THEORETICAL BASIS OF PSYCHOLOGICAL-PEDAGOGICAL AND SPEECH THERAPY SUPPORT FOR FAMILIES RAISING A CHILD WITH SPEECH DISORDERS

The article examines the basic concepts underlying the modern psychological and pedagogical approach to supporting the development of children with special educational needs: "pedagogical support", "pedagogical support", "psychological and pedagogical support", "speech therapy support" and "speech therapy support of the family". Particular attention is paid to the activities of a speech therapist aimed at working with a family where a child with special educational needs is being raised. The main task of a speech therapist in interacting with the family is to provide qualified support to parents, which consists in helping to create a comfortable and favorable family environment for the most complete development of the child. The goal includes not only supporting parents in upbringing and education, but also promoting the development of positive relationships between adult family members and children. The activity of a speech therapist is revealed, which is based on key principles that ensure the active participation of parents in the development of the child, the formation of mutual understanding between all parties and the stimulation of harmonious relations in the family circle. The methods and approaches that can be applied to achieve the specified goals are analyzed, and the importance of the role of a speech therapist in the process of family adaptation, education and development of children with special educational needs is also revealed. The importance of modernizing the correctional process aimed at overcoming speech disorders in children is considered, and attention is also focused on the need to organize effective cooperation with parents. It is emphasized that an integrated approach, which includes the interaction of all participants in the educational process, should become the basis of speech therapy work. However, the issue of establishing partnership relations between a speech therapist and parents remains insufficiently studied both in theoretical and practical contexts.