Modeling of speech therapy assessment in regional pedagogical and psychological support centers


  • Anna Aslanyan Mary Izmirlyan Medical Centre, Armenia
  • Gohar Hovyan Khachatur Abovyan Armenian State Pedagogical University, Armenia



speech therapy, assessment, children with speech disorders, International classification of function, support centre


Scientific indication chains with practical knowledge to prepare professionals to work effectively with children with speech disorders and their families. The importance of scientific evidence from around the world on speech disorders, assessment, analysis, diagnosis and intervention and its acquarance with practical knowledge to prepare speech therapists to work with children and their families is obvious and crucial.

The significance of this issue becomes more valuable when changes and reforms are taking place within the educational system in the country - something that has happened in Armenia and still requires research and adjustments in the field.  The following study is guided by the contemporary framework that directs the successful assessment of speech disorders in children: World Helth Organization’s International Classification of Functioning Disability and Health - Children and Youth (ICF-CY) (2007).

The article provides comprehensive, legislative, practical and clinical information for modeling speech therapy assessment within the scope of new reforms taken place in the country.

Author Biographies

Anna Aslanyan, Mary Izmirlyan Medical Centre, Armenia

Anna Aslanyan, Speech Therapist

Mary Izmirlyan Medical Centre, Armenia

Gohar Hovyan, Khachatur Abovyan Armenian State Pedagogical University, Armenia

PhD in Education, Associated professor

Chair of Speech and Rehabilitative Therapy, Khachatur Abovyan Armenian State Pedagogical University, Armenia

University lecturer


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How to Cite

Aslanyan, A. ., & Hovyan, G. . (2020). Modeling of speech therapy assessment in regional pedagogical and psychological support centers. Armenian Journal of Special Education, 2(2), 7-19.