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TECHNOLOGIES FOR GROWING SPEECH OF MENTALLY 
RETARDED CHILDREN OF PRESCHOOL AGE 
Kokan DPI special pedagogy 
head of Department p.f.b.f.d (PhD)., dots L.R.Khayitov 
Direction of special pedagogy (oligofrenopedagogy)
Group 404 student O.Komilov 

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The active Dictionary of mentally retarded children does not involve 
many verbs that imply animal movement (jumps, crawls,flies). Students in 
grades 1-2 speak" the Frog is coming "" the snake is coming"," the bird is 
coming " - is coming. 
Mentally retarded children benefit from words denoting an object sign 
that is not numerous in terms of Number: color- (red, blue, green), taste - taste 
(sweet, bitter). Words that are characteristically opposite in meaning, however, 
use very little (long-short). 
N.V.According to Tarasenko, mentally retarded students of the lower 
classes also want qualities related to the inner qualities of people. 
In the dictionary of lower-class mentally disabled students, the 
vocabulary of the ravish word category is much more limited. 
Misapplication of words and phrases is common. According to its 
semantic similarity, word substitution prevails. Scattered, the meaning is 
characterized by the substitution of expanded words (jumping, crawling 
"coming"). One type, the substitution of visual words is observed. For 
example, children with the word boots (using the words boots, shoes, kalish); 
with the word shirt, the words blouse, jacket are used. The causes of 
ambiguities in the use of words in mentally retarded children are the 
difficulties of differentiation in the separation of objects. Since mentally 
retarded students are more easily perceived by differences between objects as 
a result of a weak differential braking process, they acquire common and clear 
signs of similar objects. There are such general and clear signs that the objects 
can be a task to perform (Spoon, Fork). The difference between objects is not 
assimilated, and their exact designation is not limited. 

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Passive vocabulary of mentally retarded children is more than active 
vocabulary, but even then a referential question is required to return, 
pronounce a word. The difficulties arise, on the one hand, from the braking in 
the cerebral cortex of mentally retarded children, on the other hand, from the 
peculiarities in the formation of semantic fields. 
A. 
R.Luria and O.S.A study of vinogradovas on semantic fields 
showed that they were not fully formed. In the norm, the choice of a word is 
made based on their meaning, that is, depending on the content similarities 
(high-low, apple-pear). In mentally retarded children, however, word selection 
is more approximate, sometimes, based on sound similarities-that once again 
testifies to the incomplete formation of lexical Systematics. Many words 
remain conceptualized.