THEORETICAL SUBSTANTIATION OF THE PRINCIPLES OF ORGANISATION AND FUNCTIONING OF THE SYSTEM OF EARLY DETECTION AND SPEECH THERAPY INTERVENTION IN INCLUSIVE EDUCATION

Abstract

The article deals with the key aspects and principles of building an effective system of early detection and speech therapy intervention for preschool children in the context of modern requirements of inclusive education. The essence and significance of early intervention as a prerequisite for the successful development of children with speech disorders and their full integration into the educational environment are revealed.The theoretical foundations of early detection, including various models of screening and diagnosis, as well as the peculiarities of their application in preschool educational institutions implementing inclusive approaches, are analysed.The leading principles of organising speech therapy interventions in inclusive settings, such as individualisation of correctional and developmental work, an integrated approach involving various specialists (speech therapists, psychologists, special educators, educators), active participation of parents in the correction process, as well as the creation of an adaptive and favourable environment for speech development are identified. The theoretical links between the effectiveness of early intervention and the degree of inclusion of children with special educational needs, including speech disorders, in the general education process are revealed. The necessity of developing and implementing flexible models of speech therapy support that take into account the diversity of children's needs in inclusive groups is theoretically substantiated. The article analyses potential challenges and barriers that may arise in the functioning of the system of early detection and intervention in inclusive education, such as insufficient training of teaching staff, limited resources, the need to coordinate the actions of different specialists and the lack of common standards. Possible ways to overcome these challenges are indicated through improving the system of training, developing methodological recommendations, strengthening interagency cooperation and raising awareness of parents and society about the importance of early assistance to children with speech disorders.The theoretical value of integrating data from different scientific fields to form a holistic concept of the system of early detection and speech therapy intervention in inclusive education is revealed. The role of monitoring and evaluating the effectiveness of the system for its further improvement and adaptation to the changing needs of children and the educational environment is theoretically substantiated. The article reveals the prospects for further research aimed at empirical verification of the theoretical positions put forward and the development of practical recommendations for the implementation of effective models of early intervention in the practice of inclusive educational institutions.