Diagnosis of written speech of middle school students with severe speech disorders: design technology

At this period of time, studies devoted to the study of the state of written speech of students in the main school with severe speech disorders are not enough. Schools in which children with severe speech disorders study face a serious problem of the lack of diagnostic methods of written speech in the main school. Due to the lack of research into the state of written speech of children with severe speech disorders from grades 5 to 9, we are considering the problem of developing the content of the inspection. The purpose of generalizing this experience is to describe the technology that will allow school teams in the design mode to develop diagnostics of the state of written speech of students. We offer a generalization of the experience of designing diagnostic tools by the pedagogical staff of boarding school No. 11 of Chelyabinsk for children with severe speech disorders in cooperation with the Department of Special Pedagogy, Psychology and Subject Methods of the Federal State University of South Ural State Humanitarian and Pedagogical University. As a result of this generalization, we propose six stages of designing the diagnosis of written speech of students of the main school with severe speech disorders. The results will allow timely identification of the risks of learning written speech, warn them and prepare students with severe speech disorders for successful completion of the final control (the main state exam) in the Russian language and literature. Thus, the results obtained contribute to the theory and practice of inclusive education of students with severe speech disorders of the main school.