ADDRESSING SPEECH DISORDERS: A QUICK REVIEW AND DESCRIPTION

Voskehat Barseghyan; Gohar Arajyan; Stepan Grigoryan; Maria Grigoryan; Mariana Isajanian; Gohar Musheghyan

doi:10.24234/se.v9i2.70

Authors

Voskehat Barseghyan ASPU
Gohar Arajyan ASPU
Stepan Grigoryan ASPU
Maria Grigoryan ASPU
Mariana Isajanian ASPU
Gohar Musheghyan ASPU

DOI:

https://doi.org/10.24234/se.v9i2.70

Keywords:

Speech disorders, dyslalia, rhinolalia, dysarthria, dyslexia, dysgraphia, stuttering, aphasia, treatment

Abstract

As in the rest of the world, in the Republic of Armenia too, the number of preschool and school-age children with various speech disorders is increasing year by year. Today, it is essential to emphasize the importance of identifying developmental issues commonly observed among students of different age groups in preschool and general education institutions—particularly the statistically frequent speech disorders, including dyslalia, rhinolalia, dysarthria, dyslexia, dysgraphia, stuttering, and aphasia.

Each type of speech disorder has its own manifestations, developmental causes, and clinical indicators. Today, various methodological approaches are applied in clinics to identify these disorders. Interventions aimed at deepening understanding, prevention, and treatment are implemented, incorporating medical, speech therapy, and pedagogical-psychological approaches. Awareness of such information is crucial not only for parents but also for educators and tutors, as it enables the early detection and prevention of speech disorders and their more severe manifestations.

In this context, the close connection between biomedical sciences and pedagogy is especially important. This collaboration helps organize the educational process more effectively and ensures the upbringing and education of a healthy, problem-free generation within society.

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