishda vizual tayanchlar, muqobil va qo‘shimcha kommunikatsiya vositalarining o‘rni ilmiy-adabiy manbalar asosida tahlil qilinadi. O‘quvchi ehtiyojini aniqlash, vositani tanlash, kommunikativ sheriklarni o‘rgatish, tabiiy vaziyatlarda qo‘llash va monitoringni birlashtiruvchi besh bosqichli metodik model ishlab chiqildi. Model og‘zaki nutqni cheklash emas, bolaning muloqotga kirishish imkoniyatlarini kengaytirishni nazarda tutadi. Taklif etilgan bosqichlar nazariy-metodik konstruksiya bo‘lib, ular bo‘yicha empirik samaradorlik ko‘rsatkichlari keltirilmagan.Ключевые слова
intellektual rivojlanish buzilishi, korreksion-logopedik ish, vizual tayanch, muqobil kommunikatsiya, piktogramma, funksional muloqot, monitoringБиблиографические ссылки
1. American Speech-Language-Hearing Association. Intellectual Disability. ASHA Practice Portal. https://www.asha.org/ practice-portal/clinical-topics/intellectual-disability/ (murojaat sanasi: 26.10.2026).
2. American Speech-Language-Hearing Association. Augmentative and Alternative Communication (AAC). ASHA Practice Portal. https://www.asha.org/practice-portal/professional-issues/augmentative-and-alternative-communication/
3. Light, J., McNaughton, D., & Caron, J. (2019). New and emerging AAC technology supports for children with complex communication needs and their communication partners: State of the science and future research directions. Augmentative and Alternative Communication, 35(1), 26–41. https://doi.org/10.1080/07434618.2018.1557251
4. Snell, M. E., Brady, N., McLean, L., et al. (2010). Twenty Years of Communication Intervention Research With Individuals Who Have Severe Intellectual and Developmental Disabilities. American Journal on Intellectual and Developmental Disabilities, 115(5), 364–380. https://doi.org/10.1352/1944-7558-115-5.364
5. World Health Organization. International Classification of Functioning, Disability and Health (ICF). Geneva: WHO, 2001. https://www.who.int/classifications/international-classification-of-functioning-disability-and-health
6. United Nations. Convention on the Rights of Persons with Disabilities. Article 24: Education. https://www.un.org/development/desa/disabilities/convention-on%20the-rights-of-persons-with-disabilities/article-24-education.html AKTABGACHA VA AKTABGACHA VA AKTAB TA’LIMI AKTAB TA’LIMI 13.00.00 Pedagogika fanlari 13.00.01 Pedagogika nazariyasi. Pedagogik ta’limotlar tarixi 13.00.02 Ta’lim va tarbiya nazariyasi va metodikasi (sohalar bo‘yicha) 13.00.03 Maxsus pedagogika 13.00.04 Jismoniy tarbiya va sport mashg‘ulotlari nazariyasi va metodikasi 13.00.05 Kasb-hunar ta’limi nazariyasi va metodikasi 13.00.06 Elektron ta’lim nazariyasi va metodikasi (ta’lim sohalari va bosqichlari bo‘yicha) 13.00.07 Ta’limda menejment 13.00.08 Maktabgacha ta’lim va tarbiya nazariyasi va metodikasi 13.00.09 Ijtimoiy pedagogika 07.00.00 Tarix fanlari 19.00.00 Psixologiya fanlari 01.00.00 Fizika-matematika fanlari 02.00.00 Kimyo fanlari 03.00.00 Biologiya fanlari 09.00.00 Falsafa fanlari 10.00.00 Filologiya fanlari 11.00.00 Geografiya fanlari AKTABGACHA VA AKTABGACHA VA AKTAB TA’LIMI AKTAB TA’LIMI
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