Таълим ва инновацион тадқиқотлар 1-son (2023) · 377-381-betlar
ОСОБЕННОСТИ ЭМОЦИОНАЛЬНОГО ИНТЕЛЛЕКТА ДЕТЕЙ С НАРУШЕНИЯМИ РЕЧИ (УЧАЩИЕСЯ НАЧАЛЬНЫХ КЛАССОВ): Mirzahatov Bahodir Bahromboy o’g’li, Pedagogika va psixologiya mutaxassisligi 21/1 guruh magistrant talabasi 2 kurs magistranti Самарова Шохиста Рабиджановна Тошкент вилояти Чирчик давлат педагогика институти “Педагогика ва психология” кафедраси доценти, психология фанлари номзоди
Mirzahatov Bahodir Bahromboy o’g’li, Самарова Шохиста Рабиджановна
Annotatsiya
The modern development of society, changing socio-economic conditions, integration processes in pedagogical science and practice require the improvement of the conditions for teaching and educating children with developmental and speech problems. Social adaptation and integration of such schoolchildren into a normal environment is the leading direction of work in the field of correctional pedagogy and special psychology. At the present stage, the problem of teaching and educating children with developmental problems is becoming increasingly important due to a sharp increase in their number
asabiylashish, izolyatsiya, asabiylashish, bezovtalik, negativizm, o’ziga ishonchsizlik, tajovuzkorlik, norozilik, qiziqishlarning beqarorligi, kuzatuvning pasayishi, aloqada qiyinchiliklar, SNR (og’ir nutq buzilishi), OHP (umumiy rivojlanmagan nutq), zaiflik, nuqson, aql. , empatiya.Irritability, isolation, irritability, restlessness, negativism, self-doubt, aggressiveness, resentment, instability of interests, decreased observation, communication difficulties, SSI (severe speech impairment), GUS (general underdeveloped speech), impairment, defect, intelligence , empathy
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