This article examines the effectiveness of a multimodal approach combining visual, audio, kinesthetic and digital tools in the formation of communication skills of students with speech disorders. Unlike traditional speech therapy methods, the developed pedagogical model is aimed at activating all channels of receiving information. The results of the study show that the multimodal model provides significant positive dynamics in the development of phonemic perception, lexical richness and coherent speech.

speech competence, multimodal approach, speech therapy, inclusive education, Special pedagogy, visualization, logorhythmics, pedagogical model.

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