The methodology of pedagogical correction of speech and thought activity in adults with aphasia

the article is devoted to the topic of using methods of correctional and pedagogical work with adults with aphasia. Special attention is paid to the formation of speech-thinking activity in aphasia. Currently, aphasiology is going through a new stage of development due to the emergence of new methods of rehabilitation therapy for people with aphasia. The purpose of the study is to study innovative technologies for the formation of speech-thinking activity in aphasia, which are used in the process of correctional and pedagogical work with adults with aphasia, increasing the effectiveness of correctional care through the use of information and computer technologies. People with aphasia have marked impairments of speech-thinking activity. To assess the state of speech-thinking activity in adults with aphasia, «non-verbal» and verbal techniques were selected. The study allowed us to draw the following conclusions. The average level of visual and visuospatial gnosis in people with aphasia was revealed, narrowing of auditory-speech memory, slowing down of mental processes when solving arithmetic examples and problems, impaired intelligence, impaired speech and cognitive functions were found. In the experimental group, a methodological complex was used to restore individuals with aphasia, including methods of graphic, gestural, imaginative modeling and specialized exercises, as well as information and communication technologies developed during the study. Based on the results of the study, it can be concluded that thanks to the integration of innovative computer technologies, the correction of patients with aphasia becomes more accessible and effective.

rehabilitation, restorative learning, aphasia, speech-thinking activity, methodology, restoration of speech-thinking activity, information and computer technologies