Approaches to Developing Skills and Competencies in the Purposeful Use of Electronic Spreadsheets

Abstract

This study examines the nature and characteristics of written speech disorders—specifically dyslexia and dysgraphia—among children with intellectual disabilities, focusing on their symptoms, underlying mechanisms, and specialised logopedic interventions used for correction. The research identifies persistent reading and writing challenges in such children, including difficulties in phonemic perception, sound-syllable synthesis, visual and motor coordination, and sentence comprehension. Drawing from clinical observations and established theoretical frameworks, the paper reveals that students with mental retardation not only experience delays in mastering reading and writing but also make recurring phonetic and grammatical errors that indicate deeper cognitive and perceptual deficits. The study highlights the necessity of individualised and stepwise corrective strategies tailored to the specific psychological and neurological profiles of these children. Emphasis is placed on the integrated development of phonemic analysis, visual-auditory synthesis, and oral language skills within the educational setting of special schools. By understanding the interplay between mental retardation and speech impairments, the research contributes valuable insights into effective logopedic approaches. It underscores the importance of early diagnosis and comprehensive, structured intervention programs for improving written communication in children with intellectual disabilities.