COMMUNICATIVE SKILL CORRECTION OF PRE-SCHOOLERS WITH MINIMAL VERBAL AND INTELLECTUAL DISABILITIES

The article presents the results of three-stage psychological and pedagogical research devoted to characteristics of communicative skill structure of pre-schoolers with minimal verbal and intellectual disabilities. During the research, the elements of communicative skills of senior pre-schoolers were studied and characterized, their qualitative and quantitative differences at pre-schoolers with verbal and / or intellectual disabilities and speech development norm. Their dynamics in the process of psychological and pedagogical work in preschool education facilities is determined. Linguistic component as least formed in communicative skill structure at pre-schoolers with intellectual and verbal disabilities and its role in dynamics of these skills acquisition are allocated.