The meaning-didactic interpretation of the problems in educating younger schoolchildren with speech disorders

The paper presents the analysis of methodological basis of the inclusive education for younger schoolchildren from the point of view of meaning didactics. Taking into account the modern trends for treating people with special health needs (SHN) like full members of the social life, the results of the researches relating to the inclusive education are generalized. The Introduction raises the problem of the existing contradiction in the modern educational system resulting from the increase of the quantity of SHN children involved into the general education model. The purpose of the article is to represent the idea of creating the meaning-didactic educational model for children with speech pathology taking into account the existing analogic educational models for children with diminished hearing, autistic spectrum disorders and other limited health capacities. The Theoretical justification details the contradictions of the integrational approach in the national education model. The author emphasizes that the special educational needs of the younger schoolchildren with speech pathology should be taken into account in the general school. To increase the efficiency of the inclusive education two approaches are considered. On the one part the key role of the interdisciplinary approach and the special value of the conductive pedagogy as the significant element of the rehabilitation program for SHN children are mentioned. On the second part revising the chronology of the gradual formation of the personality centered education concept issued from the ideas of the humanistic pedagogy and the following creation of the psycho-didactics and meaning-didactics, the accent is made to the value of the semantic pedagogy and personal meaning in the structure of the cognitive activity of the students. It is accentuated that the modern school as a model of the society coming into the digital era is seen as a unique space for the development of the axiological sphere and formation of the individual life strategy of the students.
Considering the positive experience of the implementation of the meaning-didactic model for teenagers with different specialties and increase of the efficiency of learning of SHN students as a result of using meaning-making technics, the authors emphasize on the correlation between the goals of rehabilitation programs and the attitudes of modern education system to create conditions for full social development of students with speech underdevelopment in the future. It presents the task of designing a meaning didactic model for teaching younger students with speech disorders which would be able to overcome cognitive, communicative and personal barriers in learning through the influence on the students' meaning sphere.

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