USING VOCAL TRAINING METHODS TO OVERCOME SPEECH BARRIERS IN CHILDREN

In the context of the growing number of children with speech impairments, it is important to find innovative approaches to correctional and educational work, in particular within the framework of inclusive education.The purpose of the article is to provide a scientific substantiation of the feasibility of using vocal training to overcome speech barriers in primary school children.The study involves analyzing theoretical sources, identifying the correlation between vocal activity and speech development, and formulating recommendations for teachers and speech therapists.The methodology is based on an interdisciplinary approach that includes speech therapy, psycholinguistic and musicology analysis.The main methods were qualitative analysis of professional sources, content analysis of publications and synthesis of pedagogical practices.The study found that vocal exercises, in particular breathing, intonation and articulation chants, have a positive effect on articulatory accuracy, speech tempo and rhythm, prosodic expressiveness and vocal flexibility.Regular vocal lessons help to reduce dysfluencies, increase speech initiative, and improve the child's emotional well-being.Combining vocal training with traditional speech therapy methods is especially effective.This approach allows to achieve generalization of speech skills in spontaneous speech and forms motivation to communicate in the educational environment.Based on the systematization of scientific sources, practical recommendations for primary school teachers, speech therapists, teachers of inclusive education and organizers of extracurricular activities are formulated.The recommendations are adapted to the conditions of school speech therapy support and take into account the age and psychophysiological characteristics of children.It is proposed to use vocal training as an additional tool in working with children with speech disorders, aimed not only at correcting articulation disorders, but also at developing the child's confidence, emotional emancipation and cognitive activity.The scientific novelty lies in the generalization of the potential of vocal training as an interdisciplinary tool for speech development, capable of harmonizing the psychophysiological state of the child and activating different levels of speech activity.Prospects for further research are empirical testing of the effectiveness of vocal training for different categories of speech disorders and the development of differentiated vocal support programs in the system of inclusive education.