Abstract:
The article is devoted to the theoretical description of the language disorder, called dysarthria. The historical-bibliographic analysis of the disorder is presented, the etymology of the word is stated, definitions are given, the symptomatology, pathogenesis and classification of dysarthria are explained. The peculiarities of the personality of children with dysarthria are recorded. In general, they are not very communicative, isolate themselves, sometimes refuse to participate in group activities, appear indifferent, apathetic, insecure, easily exhausted, and their attention is very scattered. An insufficient development in the higher processes of thought is detected, closely related to the insufficient development of the essential aspects of language. Studies show that the dysarthric child's limited relationship with the environment, reduced communication with other people and severe pronunciation disorders make it considerably difficult to develop vocabulary and master the semantic aspect of speech. These children generally have a very limited vocabulary, have serious difficulties in including/understanding and using words that express relationships of time and space. Vocabulary limitations and insufficient development of higher thought processes limit the understanding and use of grammatical structures. Towards the end, the classic classification is provided along with the description of the symptomatic picture of each form of dysarthria.
