Defects in the written speech of elementary school students with intellectual disabilities and their elimination

Abstract

Identifying children with developmental disabilities as early as possible is important
in providing timely psychological-pedagogical and correctional assistance, preventing
disability, and implementing social adaptation of children and adolescents. The tasks of
relevant bodies and defectologists are that children should be given the opportunity to be
educated and brought up in conditions suitable for their intellectual and cognitive abilities and
the characteristics of their emotional and administrative spheres. This article discusses the
defects in the written speech of elementary school students with intellectual disabilities and
their elimination