Relevance of this work is due to necessity to study the level of writing self-check of primary school children with delayed speech development compared to their peers with normal speech development to identify efficient psychological and pedagogical working methods of its development in the context of inclusive education. The article presents the results of the study of writing self-check of 2nd grade students in inclusive classrooms of a general school studying according to both a general education curriculum and an adapted basic general education curriculum for students with severe speech disorders for option 5.1. The findings have revealed that not only children with speech disorders have poorly developed writing self-check but some children having no speech pathology haven’t shown sufficient level of its formedness as well. Strategies to develop writing self-check in inclusive education context have been proposed.

Murashova Irina Juryevna, Candidate of Sciences (Psychology), Associate Professor, Irkutsk State University, 1, K. Marx st., Irkutsk, 664003, Russian Federation, e-mail: irinangarsk@yandex.ru

Serebrennikova Ekaterina Aleksandrovna, 4th year Undergraduate Student, Internal Study Mode, 1, K. Marx st., Irkutsk, 664003, Russian Federation, e-mail: apelcinchic1998@gmail.com

Murashova I. J., Serebrennikova E. A. Developing Writing Self-Check of Primary School Children in Inclusive Education Context. The Bulletin of Irkutsk State University. Series Psychology, 2021, vol. 35, pp. 84-96. https://doi.org/10.26516/2304-1226.2021.35.84 (in Russian)

primary school children, 2^nd grade students, writing self-check, writing and speech activity, normal speech development, speech disorders, inclusion.

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