DIDACTIC POSSIBILITIES OF CORRECTION OF SPEECH DISORDERS IN SCHOOL-AGE CHILDREN

This article provides a scientific and theoretical analysis of the issues of effective use of didactic opportunities in the process of correcting speech disorders in preschool children. The study highlights the main types of speech disorders, their impact on the child's personal and psycholinguistic development, and justifies the importance of didactic approaches in organizing the correctional and educational process. The article analyzes the possibilities of didactic games , visual aids, sensory-development-oriented activities, and integrative teaching methods in eliminating speech disorders. It also reveals the effectiveness of correctional work based on the principles of an individual approach, systematicity, and consistency. The results of the study are of practical importance in improving speech therapy and pedagogical activities in preschool educational organizations.