Optimizing speech development in children with intellectual developmental delay through monitoring and diagnostic systems

Abstract

This article examines the theoretical, methodological, and practical dimensions of optimizing speech development in children with intellectual developmental delay (IDD) through integrated monitoring and diagnostic systems. Drawing on the frameworks of special psychology, special pedagogy, and defectology, the study establishes the relationship between speech development and cognitive processes such as perception, memory, thinking, and attention. Grounded in Vygotsky’s zone of proximal development and Luria’s neuropsychological theory, a five-stage diagnostic model is proposed - spanning initial screening, in-depth assessment, individualized program planning, interim monitoring, and final evaluation. Findings indicate that monitoring-based corrective intervention significantly enhances speech coherence, vocabulary, grammatical accuracy, and communicative activity.