The use of information computer technologies in the independent consolidation of knowledge in younger schoolchildren in the correction of dysgraphy

The relevance of studying the formation of independent consolidation of knowledge in children with disabilities is presented in a reasoned manner. Information and communication technologies are proposed by the authors as a tool for self-consolidation of knowledge. The authors consider such categories as independence, skills formation and children with disabilities, students with disabilities. Three directions in the theory of independent activity of P.I. Pidkasisty are revealed. The following authors made a great contribution to the study of self-consolidation of knowledge in children with disabilities: A. I. Herzen, V. G.Belinsky, N. A. Dobrolyubov, N. G. Chernyshevsky, D. I. Pisarev, E.Ya. Golant, Ushinsky K.D., Kaptereva P.F., Vakhterova V.P. In the study, the authors selected subcategories of children with disabilities, especially children with oral and written speech violation. L.S. Volkova’s classification of written speech is revealed. The group of 40 primary school students (second grades) took part in the study. The analyzed speech disorders in children of primary school age revealed the importance of independent consolidation skills of knowledge at all stages of remedial work. The results of studies revealing the peculiarity of using information and communication technologies (ICT) in the process of forming of independent consolidation skills of knowledge in children are considered. Special attention is paid to the consideration of the speech therapy program for the correction of written speech in primary schoolchildren with developmental language disorder (DLD) and using of computer technology, and the peculiarity of consolidating new knowledge at each stage of the study. The possibilities of using ICT as an effective resource for the formation of the of self-consolidation skills of knowledge in children with speech disorders are shown