Meeting the specific educational needs of children with severe speech impairments in basic general education (using natural science subjects as an example)

   Introduction. This article focuses on the problem of organizing physics education for children with severe speech impairments in secondary school. The authors emphasize the need to create special learning conditions for this category of children, taking into account their specific educational needs, as traditional teaching methods are ineffective. The article presents an analysis of existing scientific research on the problem in Russia and abroad.

   Materials and methods. The research methods used were the analysis and systematization of scientific studies dedicated to teaching natural science subjects to children with speech impairments in secondary school.

   The research aims to identify areas for adapting curricula and define principles, methods, and techniques for teaching natural science subjects, including physics, for children with speech impairments.

   Results. The research revealed that teaching physics to children with speech impairments in secondary school has its own specifics. It is necessary to consider the characteristics of speech impairments during the implementation of the learning process. Key aspects of adaptation areas include: ensuring continuity of the correctional-educational process in connection with speech therapy work, using dialogical teacher-student interaction, relying on object-visual learning methods, developing speech-thinking activities, and targeted work to improve students' vocabulary.

   Discussion and conclusions. The methodological approaches to adapting the physics course for students with severe speech impairments presented in the article are necessary to optimize the learning process and ensure effective learning of the material.

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