Current issues in the theory and practice of speech therapy assistance at school. Relevance of correctional and speech therapy work with preschool children Teaching elements of literacy

Introduction……………………………………………………………….3

Speech therapy………………………………………………………………..5

The purpose and objectives of speech therapy…………………………………………….6

Basic principles of speech therapy work…………………………..7

Methods in speech therapy work……………………………………….11

Current problems of modern speech therapy……………………….14

Conclusion………………………………………………………………16

Literature……………………………………………………………………………….17

Introduction

Speech therapy is a relatively young science. It acquired particular significance and relevance in our country after the October Revolution, one of the tasks of which was to raise the level of education and general culture of the people. In solving this problem, the education of correct literary speech is important.

The term “speech therapy” comes from Greek roots: logo(word), paideo(educate, teach) - and translated means “education of correct speech.” The importance of speech therapy is determined by the social essence of language. Our language is known to perform two important functions. It is a means of communication, a means of exchanging thoughts between people. Without this, people would not be able to organize joint production activities, fight the forces of nature, or achieve mutual understanding. Thus, our language is an important means, an instrument for the development of human society. Violation of this important function of language can affect the social activity and functioning of the individual, and cause severe mental experiences. For example, violation of the correct pronunciation of individual sounds not only causes a person to feel awkward, but also makes his speech careless, ugly, and often interferes with communication. People around you do not always understand a person who suffers from pronunciation problems.

Domestic speech therapy creates the most favorable conditions for the personality development of children with speech disorders. The successes of domestic speech therapy are based on numerous modern studies by domestic and foreign authors, indicating the great compensatory capabilities of the developing children's brain and the improvement of ways and methods of speech therapy correction. I.P. Pavlov, emphasizing the extreme plasticity of the central nervous system and its unlimited compensatory capabilities, wrote: “Nothing remains motionless, inflexible, but can always be achieved, changed for the better, if only the appropriate conditions are met.” Some severe forms of speech disorders, for example, such as complex tongue-tiedness or stuttering, can cause a decrease in a child’s performance at school, as well as become a serious obstacle when choosing a profession. Our speech is closely related to thinking. By developing a child’s speech, we develop his thinking. Language is a tool of thinking. We think with words. Thoughts in a person can arise and exist only on the basis of language. Therefore, a child’s correct and healthy speech is important for the development of his thinking. Poor, underdeveloped speech is often a symptom of general mental retardation. That is why educators and families need to take care of the development of children’s speech. Working on correct literary speech is an important part of the aesthetic education of a preschooler. The development of a child’s sense of beauty includes not only the ability to use correct pronunciation, but also the desire to make his speech bright, figurative, and expressive.

Speech disorders most often occur in children of preschool age. As surveys show, a significant percentage of speech disorders such as tongue-tiedness and stuttering occur precisely in preschool age. If they are not eliminated in time, they become stronger, worsen, and prevent the child from developing normally. That is why the study of speech therapy is important, especially for workers in children's institutions - teachers, educators.

Knowledge of speech therapy makes it possible not only to eliminate speech disorders in children, but also to prevent them in time.

Speech therapy is the science of speech disorders, methods of their prevention, identification and elimination by means of special training and education. Speech therapy studies the causes, mechanisms, symptoms, course, structure of speech disorders, and the system of correctional interventions.

The term “speech therapy” comes from Greek roots: logo(word), paideo(educate, teach) - and translated means “education of correct speech.”

The subject of speech therapy as a science is speech disorders and the process of training and education of persons with speech disorders. The object of study is a person (individual) suffering from a speech disorder. Speech disorders are studied by physiologists, neuropathologists, psychologists, linguists, etc. Moreover, everyone views them from a certain angle in accordance with the goals, objectives and means of their science. Speech therapy considers speech disorders from the standpoint of prevention and overcoming by means of specially organized training and education, therefore it is classified as special pedagogy.

Thus, the main task of speech therapy as a science is the study, prevention and elimination of various types of speech disorders

The purpose and objectives of speech therapy.

The structure of modern speech therapy consists of preschool, school speech therapy and speech therapy for adolescents and adults. The main goal of speech therapy is to develop a scientifically based system of training, education and re-education of people with speech disorders, as well as the prevention of speech disorders.

1. Study of the ontogenesis of speech activity in various forms of speech disorders.
2. Determination of the prevalence, symptoms and severity of speech disorders.
3. Identification of the dynamics of spontaneous and directed development of children with speech disorders, as well as the nature of the influence of speech disorders on the formation of their personality, mental development, on the implementation of various types of activities and behavior.
4. Studying the features of speech formation and speech disorders in children with various developmental disorders (with impairments of intelligence, hearing, vision and the musculoskeletal system).
5. Clarification of the etiology, mechanisms, structure and symptoms of speech disorders.
6. Development of methods for pedagogical diagnosis of speech disorders.
7. Systematization of speech disorders.
8. Development of principles, differentiated methods and means of eliminating speech disorders.
9. Improving methods for preventing speech disorders.
10. Development of issues related to the organization of speech therapy assistance.

In the indicated tasks of speech therapy, both its theoretical and practical orientation are determined.

Its theoretical aspect is the study of speech disorders and the development of scientifically based methods for their prevention, identification and overcoming. The practical aspect is prevention, identification and elimination of speech disorders. The theoretical and practical tasks of speech therapy are closely related.

To solve these problems, the following is necessary:

Using interdisciplinary connections and involving in cooperation many specialists who study speech and its disorders (psychologists, neuropsychologists, neurophysiologists, linguists, teachers, doctors of various specialties, etc.);

Ensuring the relationship between theory and practice, connecting scientific and practical institutions for faster implementation of the latest scientific achievements into practice;

Implementation of the principle of early detection and overcoming speech disorders;

Dissemination of speech therapy knowledge among the population for the prevention of speech disorders.

The solution to these problems determines the course of speech therapy. The main focus of speech therapy is speech development, correction and prevention of speech disorders. In the process of speech therapy work, the development of sensory functions is provided; development of motor skills, especially speech motor skills; development of cognitive activity, primarily thinking, memory processes, attention; formation of the child’s personality with simultaneous regulation and correction of social relationships; impact on the social environment. The organization of the speech therapy process makes it possible to eliminate or mitigate both speech and psychophysical disorders, contributing to the achievement of the main goal of pedagogical influence - the education of a person. Speech therapy intervention should be aimed at both external and internal factors causing speech disorders. It is a complex pedagogical process aimed primarily at the correction and compensation of speech impairments

Basic principles of speech therapy work.

Speech therapy stands among other special sciences: deaf pedagogy, oligophrenopedagogy, typhlopedagogy, education and training of children with motor disorders; it has a common methodological basis with them and a common special task: maximum overcoming of defects in children (and adults) suffering from a disorder (in this case, speech), and preparing them for work.

The difficulty of covering the basic principles of speech therapy is that people of all ages (preschoolers, schoolchildren, adults) need speech therapy help; Speech disorders are very diverse, just as diverse are the reasons for their occurrence, their role and significance for the fullness of the communicative function of a person’s speech, for his general development and learning, character formation and for his participation in work and social life.

As a pedagogical discipline, speech therapy should be guided in its practice by general pedagogical principles, in particular the principles of didactics.

The didactic principles of Soviet pedagogy are the following:

• educational nature of training;
• comprehensive development of students' personality;
• consciousness and activity of students;
• taking into account age characteristics and accessibility of material;
• individual approach against the backdrop of teamwork;
• the strength of the skills and knowledge created;
• visibility of training;
• scientific and systematic teaching;
• the decisive role of the teacher in the learning process.

These principles are reflected in the work of a speech therapist in connection with the special tasks of speech therapy and the specific characteristics of a particular composition of those involved.

The system of speech therapy interventions can be formulated in the form of the following provisions.

1. Speech therapy work should be carried out taking into account the personality of the speech pathologist, both its negative aspects, which must be re-educated, and the positive ones, which must be used in the compensation process; in particular, taking into account the interdependence and connection of the activities of all analyzers, the involvement of healthy analyzers is used to compensate for the activity of defective ones.

2. Speech therapy involves the speech of a person as a whole: the speech therapist must create a dictionary, grammatical structure and the sound side of speech (motor alalia), even with the mildest speech disorder, when there are pronunciation defects of only some sound groups and individual sounds, he cannot limit his work only by creating the correct isolated sound, and from the point of view of pronunciation of this sound, rework the vocabulary (not a bow, but a hand, not a scythe, but a cat) and the phrase “not I want to bite, but I want to eat”). The speech therapist must not only achieve the correct pronunciation of soft and hard consonants or voiced and voiceless, but also their differentiation, i.e., prepare the basis for correct written speech.

3. The focus of speech therapy work should always remain the most affected link of this disorder (the primarily impaired component of speech). So, for example, with dyslalia and dysarthria it will be sound pronunciation, with alalia - a dictionary, with stuttering - a calm, smooth flow of speech, etc.

4. Depending on the stages of speech development, the speech therapist must change his target methodological settings.

5. In a correctly constructed speech therapy process, the patterns and sequence of normal speech and general mental development must be taken into account.

6. The organization, form of work, and the material involved must correspond to the age of the speech therapist: when working with a schoolchild, it is advisable to quickly include program material and conduct classes in the form of school ones, and with a preschooler, use mainly game forms, but still build your work in the form of organized and planned classes.

Skibina O.A.
teacher-speech therapist, municipal educational institution secondary school No. 18, Kursk
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Speech disorders are one of the most common problems in the psychophysical development of children, which requires speech therapy services to cover a significant part of the child population. Speech therapy assistance to schoolchildren with speech disorders is provided by institutions of various departmental subordination, which explains the need for a complex infrastructure of regional speech therapy service and suggests the presence of significant potential for its further development towards the creation of a unified correctional space. The insufficient development of the identified issues determined the choice of topic and its relevance.

Speech is a form of transmission of thought through language and the main method of communication. The level of personal realization depends on its condition. Without speech, it is not possible to fully master any type of mental activity, including higher forms of thinking, memory, and behavior in society.

Children with severe speech impairments and other higher mental functions cannot study successfully or master the school curriculum, which is why approximately 50% of children persistently fail in primary school.

Thus, a huge number of such children are in need of urgent organizational measures to create a specialized service in the Russian Federation that would meet modern requirements of science and practice.

“The task of a speech therapist in any institution is to combine the efforts of the family and their own in achieving the main goal - developing the child’s correct and beautiful speech.”

Today, the existing network of speech therapy rooms in healthcare institutions is mainly aimed at serving the child population. The number of institutions for the treatment of adolescents with stuttering, aphasia, dysarthria and other speech disorders does not correspond to the real needs of the population. An analysis of the activities of speech therapy rooms, clinics and psychoneurological dispensaries in the cities of the country shows that their work is not organized accordingly. In particular, due attention is not paid to the prevention and identification of speech disorders. Pediatricians, psychiatrists and speech therapists do not actively participate in this work. Risk groups are not identified. Early diagnosis is not carried out. Children with speech pathology are not treated in a timely manner, especially with delays in general and speech development, as well as with stuttering, which leads to a chronic course of the disease.

Preschool institutions for children with speech disorders are a promising link in the overall system of education and training of abnormal children, ensuring the prevention of further development of the defect. The weak link in the activities of special kindergartens is insufficient medical care for children, inconsistency in the timing of speech therapy and recreational activities, late identification of children, and incomplete coverage.

Children who have mastered normal speech, successfully completed their education and have not reached the age of seven are transferred to general preschool institutions.

What is the state and what are the problems of speech therapy assistance in the conditions of a school speech center, as well as the prospects for its further improvement within the framework of the current system of assistance to school-age children with developmental disorders? The problem of diagnosing and correcting the causes of difficulties in teaching the Russian language to junior schoolchildren in general education institutions is especially relevant at the present stage. As noted in the Federal Target Program “Russian Language”, “The modern language situation is characterized by the development of processes that negatively affect the state of the Russian language; serious difficulties have arisen in teaching the Russian language in schools.” Speech therapy work occupies a special place in the system of teaching the Russian language, since many students have a lag in speech development, as well as quite persistent phonetic-phonemic disorders, accompanied by writing disorders.

Increasing the efficiency and quality of education for students in general education schools requires timely identification, prevention and elimination of oral and written speech deficiencies that some of them have. The speech therapy center at our school has existed for 7 years. Observations show that the percentage of students with speech disorders is increasing every year.

Timely identification of students with speech pathology among them, correct qualification of existing oral speech defects and organization of remedial education adequate to the defect make it possible not only to prevent the development of writing and reading disorders in these children, secondary to oral speech, but also to prevent a lag in mastering the program material in your native language. That is why we are organizing an examination of future first-graders at the Saturday Development school. With children who have deficiencies in sound pronunciation, a speech therapist teacher conducts classes during the summer holidays, according to a prepared schedule. Thus, reading and writing impairments are not allowed.

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I would like to emphasize that specific writing errors associated with difficulties in analyzing the speech flow will disappear only when the child fully masters the skills of sound-letter word analysis. For example: the number of students with oral and written speech disorders decreases with systematic correctional and speech therapy work.

The positive dynamics of speech therapy influence depends on many reasons:

• on the mechanism of occurrence;
• on the severity of the speech defect;
• on the timing of recognition of the defect and the organization of corrective classes;
• from the systematicity of classes;
• from individual planning to eliminate the defect;
• from complex medical treatment;
• from the active participation of parents in speech correction;
• from conscious activity and self-control of students;
• from close contact and uniform requirements for the speech of children of the teaching staff;
• on the formation of cognitive processes;
• from the compensatory capabilities of the brain.

The work of a speech therapist should be well equipped with various aids. Toys, pictures, cards, board games, books, tables on the Russian language serve as aids in speech therapy work. The speech therapist uses benefits depending on the immediate task that he sets for himself in connection with the nature of the disorder, the stage of work, the intelligence and general development of the child.

In addition to classes, we regularly hold parent meetings and consultations for parents. Work is underway with methodological associations, work at meetings and pedagogical councils. The speech therapist plays a huge role in educational work. In the 2008-2009 school year, 4 events are planned for children attending the school logo center (Celebration of Beautiful Speech, oral magazine “What We Know about Folk Art,” theatrical performance “Carnival of Fairy Tales,” “These Mysterious Words”).

Maintains contact with preschool educational institutions, with special (correctional) educational institutions for students, pupils with developmental disabilities, speech therapists and medical specialists at children's clinics and psychological, medical and pedagogical commissions.

Unfortunately, in school practice, the identification of children with written language impairments (reading and writing) is delayed. Teachers refer students with such disorders to a speech therapist in the second or third grades and later. It is necessary to identify students with speech development disorders as early as possible and refer them to remedial classes with a speech therapist. The earlier their correction begins, the higher the effectiveness of eliminating speech deficiencies themselves, which are not complicated by secondary consequences, as well as the pedagogical neglect that accompanies them. That is why a speech therapist in a general education school should pay special attention to first-grade students.

To successfully form correct sound pronunciation, the speech therapist is forced to offer the child an endlessly long and repeated repetition of rather limited speech material (pictures, cards, assignments, etc.). Children need a variety of work. They get tired quickly, and their attention drops if they are kept on one exercise for a long time. Knowledge acquired without interest, not colored by one’s own positive attitude or emotions, does not become useful - it is dead weight.

Helping a child can be truly effective when we believe in the value of his personality, no matter how unique it may be, accept the child for who he is, and do everything in our power to promote his development. For this purpose, qualified specialists in the field of correctional and developmental education are needed in secondary schools. And well-planned, systematic, timely and joint work can solve the current problem of speech development.

Used Books.

1. Volkova L.S. Speech therapy. – M., Education, 1989.
2. Efimenkova L.N. Correction of oral and written speech of primary school students. – M., Education, 1991.
3. Efimenkova L.N., Misarenko G.G. Organization and methods of correctional work of a speech therapist at a school speech center. – M., Education, 1991.
4. Mazanova E.V. Speech therapy. Overcoming writing impairment. – M., Aquarium, 2006.
5. On the organization of the work of the speech therapy center of a general education institution: Letter of the Ministry of Education of the Russian Federation dated December 14, 2000 No. 2 / Scientific and methodological journal “Speech therapist”. 2004. - No. 2.
6. Work of a speech therapist with parents in a children’s clinic / Scientific and methodological journal “Speech therapist”. 2004. - No. 1.

2. General characteristics of speech underdevelopment in children

3. Examination and speech therapy correctional work with children of preparatory age with general speech underdevelopment of level III

Conclusion

Bibliography

Introduction

Relevance of the problem: Speech for a person is the most important factor in his development and socialization. With the help of speech, we exchange information and interact with each other. But there are many people who suffer from speech disorders. There are many reasons for the occurrence of such defects: the influence of ecology, heredity, unhealthy lifestyle of parents, pedagogical neglect. And people with such problems need the help of specialists.

This problem arises already in preschool age and this stage of life requires special study, analysis and special attention from both practitioners and scientists. A child with general underdevelopment, regardless of the level of speech development, first of all faces a violation of all components of speech - this is the sound culture of speech, the grammatical structure of speech, passive and active vocabulary and coherent speech, and the specialist does not create the necessary conditions for correcting this defect.

In science, domestic scientists (R.E. Levina, N.A. Nikanshena, G.A. Kashe, L.F. Spirova, G.I. Zharenkova) have been studying the problems of correcting general speech underdevelopment for a long time, but the means of elimination are not differentiated depending on from the level of speech development and need improvement, which is why we chose this problem for special study. And we chose the topic “Features of correctional work with children of preparatory age with general speech underdevelopment of level III.”

Problem: Insufficient systematization, as well as lack of differentiation of material to eliminate general underdevelopment of speech, depending on the level of speech development.

Subject: Features of correctional work with children of preparatory age with general speech underdevelopment of level III.

An object: The process of speech therapy correction of general speech underdevelopment in children of preparatory age.

Item: Speech therapy correction as one of the methods for eliminating speech disorders.

Target: To study the theoretical aspect of the problem and identify the features of correctional work for general speech underdevelopment of level III with preschoolers.

Tasks:

1. Analyze the basic concepts of work (Speech, development, underdevelopment, OHP, OHP level III, correctional work, etc.).

2. Determine the state of the problem raised in science.

3. Characterize the general underdevelopment of speech, its levels, statistics, symptoms.

4. Compare the correctional impact provided to preschoolers with ODD depending on the level and trace the peculiarities of correctional work for ODD level III.

This paragraph is devoted to the basic concepts of work. This analysis is necessary in order to understand the many existing concepts.

And so, we know that speech is a historically established form of communication between people through linguistic constructions created on the basis of certain rules. The process of speech involves, on the one hand, the formation and formulation of thoughts by linguistic (speech) means, and on the other hand, the perception of linguistic constructions and their understanding.

The development of children's speech begins from the very first days. By development we mean a directed, natural change in a phenomenon or process, leading to the emergence of a new quality.

By components of the speech system we understand: phonemic hearing, sound pronunciation, vocabulary, grammatical structure of speech, rhythmic-syllabic structure of speech and coherent speech. Each component of this system is an important link in the structure of speech. So phonemic hearing is a person’s ability to analyze and synthesize speech sounds, the correct pronunciation of which contributes to the formation of a person’s communicative abilities. Sound pronunciation is the process of formation of speech sounds, carried out by the energetic (respiratory), generator (voice-producing) and resonator (sound-producing) departments of the speech apparatus under regulation by the central nervous system.

The rhythmic-syllable structure of a word is the correct sequence of sounds and syllables in a word.

Full development of speech is impossible without a sufficiently rich vocabulary (active and passive). An active dictionary is a set of words that a child uses when constructing statements. A passive dictionary is a set of words that a child understands but does not use in speech.

The grammatical structure of speech plays a certain role - this is the structure of words and sentences inherent in a given language, without which the existence of the following speech system - coherent speech - is impossible. Coherent speech is a statement that presupposes the presence of a certain internal (semantic) and external (linguistic), constructive (structural) connection of its individual parts.

Thus, all components of the language system are interconnected and complement each other, and distortion or insufficient development of one of them determines a speech defect. For example, insufficient development of the grammatical structure of speech entails agrammatisms - a violation of the psychophysiological processes that ensure the grammatical orderliness of speech activity.

General underdevelopment of speech (GSD) is a speech disorder in which the formation of all components of the speech system related to its sound and semantic side is impaired, with normal hearing and intelligence.

Milder speech defects include mild general speech underdevelopment (GUSSD) - a violation of one or more components of the language system (for example, a violation of the syllabic structure in polysyllabic words, complex prepositions are incorrectly used in speech: from under, because of; in the presence of a simple phrase, the child does not use complex sentences, etc.).

There are also cases of speech development delays (SDD) - children with SRD learn the necessary speech skills in the same way as children without problems in speech development, but at a later date. They develop speech later than the average, and it develops more slowly than other children.

The formation of correct, defect-free speech in children is impossible without correctional and educational work - a system of psychological and pedagogical measures aimed at overcoming or weakening disorders of the mental or physical development of children and at their adaptation in society. Part of this important work is pronunciation correction - correction of pronunciation deficiencies, including all its components: breathing, voice, sounds, word and phrase stress, division of speech with pauses, tempo and compliance with orthoepic norms.

Such correctional work is provided when working with children with special needs.

2 General characteristics of speech underdevelopment in children

For the first time, the theoretical basis for ONR was formulated as a result of multidimensional studies of various forms of speech pathology in children of preschool and school age conducted. R.E. Levina and a team of researchers from the Research Institute of Defectology (N.A. Nikashina, G.A. Kashe, L.F. Spirova, G.I. Zharenkov, etc.) in the 50s – 60s of the 20th century. Deviations in the formation of speech began to be considered as developmental disorders that occur according to the laws of the hierarchical structure of higher mental functions. From the standpoint of a systems approach, the question of the structure of various forms of speech pathology depending on the state of the components of the speech system was resolved.

In 1969, R.E. Levina and her colleagues developed a periodization of manifestations of OHP: from the complete absence of speech means of communication to expanded forms of coherent speech with elements of phonetic-phonemic and lexical-grammatical underdevelopment.

Nominated by R.E. Levi's approach made it possible to move away from describing only individual manifestations of speech impairment and to present a picture of the child's abnormal development along a number of parameters reflecting the state of linguistic means and communicative processes. Based on a step-by-step structural-dynamic study of abnormal speech development, specific patterns that determine the transition from a low level of development to a higher one are also revealed.

General speech underdevelopment (GSD) refers to various complex speech disorders in which children with normal hearing and intelligence have impaired formation of all components of the speech system. The term general underdevelopment of speech states that the speech function is completely defective. There is an immaturity of all language systems - phonemic, lexical (vocabulary), grammatical (rules of word formation and inflection, rules for connecting words in sentences). At the same time, in the picture of OHP, different children have certain individual characteristics.

Such diverse symptoms of this disorder are due to equally diverse causes.

The causes of OHP are various adverse effects both in intrauterine development and during childbirth, as well as in the first years of a child’s life.

It has now been proven that the nature of the abnormal development of the brain as a whole largely depends on the time of the lesion. The most severe brain damage under the influence of various hazards (infections, intoxications, etc.) usually occurs during the period of early embryogenesis. It has been shown that the use of alcohol and nicotine during pregnancy can also lead to disturbances in the mental and neuropsychic development of the child, one of the manifestations of which is often ODD.

Also, a large role in the occurrence of speech disorders, including OHP, belongs to genetic factors. In these cases, a speech defect can occur under the influence of even minor adverse external influences.

The occurrence of reversible forms of OHP may be associated with unfavorable environmental and educational conditions. Mental deprivation during the period of the most intensive formation of speech leads to a lag in its development. If the influence of these factors is combined with at least not a pronounced organic deficiency of the central nervous system or with a genetic predisposition, then speech development disorders become more persistent and manifest themselves in the form of ONR.

Based on the presented data, we can draw a general conclusion about the complexity and polymorphism of the etiological factors that cause OHP.

ONR is observed in complex forms of childhood speech pathology: alalia, aphasia, as well as rhinolalia, dysarthria and stuttering - in cases where insufficient grammatical vocabulary and gaps in phonetic-phonemic development are simultaneously detected.

Thus, based on the above, we can conclude: the statistics, frequency, as well as the clinical diversity of manifestations of OHP depend on the speech disorders in which it is observed.

Special studies of children with OSD have shown a clinical diversity of manifestations of general speech underdevelopment. Schematically, they can be divided into three main groups.

In children of the first group, there are signs of only general speech underdevelopment, without other pronounced disorders of neuropsychic activity. This is an uncomplicated variant of OHP. These children do not have local lesions of the central nervous system. There are no clear indications in their anamnesis of significant deviations in the course of pregnancy and childbirth. In only one third of those examined, during a detailed conversation with the mother, facts of mild toxicosis in the second half of pregnancy or short-term asphyxia during childbirth are revealed. In these cases, one can often note the prematurity or immaturity of the child at birth, his somatic weakness in the first months and years of life, and susceptibility to childhood and colds. In the mental appearance of these children, certain features of general emotional-volitional immaturity and weak regulation of voluntary activity are noted. The absence of paresis and paralysis, pronounced cocortical and cerebellar disorders indicates the preservation of their primary (nuclear) zones of the speech motor analyzer. The distinguishable minor neurological dysfunctions are mainly limited to disturbances in the regulation of muscle tone, insufficiency of fine differentiated movements of the fingers, and immaturity of kinesthetic and dynamic praxis. This is predominantly a dysontogenetic variant of OHP.

In children of the second group, general speech underdevelopment is combined with a number of neurological and psychopathological syndromes. This is a complicated variant of OHP of cerebral-organic origin, in which a dysontogenotically encephalopathic symptom complex of disorders occurs. A thorough neurological examination of children in the second group reveals pronounced neurological symptoms, indicating not only a delay in the maturation of the central nervous system, but also mild damage to individual brain structures. Among the neurological syndromes in children of the second group, the most common are the following: hypertensive-hydrocephalic syndrome (syndrome of increased intracranial pressure); cerebrasthenic syndrome (increased neuropsychic exhaustion), movement disorder syndromes (changes in muscle tone). A clinical and psychological-pedagogical examination of children in the second group reveals the presence of characteristic cognitive impairments in them, caused both by the speech defect itself and by low performance.

Children of the third group have the most persistent and specific speech underdevelopment, which is clinically designated as motor alalia. These children have damage (or underdevelopment) of the cortical speech areas of the brain, and primarily Broca's area. With motor alamia, complex dysontogenetic-encephalopathic disorders occur. The characteristic signs of motor alalia are the following: pronounced underdevelopment of all aspects of speech: phonemic, lexical, syntactic, morphological, all types of speech activity and all forms of oral and written speech.

A detailed study of children with ODD revealed extreme heterogeneity of the described group in terms of the degree of manifestation of the speech defect, which allowed R.E. Levina to determine three levels of speech development of these children. Later Filicheva T.E. described the fourth level of speech development.

Comparative characteristics of all four levels of speech development are presented in the table below.

And so, based on the comparative analysis given in the table, we can conclude: the transition from one level of speech development to another is determined by the emergence of new language capabilities, an increase in speech activity, a change in the motivational basis of speech and its subject-semantic content.

Such a detailed classification of OHP is necessary to make a more differentiated speech diagnosis during examination.

3 Examination and speech therapy correctional work with children of preparatory age with general speech underdevelopment III level

Speech therapy correctional work with children with speech development disorders of any level of speech development is planned after a comprehensive examination, i.e. after speech diagnosis.

Throughout the examination, the speech therapist identifies the scope of the child’s speech skills, compares them with age standards, with the level of mental development, determines the relationship between the defect and the compensatory background, speech and cognitive activity, analyzes the interactions between the process of mastering the sound side of speech, the development of vocabulary and grammatical structure. It is also important to determine the relationship between the development of a child’s expressive and impressive speech; identify the compensating role of preserved parts of speech ability; compare the level of development of linguistic means with their actual use in verbal communication.

When determining the content of the examination, both generally accepted principles of a comprehensive study of children’s speech and specific ones are taken into account.

I. The principle of a comprehensive study of a child with speech pathology allows for a comprehensive assessment of the characteristics of his development. This principle is implemented in three directions:

a) analysis of primary documentation concerning the conditions of raising a child in a family and kindergarten, his early speech and mental development; study of medical documentation, which reflects data on the state of the nervous system of children with general speech underdevelopment, their somatic and mental development, hearing status, treatment received and its effectiveness;

b) psychological and pedagogical study of preschool children, carried out using well-known experimental techniques, as well as using a neuropsychological technique modified for preschool age ;

c) a detailed speech therapy examination, which includes identifying coherent speech skills, the volume of passive and active vocabulary, the correctness of grammatical formatting of speech, and the degree of formation of phonetic-phonemic components of the language.

II. The principle of taking into account the age characteristics of children. This principle guides the selection of lexical material, methods and organization of examination forms depending on the age characteristics of preschool children. They widely use game situations, individual, small-group and frontal forms of examination, pedagogical observation of children’s speech activity during games, walks and other routine moments.

III. The principle of dynamic study of children with general speech underdevelopment allows us to assess trends in speech development disorders in children with varying degrees of severity of pathology and the possibility of compensation in children with different levels of speech underdevelopment.

IV. The principle of qualitative analysis of the results of studying a child with speech disorders is decisive for identifying the nature of speech disorders in children of different groups, which makes it possible to determine the main directions of correctional work to eliminate gaps in the speech development of children.

Quantitative assessment and statistical processing of the obtained research data serve as the basis for solving correctional problems.

There are three stages of the survey (Appendix 1).

The first stage is indicative. The speech therapist fills out the child’s development chart from the parents’ words, studies the documentation, and talks with the child.

In a conversation with parents, the child’s pre-speech reactions are revealed, including humming and babbling (modulated). It is important to find out at what age the first words appeared and what is the quantitative ratio of words in passive and active speech, when two-word, multi-word sentences appeared, whether speech development was interrupted (if so, for what reason), what is the child’s speech activity, his sociability, the desire to establish contacts with others, at what age the parents discovered a delay in speech development, what is the speech environment like (features of the natural speech environment).

During the conversation with the child, the speech therapist establishes contact with him and directs him to communicate. The child is asked questions that help clarify his horizons, interests, attitude towards others, and orientation in time and space. Questions are asked in such a way that the answers are detailed and reasoning in nature. The conversation provides the first information about the child’s speech and determines the direction for further in-depth examination of various aspects of speech.

At the second stage, an examination of the components of the language system is carried out and, based on the data obtained, a speech therapy conclusion is made.

1. Vocabulary examination.

When examining the dictionary, it is important to find out the volume of the expressive dictionary (the presence of words denoting various phenomena of the surrounding life and the representation of various parts of speech in the child’s dictionary). For this purpose, pictures are selected depicting objects or phenomena, their actions and qualities, which are grouped according to thematic unity, for example, home furnishings (furniture, dishes, etc.), clothing, phenomena of living and inanimate nature, seasons, etc. .d. Pictures depicting actions are also grouped in accordance with the named principle, for example, work in the family, in the garden, the work of people of various professions, verbs denoting movement, instrumental actions, etc. The material selected for this section of the examination must correspond to age-specific development standards. The teacher invites the child to independently name objects, their qualities and actions from the pictures.

However, to differentiate speech development disorders, it is important not only to state the fact of limited vocabulary, but also to establish what causes the child’s lack of certain words: limited experience, knowledge and ideas, or difficulties in reproducing the names of words, or a lack of understanding of their meaning.

For this purpose, the child’s understanding of the meaning of unnamed or incorrectly named words is clarified (the teacher names these words, the child shows the corresponding picture). The level of understanding of the words in the active dictionary is also revealed, i.e. not only their subject correlation, but also the concepts corresponding to these words, their information richness. When taking samples to determine these features of the dictionary, it is necessary to exclude such tasks that the child may not complete due to difficulties in updating existing knowledge or verbalizing it. An example of such a task is a verbal description of an object.

To explore the scope of concepts behind a particular word, you can use the following tasks:

· naming (showing the corresponding picture) words that are opposite in meaning, for example, lemon is sour and what is sweet; the elephant is big, and who is small, etc.

· selection to the names of actions of those objects that can perform this action, for example, tell (show) what floats, grows, melts, etc.

Examination of the dictionary (in particular, naming words) makes it possible to get an idea of ​​​​the child’s formation of sound images of words and the possibilities of their reproduction, as well as the syllabic structure of the word.

If a child consistently reproduces the sound composition and syllabic structure of words, allowing only incorrect pronunciation of individual sounds or omissions of sounds and syllables when naming polysyllabic and phonemically difficult words (with a combination of consonants), it is necessary to determine the existing defects in sound pronunciation and identify their causes. These deficiencies can occur with all deviations of speech development - in children with mental retardation, mental development delays, rhinolalia, dysarthria, alalia (at the stage of significant compensation of the defect). The definition of rhinolalia and dysarthria in these cases is vague and does not cause much difficulty (based on an examination of the peripheral speech apparatus, a study of nasal and oral breathing, as well as a study of the state of motor functions of the muscles of the lips, tongue, and soft palate). Children with mental retardation (typical forms), with mental retardation and compensated alalia for the given section of the examination may have identical deficiencies, and their differentiation is based on taking into account other indicators (mental development, state of grammatical structure of speech). To correctly determine the content of correctional work in the specified state of the speech sound system (incorrect pronunciation of individual sounds), it is important to find out the state of phonemic processes (phonemic perception of sounds mixed in pronunciation and ideas about which words contain these sounds).

If a child exhibits pronounced disturbances in the sound and syllabic structure of words that do not correspond to his age, in these cases one can think of a severe form of rhinolalia, dysarthria, or alalia. (Normally, by the age of 3-4 years, a child is able to stably reproduce the sound and syllabic composition of words, although he still does not pronounce all sounds correctly and allows omissions of sounds and syllables when pronouncing complex words; children with typical forms of mental retardation reach this level by 5 years. ) In this case, to distinguish between these disorders, examination of the peripheral speech apparatus and its motor functions is also crucial. With alalia, as is known, there is no paralysis, paresis, asymmetry of movements, paresis, and there is a range of movements necessary for sound production. If the child is not completely speechless and has at least elementary babbling speech, the ability to reproduce individual sounds (vowels) and syllables is also checked, both in the process of their deliberate repetition after the teacher, and in the process of involuntary use in various play situations. The ability to name them should once again convince the teacher that the child does not have severe speech-motor difficulties.

If a child understands most of the words presented, but does not name them or names them babblingly, with a sharp distortion of sound or syllabic composition, which does not correspond to his age, and at the same time he does not have paralysis and paresis, one can think that these defects are a manifestation of alalia.

2. Examination of the grammatical structure of speech.

It has great diagnostic value for correctly determining the content of corrective action.

For the differential diagnosis of speech development disorders and solving correctional problems, it is important to find out both the children’s practical understanding of the meaning of grammatical forms, relations, categories and constructions, and their use in their own speech. At the same time, the understanding and use of such grammatical units, the formation of which is impaired in any form of speech underdevelopment, is examined, on the one hand, and on the other, defects in the formation of which are of a diagnostic nature.

The child's understanding of the syntactic relationships of words (nouns) in a sentence and the formation of the declension system are revealed. For this purpose, tasks such as the teacher asking questions to various members of a sentence expressed by nouns in indirect cases are used. For example: Who has chickens, kittens, bear cubs? Who did you see at the zoo? Who needs nuts, milk, grass? What do they draw with? Where do berries and mushrooms grow? and so on.

Correct semantic answers to these questions (non-speaking children answer them by showing corresponding pictures) indicate the child’s practical understanding of the syntactic role of the words to which the question is asked. Differentiated understanding of the questions: Who? What? Who? What? Who? What? To whom? Why? By whom? How? Who? What? etc. in normal children it is formed by 3-4 years, in mentally retarded children with a mild degree - by 5-6 years, with a more complex degree of mental retardation - by 7-8 years. Children with primary subdevelopment of speech, even those who are in the level of mental development in the range borderline with mental retardation, also by the age of 5 acquire a differentiated understanding of these questions. Analysis of verbal answers to these questions (for children with pronounced violations of the sound and syllabic structure of words, i.e. Those who are at the second level of speech underdevelopment are provided with help in performing this task in a verbal form: the teacher pronounces the root part of the word, but children add only endings to it; the opportunity to analyze the structure of agrammatism, which has diagnostic significance.

Thus, with mental retardation, errors will be observed mainly associated with insufficient differentiation of case endings expressing meanings that are adjacent in meaning, confusion of case endings according to types of declension, single use of zero forms due to insufficient self-control or taking into account the context of the phrase as a whole, etc. . (to identify these errors, it is necessary to present the child with at least 5-7 questions related to the noun in the same case, but expressing different meanings, for example: Who has kittens (when answering, a noun in the genitive case is used in the meaning of belonging), From what children are making a snow woman (the answer is a noun in the genitive case meaning the material from which the object is made), Where the children are sledding from (from the hill - genitive spatial relations), etc. You should also select questions that children use in their answers. nouns of different kinds. For example: Who has kittens (the cat), baby elephants (the elephant). In the process of answering, the use of prepositions is also checked.)

In children with alalia, errors are of a completely different nature. In addition, the heterogeneous nature of these errors within alalia itself makes it possible to differentiate it by form (paradigmatic and kinesthetic forms of alalia).

The study of understanding the grammatical connections of the agreement of words in a sentence and their use in one’s own speech is also essential.

For this purpose, the following tasks are used:

· determination of the number and gender of a noun by the numerical and gender endings of adjectives and verbs. For example: Show in the picture where Sasha found the mushroom, where Sasha found the mushroom, etc.;

· when studying their own speech, children answer the questions: What did the boy or girl do (picked, picked a mushroom)? What is the girl, girls doing (playing and playing)? What ball, berry? etc.

The grammatical system of word formation is also studied: understanding the most common suffixes and prefixes, their use in one’s own speech and arbitrary word formation by analogy. To do this, we can recommend the following tasks:

· when studying the understanding of word-forming elements, ask the child to show pictures corresponding to basic and derivative words, for example: Where do people get on the tram, get off the tram? Where is the sugar-sugar-bowl, button-button?

· when studying the use of word-forming elements in speech, children name these pictures;

· when studying the process of word formation by analogy, the teacher pronounces words with the same type of suffixes or prefixes. For example: Soap lies in the soap dish, ashes in the ashtray, and then asks the child a question: Where is the sugar, sand? or explains that from the word draw you can come up with the word drawing, from the word read - reading, and then asks what word you can come up with from the word sing, moo, etc.

To identify violations of sentence structure, the following tasks are used: composing sentences based on pictures; repetition and understanding by children of sentences of different constructions with gradually increasing volume.

3. Examination of coherent speech.

The examination of coherent speech begins with a conversation. The conversation includes a number of questions regarding the family where the child lives, his relationships with friends in kindergarten, participation in play activities, etc. It turns out how the child can independently compose a story based on a picture, a series of pictures, a retelling, a description story (based on presentation) .

4. Examination of sound pronunciation and phonemic hearing.

During a conversation with a child, a preliminary impression is already created about the peculiarities of his pronunciation of sounds. But in order to have a complete picture of the phonetic side of speech, children are offered special tasks to determine the correct pronunciation of all phonetic groups of sounds.

At the same time, they check how the child pronounces the sound: in isolation; in syllables (direct, reverse, with a combination of consonants); in words (the sound is in different positions: at the beginning, middle, end of the word); in sentences; in the texts.

When selecting lexical material, the following principles are observed:

· saturation of lexical material with a given sound;

· variety of lexical material;

· exclusion of defectively pronounced sounds from the presented speech material;

· inclusion of mixed sounds in words;

· inclusion of words of complex syllabic composition;

· separate examination of soft-hard variants of phonemes.

When examining sound pronunciation, the following methodological techniques are used: independent naming of lexical material; repeating words after the speech therapist; joint and independent pronunciation of words and sentences.

The results of the examination record the nature of sound pronunciation disorders: replacement of sounds; missing sounds; anthropophonic defect (pronunciation distortion); confusion, unstable pronunciation of sounds.

Examination of phonemic hearing is carried out using generally accepted techniques in speech therapy.

5. Examination of the syllable structure and sound content of words.

To determine the degree of children's mastery of syllable structure, subject and plot pictures (65 pictures) are selected, indicating various types of professions and actions associated with them. The sound composition is varied: a different number of syllables with a combination of consonants, including whistling, hissing, affricates combined with sounds t, d, k, k, b, etc.

The examination includes both reflected pronunciation of words and their combinations, and independent pronunciation. Particular attention is paid to the repeated reproduction of words and sentences in different speech contexts.

The results of a comprehensive examination are summarized in the form of a speech therapy report, which indicates the level of speech development of the child and the form of speech anomaly.

The speech therapy report reveals the state of speech and aims to overcome the child’s specific difficulties caused by the clinical form of the speech anomaly.

At the third stage, the speech therapist conducts dynamic observation of the child during the learning process and clarifies the manifestations of the defect.

After a comprehensive examination, correctional and educational work with children is planned.

Correctional and educational work with children with different levels of speech development is carried out in special groups for children with general speech underdevelopment. According to the “Model Regulations on Preschool Institutions for Children with Speech Impairments,” these groups include:

a) children with level I of speech development starting from the age of three with a period of study of 3-4 years;

b) children with level II of speech development starting from the age of four with a period of study of 3 years;

c) children with the III level of speech development starting from the age of four to five years with a period of study of 2 years.

The fundamentals of correctional education were developed in psychological and pedagogical research by a number of authors (R.E. Levina, B.M. Grinshpun, L.F. Spirova, N.A. Nikashina, G.V. Chirkina, N.S. Zhukova, T. B. Filicheva, A.V. Yastrebova, etc.).

The formation of speech is based on the following provisions:

Recognizing early signs of ODD and its impact on overall mental development;

Timely prevention of potential deviations based on an analysis of the structure of speech insufficiency, the ratio of defective and intact parts of speech activity;

Taking into account the socially determined consequences of speech communication deficits;

Taking into account the patterns of normal development of children's speech;

Interconnected formation of phonetic-phonemic and lexical-grammatical components of the language;

A differentiated approach to speech therapy work with children with special needs of various origins;

The unity of the formation of speech processes, thinking and cognitive activity;

Simultaneous correctional and educational impact on the sensory, intellectual and afferent-volitional spheres.

underdevelopment speech correctional speech therapy

Children with OSD cannot spontaneously take the ontogenetic path of speech development characteristic of normal children. Speech correction for them is a long process aimed at the formation of speech means sufficient for the independent development of speech in the process of communication and learning.

This task is implemented differently depending on the age of the children, the conditions of their education and upbringing, and the level of speech development.

The main objective of our study is to determine the features of correctional work with children with level III SEN. Therefore, all our attention will be directed to speech therapy correction of level III OHP in children of preparatory age.

Children with the third level of speech development are sent to special kindergartens from the age of five for two years of education. Currently, they constitute the main contingent of children from groups with general speech underdevelopment in special preschool institutions.

The leading learning objectives in these groups are the following:

The effectiveness of correctional and developmental work largely depends on how clearly the entire learning process in a special kindergarten is organized, how the teaching load is correctly distributed throughout the day, and how the continuity of the activities of the speech therapist and teacher is carried out in order to implement the main objectives of education.

Formation of the sound side of the language

The formation of the sound side of speech includes a set of preparatory articulation exercises; correction of the pronunciation of defective sounds, syllable structure of the word; development of phonemic hearing.

A feature of individual lessons is the preliminary development of articulation of sounds and their initial discrimination before studying in frontal speech therapy classes.

In frontal classes on the development of sound pronunciation, the following is carried out:

Consolidating the correct pronunciation of sounds clarified or corrected in individual lessons; staging and automation of missing and correction of distortedly pronounced sounds; mastering syllabic structures and words of accessible sound-syllable composition;

Formation of phonemic perception based on clear distinction by ear of oppositional sounds;

Raising readiness for the initial skills of sound analysis and synthesis.

They carry out work on isolating a sound from a number of sounds, a syllable with a given sound from a number of other syllables, determining the presence of a sound in a word, a stressed vowel in a word and an initial combination, isolating a vowel sound in a direct syllable and monosyllabic words. The sequence and timing of study are determined by the individual characteristics of the sound aspect of children’s speech.

Throughout the entire learning period, children learn to consciously analyze words, name sounds, separate words, and independently combine sounds into words. All this work is carried out with extensive use of game situations.

Mastering such a volume of knowledge is available to children only if they follow a gradual presentation of the material and a differentiated approach, taking into account the dynamics of each child’s progress.

Exercises in sound analysis and synthesis based on clear kinesthetic and auditory sensations, in turn, contribute to the mastery of speech sounds. This is of great importance for introducing sounds that are delivered or specified in pronunciation into speech.

At all stages of correctional training, consolidation of the correct pronunciation of sounds is combined with the development of diction and the elimination of difficulties in pronouncing words of complex sound-syllable composition.

At the stages of final consolidation of the correct pronunciation of each of the studied sounds and words of different sound-syllable composition, the material of correctional exercises is selected taking into account the simultaneous development of lexical and grammatical elements of speech.

Teaching elements of literacy

The formation of sound pronunciation is closely related to teaching children the elements of literacy (for children from five to six years of age).

Corrective classes have the following goals:

To develop in children the necessary readiness for learning to read and write;

To develop children's initial reading and writing skills.

Literacy training is carried out on the material of correctly pronounced sounds, practiced in pronunciation. The lesson system provides for a certain correspondence between the sounds being studied, forms of sound-speech analysis and teaching reading and writing.

The speech therapist carries out special work on sound analysis: using paralinguistic means, each sound in a word is highlighted. For example: prolonged pronunciation of vowels, sonorant or hissing sounds, loud, emphasized pronunciation of labial, explosive sounds. In such cases, exaggerated articulation performs an orienting function - the child, pronouncing a word, seems to be exploring its composition. When performing sound analysis, the diagram of the sound composition of a word is filled with chips - sound substitutes. At the same time, children practically learn the terms “sound”, “syllable”, “word”, “sentence”, and differentiate sounds based on the characteristics of hardness, softness, sonority, and deafness. Children are introduced to vowels a, y, o, and; with consonants m, p, t, k, s.

Children use the letters of the split alphabet to form syllables like pa, sa, mu, tu, as well as simple one-syllable words like soup, poppy seed

The skill of adding and reading syllables and words is reinforced daily by the teacher in the evening, and by parents on Saturday and Sunday.

The order of learning letters is determined by the articulatory complexity of the corresponding sound and is associated with its study in frontal lessons. All exercises are carried out in a playful, entertaining form with elements of competition.

Children learn to come up with a word based on the number of claps, to come up with a whole word based on a given syllable, to add the missing syllable to make a two- or three-syllable word, to select pictures whose names have 1, 2, or 3 syllables.

As children become familiar with letters, these syllables fit into the scheme of the word.

Exercises in drawing up word diagrams are first included in the lesson as a fragment, and then they are leading in independent grammar lessons. Children learn that each syllable contains a vowel sound, and there are as many syllables in a word as there are vowel sounds.

By the end of the training, children are taught to divide sentences into words, determining the number and order of words in a sentence like: Tata is sleeping. Dima is eating soup. Anya bathes the doll. The composition of the sentences is gradually complicated; their content is related to a situation well known to children.

Development of auditory attention and conscious speech perception

At the first stage, a number of instructions are offered to encourage children to understand and distinguish:

a) the object, its parts, characteristics and purpose ( ≪ bring a small chair, show where its back, seat, leg are ≫ );

b) direction of action and location of the object (prepositions ≪in≫, ≪on≫, ≪under≫ - ≪ Put the book in the drawer and the folder on the shelf. Books are on the table, and albums are on the shelf. Show me where the books are and where the albums are. ≫ ); item affiliation (my - mine, yours - yours));

c) transitivity of an action on an object with an indication of its attribute ( ≪ Collect all the green pencils. Remove all the red ones; select all round objects ≫ );

d) the direction of action on an object or its purpose.

At the next stage, they give instructions like : ≪ take the doll, undress it, put it on the bed, cover it with a blanket ≫ - followed by verbalization of the actions performed.

In the process of performing the tasks and requests described above, it is necessary to train children in such elementary forms of oral speech as answering a question, first short, then more common, and gradually leading them to mastery of dialogue.

In speech therapy classes, children are taught not only to answer questions posed, but also to ask them independently.

During games, children are put in such a situation that they are forced to ask questions in order to complete the task correctly.

Formation of vocabulary

For speech therapy classes, the vocabulary material that causes the greatest difficulties in examining understanding and use is selected: nouns with diminutive suffixes, prefixed verbs, qualitative and relative adjectives, generalizing words.

In the process of mastering a subject vocabulary, children are brought to practical acquaintance with elementary forms of word formation. Thus, they provide for the understanding and assimilation of various shades of words. Children are introduced to full and diminutive names from their own names (Alexander - Sasha - Sashenka, Shurik, Sanya; Dmitriy - Dima, Dimochka, Mitya, Mitenka).

When teaching children to listen to the sound of parts of a word that have lexical meaning, they take into account the meaning of each morpheme in the formation of a word. First, words are selected where the suffixes do not change the main meaning (nose -nose, mouth -mouth, paw - paw, tail - tail).

In the following classes, children are introduced to more complex formations (suffix -ochk, -echk, chik - cup, spoon, bowl, bench etc.)

Separate lessons are devoted to strengthening the skills of understanding and practical use of nouns with container suffixes in independent speech (sugar - sugar bowl, bread - bread box), figure (drum - drummer, glass - glazier).

Understanding the different shades of meaning of words helps expand your vocabulary.

To increase the volume of lexical means of the language, exercises are used aimed at clarifying the main features of distinguishing objects and understanding their general meaning (color, size, shape, taste). First, the clarification of features is carried out on the basis of a comparison of similar objects that differ in one feature, then the objects are grouped taking into account the totality of features, and the children guess the intended object from the description; further they are taught the practical use of relative adjectives with different meanings of correlation: food items (apple, chicken); with materials (chintz, down); with plants (birch, oak); with the seasons (autumn, summer).

Formation of the grammatical structure of the language

At the first stage of training, the main attention is paid to preliminary orientation in some phenomena of language in a purely practical sense. Taking into account the presence of intact hearing in children and the development of transference abilities, the most common ones in colloquial speech are selected from the entire variety of case forms.

In developing the ability to analyze a visual situation and isolate an object and an action from it, demonstrations of actions are widely used. First, children repeat them after the speech therapist, and then pronounce them independently. Using specific examples using various visual aids, children practically learn how to change words in a sentence. They are taught to listen attentively to changes in case endings of one And the same word. Experience shows that leading children to compare and contrast the initial form of a word with the indirect form prepares the correct use of these forms in oral speech.

The practical use of the accusative, dative, genitive, instrumental and prepositional cases in speech is gradually being consolidated. The development in children of the ability to listen to speech, distinguish, highlight, compare, and correctly name grammatical forms contributes to the further formation of speech.

During classes, children's attention is fixed on the different locations of objects in space.

Thus, all the work on the practical acquisition of the grammatical structure of the language creates the basis for the further development of coherent speech.

Formation of coherent speech

Exercises in drawing up proposals for demonstrating actions, based on a picture, used already at the beginning of training, prepare children for the ability to coherently talk about what they saw. Gradually these messages take the form of a short story.

When performing a series of actions and naming them, children use nouns in different case forms. So, talking about the walk, each of them says what toy he played with.

In subsequent classes, the speech therapist poses questions so that children can extend sentences by introducing qualitative and relative adjectives in different cases, various adverbs indicating how the action proceeds.

When teaching children to write stories describing toys or objects, comparisons are widely used. When comparing objects, the speech therapist, with his questions, directs the children’s attention to identifying signs of size, color, and purpose of the object. For example, if two balls are compared, they note that one of them is larger than the other, one is red, the other is blue, one ball has a stripe, the other does not.

Then the similarity of these objects is established: in shape - both balls are round, in material - rubber, in purpose - these are toys, in action - balls can be rolled, caught, tossed.

After this, the speech therapist gives a sample story - a description of one of the objects being compared. Children repeat this story.

In the future, children are required to compose descriptive stories according to the idea and plan given by the speech therapist.

When teaching children coherent speech, special attention is paid to composing a story based on a picture. Working on a painting has the goal of developing an understanding of the main content and the ability to present it consistently.

The use of a story as a means of teaching coherent speech is widely recommended in preschool pedagogy (K.D. Ushinsky, A.I. Usova, O.I. Solovyova, etc.). A sample of descriptive speech has a positive effect on the construction of children's utterances.

Thus, when working with a picture, the methodological techniques used by the speech therapist are arranged in order of increasing complexity:

a) vocabulary work;

b) preliminary examination of the painting;

c) answers to questions about the content of the picture;

d) children repeating a story compiled speech therapist in accordance with children's answers to questions;

e) compiling a story based on a presentation;

f) compiling a story according to the plan given by the speech therapist;

g) children’s independent compilation of a story By picture.

At the end of the school year, the speech therapist offers children a more complex task - to tell not only what is depicted in the picture, but also about previous actions.

At subsequent stages, the work of teaching coherent speech becomes more complicated. Children are asked to compose stories based on a series of plot pictures.

Retelling plays an important role in the formation of coherent speech. As experience shows, many children, when retelling, reveal such errors as a violation of the sequence in the presentation of events and the order of words in a sentence, omission of both main and secondary members of the sentence. Therefore, the developed techniques differ significantly from those generally accepted in preschool pedagogy. Thus, at the first stages of learning to retell, another, very important goal is realized in parallel - the development of auditory memory and attention.

This is achieved in different ways:

a) memorizing short texts of three to four sentences related to each other. The material is selected from correctly pronounced sounds.

b) working with deformed text. The children reconstruct the speech therapist's story, devoid of logical consistency, in accordance with the sequence of events.

Further, the work of teaching retelling becomes more complicated. After reading the story, the speech therapist asks questions to find out whether the children understood it. Only then are they asked to retell what they read. At the same time, at different stages of teaching retelling, different techniques are used.

1. The speech therapist retells the story, and the child (depending on his speech capabilities) inserts a word or sentence.

2. If the child retells the story with long pauses, then the speech therapist asks leading questions.

3. Before starting the retelling, the speech therapist offers a plan for the story.

4. The retelling is organized “in a chain”, when one child begins to retell, the next continues, and the third finishes. This type of work helps children develop stable attention, the ability to listen to a friend and follow his speech.

5. Retelling is often used based on plot pictures in faces, in the form of dramatization. Children really like this type of work, as it is close to play.

The success of the correction process will increase if parents carry out similar exercises with children. By performing these tasks with your child at home, you can, by analogy with those listed, come up with a variety of options, turning training exercises into interesting games.

Organization of speech therapy classes

Speech therapy classes in a special kindergarten are the main form of correctional education, in which the development of all components of speech and preparation for school is systematically carried out.

Speech therapy (frontal) classes, depending on the specific tasks and stages of speech correction, are divided into the following types.

1- Lessons on the formation of lexical and grammatical means of the language:

a) classes to develop vocabulary;

b) classes on the formation of the grammatical structure of the language.

2. Classes on the development of the sound side of speech.

3. Classes on the development of coherent speech.

4. Speech therapy classes on the formation of lexical and grammatical means of the language and the development of coherent speech.

5. Speech therapy frontal classes on the formation of pronunciation.

Thus, the system of correctional education for children with acute speech impairments will be most effective if special educational conditions are created in a compensated institution, including:

1) diagnostic block (clinical, speech therapy, psychological and pedagogical study of children), in the structure of which it is advisable to include a neuropsychological study of children using a methodology adapted for preschool age;

2) treatment and prevention block (drug treatment, physical therapy, massage and hydromassage, physiotherapy, herbal medicine, etc.);

3) educational and correctional development block (pedagogical and speech therapy work, psychological correction);

4) social block (psychological and pedagogical assistance to parents, optimization of microsocial conditions

Under the influence of comprehensive correctional education and upbringing, children with level III SLD experience positive changes in the development of speech and cognitive activity.

Conclusion

Having studied the literature on the problem raised, we familiarized ourselves with the state of the problem raised in science, studied the symptoms of general speech underdevelopment, and analyzed the manifestations of general rhea underdevelopment depending on the level of speech development.

Having analyzed the selected literature on the correction of ODD, we identified the leading tasks of correctional work with children with ODD level III:

1) practical acquisition of lexical and grammatical means of the language;

2) further development of coherent speech;

3) formation of a full-fledged phonetic side of the language: improvement of articulation skills, phonemic hearing, sound pronunciation and syllabic structure;

4) development of basic skills of sound analysis and synthesis;

5) mastering the elements of literacy.

We also concluded: speech therapy work with children lagging behind in speech development should begin at an early age. Identifying deviations in speech development, their correct classification and overcoming them at an age when the child’s language development is far from complete appears to be very difficult, but important.

In modern speech therapy, speech disorders have never been considered outside of connection with the mental development of the child, therefore the relationship between the speech activity of children and all aspects of their mental development should be the focus of the speech therapist.

Thus, the tasks set at the beginning of the research work have been completed, the goal has been achieved.

Bibliography

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2. Efimenkova L.N. Formation of speech in preschool children: (Children with general speech underdevelopment). Book for a speech therapist. - 2nd ed., revised - M.: Education, 1985. – 112 p.

3. Zhukova N.S., Mastyukova E.M., Filicheva T.B. Overcoming general speech underdevelopment in preschool children: Book. for speech therapist - M.: Education, 1990. - 239 p.

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6. Lalaeva R.I., Serebryakova N.V. Methods of speech therapy work on the development of vocabulary in preschool children with general speech underdevelopment. - Speech therapy. Methodological heritage: A manual for speech therapists and students. defectol. fak. ped. universities/Ed. L.S. Volkova. – M.: Humanite. ed. VLADOS center, 2003. – pp. 187-190.

7. Levina R.E. General characteristics of speech underdevelopment in children and its impact on the acquisition of writing. – Speech therapy. Methodological heritage: A manual for speech therapists and students. defectol. fak. ped. universities/Ed. L.S. Volkova. – M.: Humanite. ed. VLADOS center, 2003. – pp. 125-144.

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21. Filicheva T.B., Chirkina G.V. Preparing children with general speech underdevelopment for school in a special kindergarten. A manual for students of defectology faculties, practical workers in special institutions, kindergarten teachers, parents \Ed. T.B. Filicheva. - M.: Alpha, 1993.- 103 p.

Lamueva Lyudmila Nikolaevna
The relevance of correctional and speech therapy work with preschool children

Speech impairment is a fairly common phenomenon among children. preschool age. Their reasons are very diverse. If violations of sound pronunciation, vocabulary, grammar, phonemic processes in children are not corrected in time preschool age There will be difficulties communicating with others. According to FG T correction speech development is one of the standards of the new generation.

Practice shows that with systematic work With a child, his speech impairment can be corrected. Therefore, the search for effective techniques and methods corrections have not lost their speech relevance.

Currently in our preschool The institution has organized a speech therapy center.

The purpose of speech therapy point: early detection and overcoming deviations in the development of oral speech in children preschool age.

Tasks:

Carrying out diagnostics of speech development of children

Definition and implementation of an individual route corrections and compensation for speech defects, taking into account its structure, conditionality, as well as the individual personality characteristics of children;

correctively-educational process in the implementation of an integrated approach to the rehabilitation of children with speech development problems;

Dissemination of speech therapy knowledge among teachers and parents in order to prevent speech disorders in children, as well as to optimize the process of speech therapy intervention.

Area of ​​activity:

Diagnostic;

- Correctional and developmental(creating conditions for effective corrections and compensation for children’s oral speech deficiencies preschool age taking into account their leading type of activity);

- information and methodological:

Providing advisory assistance to teachers and parents;

Organization of interaction of all subjects correctively-developmental process;

Organization and systematization of the methodological fund of the speech therapy center in accordance with the requirements for its equipment;

Collection of information about the activities of the speech therapy center and its analysis.

Principles of speech therapy work

Under the principles of speech therapy work implies the initial provisions defining joint work speech therapist and child with speech correction.

We use special speech therapy principles

Etiological principles that are the causes of various disorders. These are internal, external, biological and socio-psychological factors.

For various speech disorders it is assumed work in collaboration with medical employees. This may be medication, psychotherapeutic or other effects. For example: incorrect bite predisposes to various pronunciation disorders and here the help of an orthodontist is additionally needed; if a child grows up in unfavorable conditions, he has a lack of communication, i.e. the social factor is affected, as a result of which various types of speech disorders can arise - from dyslalia to stuttering. Etiology includes taking into account not only the causes of speech disorders, but also their mechanisms, therefore, with the same symptoms, different mechanisms of disorders are possible. For example: disturbances in sound pronunciation may occur due to incorrect articulation or underdeveloped hearing. Job to eliminate speech deficiencies should be carried out taking into account the leading violation.

The principle of systematicity takes into account the structures of various defects, determines the leading violation and correlates primary and secondary defects. Speech is a complex mental process, therefore, even if its individual links are disrupted, as a rule, all speech activity as a whole is disrupted. This determines a systematic approach to eliminating speech disorders.

The principle of a differentiated approach is carried out taking into account the etiology of the disorder, symptoms, structure of speech defects, individual and age characteristics of the child. In the process of speech therapy work it is important to take into account the level of speech development, characteristics of mental processes, and the level of cognitive activity.

The principle of phasing is a complex process of speech therapy intervention, i.e., correction of deficiencies occurs in several stages. Each stage has its own tasks, methods and techniques for correction. There is a gradual transition from one stage to the next - from simpler to more complex.

The ontogenetic principle, that is, we must take into account the development of speech in ontogenesis, from simple to complex. Sounds in a child’s speech need to be corrected in the same sequence in which they appeared during the child’s development.

The principle of natural speech communication presupposes various situations in which the child finds himself. The child’s environment should be informed about the type of defect, tasks, methods work and work closely with the speech therapist.

According to the regulations on the speech therapy center for corrections speeches at the speech point, children are enrolled in age from 5-7 years with phonetic speech underdevelopment (FNR) and phonetic-phonemic underdevelopment of speech (FFNR) as well as ONR. According to the initial speech therapy examination, 80% of children have disorders of all components of speech.

The activities of the logopunkt offer a systemic impact consisting of several interrelated stages: diagnostic, correctional and evaluation and control.

During the diagnostic stage, each child undergoes an individual speech therapy examination, where the speech therapist gets an idea of ​​the state of the child’s speech activity and draws up a long-term plan correctional work.

Correctional This stage includes the production of disrupted sounds, their automation and differentiation. In parallel with this, problems related to the formation and development of phonemic perception and the lexico-grammatical structure of speech are solved. Classes are conducted both individually and in small subgroups of two children with complex sound pronunciation defects. After the sound is set, the stage of automating it in syllables, words, phrases, and sentences begins. The duration of sound production depends on the complexity of the violation.

At the end correctional stage, the child moves to the dynamic observation group, i.e., the speech therapist and teacher monitor the process of sound automation in spoken speech.

The formation of correct speech, cognitive activity, emotional-volitional sphere in children with speech disorders is complex. correctively- pedagogical process. Its effectiveness largely depends on the rational organization of speech therapy work, competent design and maintenance of documentation.

Taking into account modern approaches and requirements for the organization logocorrection work with preschoolers The teacher-speech therapist prepares the following documentation:

1. Card of speech therapy examination of children - it must reflect information about the child and the results of the examination;

2. Perspective plan of the frontal work on the development of phonetic-phonemic and lexical-grammatical aspects of speech in children of the senior and preparatory groups;

3. Individual notebooks for children;

4. A log of the child’s attendance at speech therapy classes;

5. Diagnostic card for examining the speech of children in the preparatory group;

6. Cabinet passport;

7. Teacher's portfolio.

The development of speech and the consolidation of assigned sounds requires the active interaction of a speech therapist, educator and parents. One of the conditions for the development of correct speech is the correct figurative speech of adults, which should be meaningful, help the child to understand the world around him and master the language. Beginning working with parents, I explain to them that their participation in the child’s speech development should not be one-time, it should be systematized. If parents do not follow the recommendations given by me, then the integrity of the pedagogical process is violated, as a result of which the child suffers. When interacting with parents, we try to combine efforts for the successful speech development of each student in the subgroup, to form in them a desire to help their child communicate with him, and to be able to respond correctly to problems (help overcome them) and achievements (rejoice at success) baby.

Conclusion:

From all of the above, it is clear that in-depth corrective speech therapy work with preschool children using gaming methods and techniques, with the assistance of parents and educators, very relevant and allows you to increase the level of speech development of children and the quality of their preparation for school.

And I want to end with the words of E.I. Tikheyeva:

« Own if possible, to perfection in all types and manifestations of speech - that means own a powerful instrument for the mental development of man, and therefore the culture of mankind.”

Sections: Speech therapy

On the pages of the special press, including the journal “Izvestia of the Academy of Pedagogical and Social Sciences”, it has been repeatedly reported about an unhealthy trend that has appeared in our society on the verge of the 20th and 21st centuries - deceleration. D e c l e r a t i o n is a slow pace of physical and intellectual development of children. Children entering 1st grade have a limited vocabulary, underdeveloped hand motor skills, inadequate emotions, and spelling defects.

According to numerous studies, children's readiness for school presents a dramatic picture.

The low level of children's preparation for primary education reaches 47-50%. Social and psychological research by Russian scientists showed that already in the mid-90s, 85% of children studying in public schools needed specialized help of a psychological and pedagogical nature. Thus, statistics invariably record an increase in speech pathologies. A comparative description of students with speech disorders shows that the picture of pathologies is changing qualitatively.

Note: FN, SFN and ONR are, as a rule, determined by biological factors, and NWONR are caused by socio-ecological factors. The results of the above studies show that the population of children entering school has completely changed in the country. Hence the need for a complete revision of the forms and methods of organizing the educational process. At the same time, teachers of even the highest class will not be able to do without the help of a psychologist and speech therapist at either the 1st or 2nd stage of education, and their work must be clearly coordinated.

The functions of the school speech therapist are also changing: now he deals not only with problems of speech and hand motor skills, but also with the general development of the child. According to scientists, more than 200 factors influence academic performance, but there is factor No. 1, the impact of which on academic performance is undeniable. This factor is the level of development of the child’s oral and written speech. After all, speech is the means of obtaining and expressing knowledge. As practice shows, today in the country as a whole, over 30% of children entering school have persistent speech pathology. These deviations in speech development are of a different nature and have different effects on the overall development of the child, however, a lag in learning is inevitable if the speech pathologist does not provide speech therapy assistance in a timely manner. There are often cases when, due to speech disorders, a child practically does not master the primary school curriculum.

With proper organization and conduct of correctional work, a speech therapist teacher helps children cope with their existing speech impairments and, like other students, master school knowledge.

The reasons that led to the deceleration of recent generations are multiple:

• mass alcoholization and drug addiction of the population (including smoking);
• pharmaceutical drug abuse;
• poor quality nutrition of pregnant women;
• consequences of the Chernobyl disaster;
• telegony (the decisive influence on the offspring of a woman by the first man in her life - often not the best in the gene pool);
• “Afghan” and “Chechen” syndromes;
• burdened hereditary pathology of pregnancy and childbirth;
• anemia and neuroses in parents.

These are biological factors that explain the drama of our society. But there are also socio-economic factors:

• reduction of the network of preschool institutions and health resorts;
• gross deviations from sanitary standards in the training mode;
• lack of specialized specialists in the system of preschool and school education;
• parents’ employment (partly due to their illiteracy and carelessness in matters of raising children);
• oversaturation of the impact of the media on the unstable psyche of children.

As a result, the intelligence index of graduates of the 9th and 11th grades decreases annually by 1.5–3.0%. The number of “exceptional” children entering 1st grade increases annually by approximately the same amount. The situation is complicated by the appearance of refugee children and “orphans” with living parents from wealthy families, where the elders “have no time” to raise their children, as well as families of forced migrants, the unemployed, single mothers and children from dysfunctional (asocial) families.

Modern speech therapy considers the correction of the following disorders to be its area of ​​activity:

• VIOLATION WRITTEN SPEECH,
• ORAL SPEECH IMPAIRMENT,
• VIOLATION OF WRITING (GRAPHICS),
• GENERAL SPEECH IMPORTANCE.

The contingent of primary school children suffering from speech disorders is represented mainly by children with residual manifestations of organic damage to the central nervous system. This causes a frequent combination of persistent speech defects with various mental disorders: immaturity of the emotional-volitional sphere, low mental performance, sometimes motor disinhibition, increased affective excitability. Many children are characterized by cerebroasthenic syndrome, which manifests itself in the form of disturbances in active attention and memory, and limited ability to distribute. speech disorders are often combined with insufficient fine motor skills, unformed spatial relationships, insufficient temporal concepts, perception of colors and shades, geometric shapes, counting operations, which ultimately, without timely assistance, leads to persistent specific errors in writing, reading, those. dysgraphia and dyslexia. The possibility of successful learning in mathematics, natural sciences, music, and fine arts is also reduced.

Specific impairments in mastering writing can manifest themselves in two forms: dysgraphia and dysorthography; differential diagnosis between these writing impairments is determined primarily by which spelling principles are violated.

The basic principles of spelling include: phonetic (phonemic), morphological and traditional, etc.

Dysgraphia is a violation of the predominantly phonemic principle of spelling (lobata - shovel, sopaka - dog, na tree - on the trees).

Dysorthography is a persistent and specific disorder in the acquisition and use of morphological and traditional principles of spelling, which manifests itself in a variety of and numerous spelling errors.

Currently, in most scientific works, dysgraphia and dysorthography are considered as a language disorder, as a disorder associated with the underdevelopment of symbolic activity, encoding and decoding processes, and language ability in children.

Language ability is formed in a child in the process of his speech experience, analysis of the speech of others, simultaneously with the development of cognitive structures.

Dysgraphia and dysorthography in schoolchildren arise primarily as a consequence of the immaturity of the phonemic, lexical and morphological components of language ability.

For a speech therapist teacher, the pedagogical approach to the analysis of speech disorders in children, which has become widespread in recent years, is of interest. according to this approach, the analysis of which components of the language system are affected by certain disorders is of paramount importance: does the defect extend to one component - phonetic, in which predominantly incorrect pronunciation of sounds (phonemes) is noted, or does it also affect phonemic processes, when not only speaking, but also writing and reading; There may be underdevelopment of the speech system of pronunciation and differences in sounds, vocabulary and grammatical structure.

In accordance with this approach, speech disorders, manifested in the immaturity of linguistic means, can be divided into three large groups:

• the first group is phonetic speech disorders, they are expressed both in defects in the pronunciation of individual sounds and their groups without other accompanying manifestations.
• the second group is phonemic disorders, they are expressed in the fact that the child not only pronounces certain sounds defectively, but also does not differentiate them sufficiently, and does not perceive the acoustic and articulatory difference between oppositional sounds. This leads to the fact that children do not clearly master the sound composition of a word and make specific errors when reading and writing.
• the third group is general speech underdevelopment. It is expressed in the fact that the violation extends to both the sound and semantic aspects of speech.

It has been established that pronunciation deficiencies are often accompanied by difficulties in the sound analysis of a word, not always clearly enough differentiating the isolated sound by ear, mixing it with an acoustically paired one, and cannot compare the sound composition of words that differ only in sound.

In the written work of all children with phonemic underdevelopment, regardless of the degree of their mastery of the corresponding skill. There are specific (dysgraphic) errors in replacing and mixing letters. Examples of typical errors: “voshad” (horse), “zhuby” (teeth), “vodka” (boat), “rozhka” (spoon), “sinok” (puppy), “solka” (jay). Substitution and confusion of letters corresponding to the sounds of one specific group are a consequence of insufficient assimilation of the system of features necessary to distinguish similar sounds within certain groups.

Along with specific errors, there are also such errors as omission of letters, additions, rearrangements, replacement of letters based on graphic similarity, so-called antipathies and perseverations. For example: “magazim”, “television”, “girl”, “grandmother”, “zhucheyki zhucheyki”, “construction of the avenue” (construction of the avenue), etc.

Errors on spelling rules, which can be found in students with normal speech development, are more common and more persistent in children with phonemic underdevelopment. Thus, a child who has difficulty distinguishing between soft and hard consonants has difficulty mastering the spelling of words with hard and soft consonants before vowels. The child, who is practically weak in distinguishing and contrasting voiced and voiceless consonants, makes mistakes on the spelling rules of a dubious consonant in the middle and at the end of a word. Despite knowing the memorized rule, he cannot apply it in practice, since he does not distinguish which consonant is voiced or voiceless, even in cases where the sound is in a strong position, i.e. before a vowel.

In connection with the presented facts and identified problems, the main areas of work of a speech therapist at school are: timely diagnosis and assistance to children in need.

The work of a speech therapist teacher is carried out in accordance with the basic tasks set out in the “Instructional and methodological letter on the work of a speech therapist teacher in a secondary school,” ed. Yastrebova A.V. and Bessonova T.P. – M, RIPCRO, 2000:

• correction of violations in the development of oral and written speech of students;
• timely prevention and overcoming difficulties in students’ mastery of general education programs;
• clarification of special knowledge on speech therapy to teachers and parents.

The main stage in the work of a speech therapist is the stage of diagnosing speech disorders. Early diagnosis makes it possible to identify and prevent many problems in children's education in a timely manner.

After the examination, appropriate recommendations are given to parents and teachers on timely measures to correct oral speech disorders.

A full diagnosis of all children is carried out at the beginning of the school year from September 1 to 15. Upon completion of the survey, a comparative analysis of all material is carried out, after which children in need are divided into subgroups in accordance with the identified violations. The results of the examination are entered into the speech card.

Work to overcome ONR, NVONR, FFNR is preceded by work to eliminate oral speech disorders. This work is being done in stages. The entire content of speech therapy work on the correction of sound pronunciation disorders can be conditionally divided into three stages, each of which pursues a very specific goal:

1. Preparatory stage (not always, with some disorders: development of the speech-auditory analyzer in comparison with the speech-motor analyzer; phonemic analysis of words)
2. Sound production.
3. Sound automation.
4. Differentiation of a newly acquired sound from similar ones.

All speech therapy work is carried out in stages, taking into account the structure of the defect.

At the end of the school year, May 10-25, a final examination is carried out, and the dynamics of correctional and educational training are revealed. All results are entered into the speech card.

To summarize, it is necessary to emphasize the fundamental points of the work of a speech therapist teacher:

1. All the work of a speech therapist teacher is not aimed at repeating what has been learned in the classroom, but at filling gaps in the development of language means and speech functions, which means that in the process of speech therapy classes, full-fledged prerequisites for teaching children their native language are formed; this is precisely the essence of speech therapy work in school;
2. The specificity of speech therapy techniques and methods is created through the special presentation and form of correctional classes, the purpose of which is not to duplicate class assignments, but to activate the child’s speech and mental activity;
3. The specificity of organizing and conducting speech therapy classes is that the formation of full-fledged speech activity is closely linked to the development of a number of psychological characteristics in children with ODD - attention to linguistic phenomena, auditory and visual memory, and the ability to switch.

Bibliography:

1. Speech therapy at school: practical experience. – Ed.
2. V.S. Kukushkina. Publishing center “Mart” Moscow–Rostov-on-Don, 2004
3. Lalaeva R.I. Dysgraphia and dysorthography as a disorder of the development of language ability in children. – / Materials of the I International Conference of the Russian Association of Dyslexia / Moscow, September 2004.