Icторія формування та практична лінгводидактична робота у комплекcній реабілітаціi нечуючих (cлабочуючих) дітей раннього дошкільного віку в Чонрц №1

This article is devoted to the problems of Ukrainian linguistics in rehabilitation of children with sensory abnormalities. Autor pay attantion for specifics of speaking practice for deaf children in daily activities of the multidisciplinary team of experts aimed at correcting phycologycal space and speaking ability of the deaf person, its cognitive, mental and physical development in early school age.In the current rehabilitation practice take place combined disabilities in 30 % of all cases. That why, the first step of the rehabilitation program have to find the dominant disease for getting development activation and start the early intervention by multidisciplinary team of specialists.In CHRERC №1 multidisciplinary team of specialists work to achieve positive results in a relatively short period of time and to move early school age children medical care (1.5 -3 years old). For realize this program there was formed mobile groups for medical and social rehabilitation (it combined disab- ilities psychosomatic nature etc).Study of Ukrainian language for deaf children is organized in linguodidactic model for foreign language. In practice it looks like the subject-conceptual learning, using visual aids and comparative study and there is Ukrainian as a soil cognitive sign language. But during sensitive period (0 to 3 years) compa- rative model is impossible or could be partly used for training Ukrainian verbal language in deaf parent families).The expected result of this work is not the quantity of words and sentences child`s knowlage, but the extent of their using in communicative purposes. Even a limited number of speech units in their imperfect phonetic and grammatical design subject is more meaningful indicator of child development than a large number of studied properly processed words and sentences that were not an instrument of communication and studing.The development of speech skills in early childhood provi- des: improving learning of the child as a basis for mastering by speech perception and understanding of facing broadcasting in oral (speaking) and writing (global and analytical reading), production of own speech in verbal (speaking) and writing (writing skills).L'article traite des problèmes de la linguistique ukrainienne en matière de réadaptation complexe des enfants présentant des anomalies sensorielles. L'auteur tient compte de la spécificité de l'activité de la parole dans la gamme des activités quotidiennes Ko Manda professionnels multidisciplinaires, visant à corriger le mental et la parole, cognitif, biheviroesticheskogo, le développement mental et physique des jeunes enfants d'âge préscolaire.Статья посвящена проблемам украинской лингводидактики в комплексной реабилитации детей с сенсорными патологиями. Автор учитывает специфику речевой деятельности в кругу ежедневных действий мультидисциплинарной команды специалистов, направленных на коррекцию психоречевого, когнитивного, бихевироестического, психофизического развития ребенка раннего дошкольного возраста.Стаття присвячена проблемам української лінгводидактики в комплексній реабілітації дітей з сенсорними патологіями. Автор враховує специфіку мовної діяльності в колі щоденних дій мультидисциплінарної команди фахівців, спрямованих на корекцію психомовного, когнітивного, біхевіроестіческого, психофізичного розвитку дитини раннього дошкільного віку