The study was undertaken with the help of the following methods of research: analysis of the theoretical and methodical literature, questionnaires, conversations with teachers, analysis of written works of students. Students' written works contain the following shortcomings: incomplete disclosure of the topic; inability to formulate the main idea, to argue their thoughts, to ensure intra-textual coherence, to formalize the text structurally and logically correctly, to divide it into paragraphs, to self-edit the text; failure to comply with the required level of formality. The results of questionnaires, conversations with teachers, analysis of written works of students shows a low level of proficiency in written speech of the respondents.
Nowadays, the fact of lack of knowledge of bilingualism due to the changed volume ratio in the teaching of writing is becoming more and more apparent, especially to learners with intellectual disabilities. The emergence of complex processes marks this fact is interference and convergence of speech, which are sources of better speaking and writing in bilingualism.The purpose of the study is to identify the specific difficulties of teaching writing to younger bilingual schoolchildren with ID and to develop a productive speech therapy system for the prevention and correction of violations of higher mental functions that they have.The object of research is the features of teaching children with speech deficiency and with ID to writing in bilingual conditions.The subject of the research is the process of preventing and overcoming problems in the bilingual conditions of teaching children with speech and ID functions deficiency.
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