A CORRECTIONAL-COMMUNICATIVE MODEL FOR DEVELOPING SOCIAL INITIATIVE AMONG PRIMARY SCHOOL STUDENTS WITH SPEECH DISORDERS IN INCLUSIVE CLASSROOMS

The article addresses the development of social initiative in primary school pupils with speech disorders who study in an inclusive classroom. The author interprets social initiative as an integrative quality shown in a child’s ability to start communication independently, find a role in joint activity and offer help to peers. A four-block model combining speech therapy correction with communicative activity is proposed, together with four stages of its implementation. The «communication circle», social stories, logorhythmic dramatization, «peer mentor» and «achievement portfolio» techniques are described as the model’s technological support. The results of the experimental work confirm the effectiveness of the model.