ACTIVITY OF THE PROBLEM OF TEACHING ENGLISH LANGUAGE OF PRESCHOOLERS WITH SPEECH DISORDERS IN THE CONDITIONS OF INCLUSION
The article is devoted to the problem of teaching English to preschoolers with speech disorders. It substantiates the relevance of teaching foreign languages in preschool age, the sensitivity of this period for the development of language personality, draws attention to the increased number of children with speech disorders of varying severity and etiology and the lack of special methods of teaching them a foreign language. One of the key points is the study of the inclusive potential of modern additional education in teaching English to preschoolers with various speech disorders, as well as the need to create a special methodology for teaching English to preschoolers with speech disorders of varying severity. The main idea, conceptual conditions and principles of the experimental methodology are highlighted.