Communicative and speech features of "non-speaking" preschool children with mental retardation development

The article deals with the peculiarities of communicative and speech activity of "non-speaking" preschool children with mental retardation. The information of microsocial conditions of development research, psychophysiological and cognitive components of speech recovery, means of communication available to the child was given. On the basis of the results, two main groups of "non-speaking" preschool children with mental retardation were identified. Conclusions that non-speaking children of middle and senior preschool age with mental retardation represent a heterogeneous group in relation to communicative and speech activity were formulated, which determines the need for individual and differentiated approaches in the organization and implementation of correctional and developmental work. The predomination of low level of communicative and speech activity regardless of the age of the child was noticed, that indicates the impossibility of his spontaneous exit from the situation of "non-speaking".