Speech therapy work with an OV student. "Features of correctional and developmental work with disabled children." Games to develop memory, attention and thinking

In the system of social relations, a preschool educational institution is one of the supporting stages in the entry of a child with disabilities into society. Therefore, the primary task of the teaching staff of a preschool organization is to develop a system of child-centered inclusive education for children with special health needs, to create all the necessary conditions for socialization and development, taking into account the characteristics of the speech, psychomotor, emotional, and social development of children in this category. In light of the implementation of the Federal State Standard for Preschool Education ( clause 2.11.2), correctional work is aimed at ensuring the correction of developmental disorders of various categories of children who have the status of children with disabilities.

“The work of a speech therapist with children with disabilities

in the conditions of a speech therapy center at a preschool educational institution in the light of the implementation of the Federal State Educational Standard for Preschool Education"

Maltseva Tatyana Vladimirovna,

teacher speech therapist

highest qualification category

MADO "Kindergarten No. 73"

In the system of social relations, a preschool educational institution is one of the supporting stages in the entry of a child with disabilities into society. Therefore, the primary task of the teaching staff of a preschool organization is to develop a system of child-centered inclusive education for children with special health needs, to create all the necessary conditions for socialization and development, taking into account the characteristics of the speech, psychomotor, emotional, and social development of children in this category.

In order to carry out correctional work, a speech therapy center operates on the basis of our preschool educational organization, which provides an individualized and systematic approach to the correction of speech disorders.

In light of the implementation Federal State Standard preschool education (clause 2.11.2), correctional work is aimed at ensuring the correction of developmental disorders of various categories of children who have the status of children with disabilities. The pupil’s diversified development is carried out taking into account age and individual characteristics, special educational needs and social adaptation.

The main tasks of the speech therapy center are:

Timely detection of speech development disorders in pupils;

Determining their level and nature;

Elimination of various speech disorders;

Prevention of more serious speech disorders in students, including written speech disorders;

Advisory and methodological for teachers and specialists, parents (legal representatives) of students.

During the academic year, work is carried out at the speech therapy center in the following areas:

Organizational;

Diagnostic;

Correctional and developmental;

Preventative;

Scientific and methodological;

Relationship with other participants in the pedagogical and correctional-developmental process.

The work of a speech therapist teacher in connection with the transition to the process of teaching students in an inclusive education has distinctive features in its structure and functional responsibilities. This is primarily due to the fact that the teacher-speech therapist at the speech center is integrated into the educational process, and does not go in parallel with it.
The specialist’s work is structured taking into account the internal schedule of direct educational activities of the preschool educational organization. The work schedule and schedule of the GCD, in accordance with SanPin 2.4.1-3049-13, is approved by the head of the MADOU "Kindergarten No. 73".
Children enroll and leave the speech center during the school year, while at least 20 people study with a speech therapist at the same time. Moreover, at the same time, children with various speech disorders (FFDD with dysarthria, OHP, logoneurosis, sensory and motor alalia, etc.) study. Some children have concomitant disorders (mental retardation, visual pathology, behavioral problems, etc.)
All children with disabilities who receive correctional speech therapy assistance are referred by the city psychological, medical, and pedagogical commission, confirming that the child has a specific speech diagnosis.

First of all, before starting correctional and developmental work, the teacher-speech therapist, as in the case of ordinary pupils, through a thorough special examination, finds out the nature of the violation of the child’s speech activity using special techniques and fills out a speech card. Based on the diagnosis of a speech therapist, together with other specialists, taking into account the characteristics of the child, an individual development program is drawn up, an educational route is determined, strategies and measures are developed to eliminate or prevent the causes of failure of children with special educational needs.

The focus of speech therapy work always remains the most affected component of speech. So, for example, with alalia - a dictionary, with hearing loss - phonemic perception, with dysarthria - sound pronunciation, etc.

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

In this regard, modular planning can be used.
For example, planning correctional and developmental education for children aged 6-7 years with OHP-III level consists of three modules:

1. Formation of the phonetic side of speech.

2.Improving lexical and grammatical concepts.

3. Development of skills in sound-syllable analysis and synthesis, literacy training.

4. Development of cognitive processes in preschool children: attention, memory, thinking.

5.Formation of communication skills and abilities.

The convenience of this approach is that if a child copes with a certain task easily, then the number of hours spent studying this topic can be reduced, and for completing a more complex task, increased. Due to this, more attention is paid to gaps in the development of children’s speech, and the process of speech therapy training is reduced.

The main forms of organizing work with children with speech impairments are individual and micro-group classes. Our classes are short-term (15-20 minutes), short-term (2-3 times a week) and last 1-2 years of training, depending on the complexity of the speech disorder.

The following allows you to achieve high results in speech therapy work:

Careful selection of didactic and visual material for classes;
optimal distribution of time for each stage of the lesson;
competent, scientifically based presentation of educational material;
the use of various forms and methods of speech therapy;
use of computer technologies and technical teaching aids, etc.

Most preschoolers with disabilities, as a rule, have problems in the development of perception, attention, memory, mental activity, varying degrees of motor development and sensory functions, and increased fatigue is observed. To interest students, we need non-standard approaches, individual programs, and innovative technologies.

Pedagogical technologies:

A speech therapist working at a speech center in an inclusive education setting, taking into account the specifics of the child’s defect, works in close collaboration with other specialists of the institution (music and physical education directors, doctors), parents and group teachers, regularly informs them about certain problems that arise in the process of correctional education. work.

To successfully overcome speech disorders in children, the relationship between the speech therapist and the music director is important.The importance of developing correct non-speech and speech breathing, a sense of rhythm, and coordination of movements in preschoolers combines the efforts of both specialists.
The joint work of a speech therapist and a physical education instructor is carried out by including exercises that regulate physiological and speech breathing in physical education classes; synchronicity of speech and non-speech exhalation, its smoothness and duration. When planning classes, the physical education instructor takes into account the state of general motor skills of children enrolled in a speech therapy center.

At the same time, receiving information about the child’s current condition from other specialists, the speech therapist adjusts the work accordingly. Our preschool education specialists have developed and are implementing a “Child Psychomotor Development Program.”

Work should be carried out in close contact with educators: unified long-term thematic plans have been developed, a “Notebook of interaction with educators on the correction of speech disorders” is maintained, in which the following correctional and developmental work is planned for 2 weeks: finger gymnastics, exercises from educational kinesiology, articulatory gymnastics , expansion of the lexical topic through performing game exercises on the LG structure of speech and individual work on automation or differentiation of delivered sounds (memorizing poems, pronouncing tongue twisters, tongue twisters).

With the aim of involving parents in active participation in the correctional process to overcome a speech defect in a child, as well as creating conditions for the conscious inclusion of parents in the correctional process, I have developed a plan for working with parents including a system of speech therapy training with the participation of children and parents, implementation of joint projects ; "Open Days", the quarterly magazine "Logoraduga" is being published, videos are being created - diaries, films, reports; individual notebooks "We play - we develop the child's speech."

Thanks to the use of special educational programs and methods, special teaching aids and didactic materials, conducting micro-group and individual correctional classes and the implementation of qualified correction of developmental disorders, as well as the close relationship in the work of the speech therapist, parents and all teachers, high results in correctional education are achieved. developmental work with children with disabilities.

Bibliography:

1. Garkushi Yu.F. Correctional and pedagogical work in preschool institutions for children with speech disorders. – M., Sfera, 2007.

2. Gromova O.E. Innovations in speech therapy practice: Collection of articles. - M., Linka – Press, 2008.

3. Efimenkova L.N., Misarenko G.G. Organization and methods of correctional work of a speech therapist at a school speech center. M., 1991. 3. Povalyaeva M.A. Speech therapist's reference book. Rostov-on-Don, 2001.

4. Kulikova T. Family pedagogy and home education. Textbook. - M.: Academy, 1999.

5. Mironova S.A. Speech therapy work in preschool institutions and groups of children with speech disorders. – M., 1993.

6. Collection of documents for speech therapists of speech therapy centers of preschool educational institutions: Methodological recommendations / N.N. Bolyasova, E.V. Baranovskaya, I.L. Vaenskaya, E.V. Mazanova, O.F. Frolova. - Samara: MIR Publishing House, 2009.

7. Federal State Educational Standard for Preschool Education, Moscow 2014

Organization of speech therapy assistance for children with disabilities

Speech therapy work occupies an important place in the process of correcting developmental disorders of a child with special educational needs.

Speech disorders among students at our school are very common and persistent.

Main signs of speech disorder:

Inconsistency of speech with age standards;

A speech defect that does not go away on its own requires speech therapy help.
Various speech deficiencies among children with disabilities are much more common than among children with a normal level of mental development.

This is due to a complex of reasons:

*Organic - local or focal damage to the cerebral cortex, underdevelopment of parts of the brain;

*Functional causes are associated with development and disorders in the central nervous system *Psychogenic causes;

*Social reasons - all cases of an inadequate speech environment (speech defects in relatives, bilingualism - two languages ​​are spoken in the family, deaf parents - the child grows up in an environment of silence, mental retardation in the family).
Speech disorders are systemic in nature, i.e. affect the phonetic-phonemic side of speech (sound pronunciation); lexico-grammatical side of speech (vocabulary, coherent speech, monologue, dialogic, phrasal; grammatical structure of speech). Children have a weak motivation to communicate, a decreased need for verbal communication, and often refuse to communicate with adults and peers, showing verbal negativism (violent emotional manifestations, inappropriate behavior).

In children with disabilities, sound pronunciation disorders are polymorphic. Correction of sound pronunciation disorders is a more complex and lengthy process than in children with normal speech. Sometimes 6-9 lessons are enough to put on sound, but its automation ends only after 1.5-2 years. The main reason is the peculiarities of higher nervous activity, lack of control over one’s own speech and correct pronunciation.
Children's speech is often monotonous and unexpressive.

In speech therapy diagnostics, speech impairment in children with special educational needs is defined as SYSTEMIC SPEECH UNDERDEVELOPMENT (severe, moderate, mild severity). Both oral and written speech of students is diagnosed.
The specificity of speech therapy work in a correctional school is determined, on the one hand, by the nature of the disorder of higher nervous activity, the psychopathological characteristics of the child, and on the other hand, by the characteristics of speech development and the structure of the speech defect. Along with the general underdevelopment of speech motor skills, these children often have paralysis, paresis of the speech muscles, and abnormalities in the structure of the articulatory apparatus.

With regular, systematic correctional and speech therapy work in the senior grades, for the majority of students, correction of sound pronunciation and prosodic components of speech (tempo, rhythm) occurs. There are positive dynamics in the development of active vocabulary and the development of coherent speech, but the grammatical and semantic levels of speech development do not reach the norm.

Speech therapy classes are attended by students from preparatory to 7th grades. Based on the diagnostic results, speech cards are filled out for each student, an individual plan for correctional and speech therapy work is drawn up, and recommendations are issued for teachers, educators and parents.

Subgroup and individual speech therapy sessions are conducted with students.

The basic curriculum provides for corrective speech therapy classes:

preparatory, grades 1,2,3 – 4 times a week;

4.5 grades - 3 times a week;

Grades 6 and 7 - 2 times a week.

The duration of an individual lesson is 30 minutes, a subgroup lesson is 40 minutes.

Development of general motor skills; coordination of movements (speech with movements).

Development of fine motor skills (massage, self-massage, finger gymnastics, finger play training, working with mosaics, sculpting, cutting, shading...).

Development of higher mental functions (attention, memory, thinking).

Mandatory complex of general articulation gymnastics. Individual complexes of articulatory gymnastics to prepare the articulatory apparatus for producing sounds. Staging, automation of staged sounds.

Work on the syllabic structure of the word.

Development of sound analysis and synthesis skills (from simple to complex).

Development of vocabulary (enrichment of the active vocabulary of nouns, adjectives, verbs...).

Development of coherent speech (simple, common sentences, retelling, composing stories based on pictures...).

Development of grammatical structure of speech.

Tasks and exercises aimed at preventing or eliminating dyslexia and dysgraphia.

Work is carried out with primary school students to develop graphomotor skills and teach literacy.

It is recommended to include no more than five types of work in one lesson in primary grades, 6-7 types of work for high school students.
A special feature of the work is the maximum switching on of the analyzers. Thus, children with systemic speech underdevelopment need correctional speech therapy assistance and training. Early detection of speech disorders and proper organization of correctional work helps prevent further deviations in speech development, including the formation of written speech.

In the system of social relations, a preschool educational institution is one of the supporting stages in the entry of a child with disabilities into society. Therefore, the primary task of the teaching staff of a preschool organization is to develop a system of child-centered inclusive education for children with special health needs, to create all the necessary conditions for socialization and development, taking into account the characteristics of the speech, psychomotor, emotional, and social development of children in this category. In light of the implementation of the Federal State Standard for Preschool Education ( clause 2.11.2), correctional work is aimed at ensuring the correction of developmental disorders of various categories of children who have the status of children with disabilities.

“The work of a speech therapist with children with disabilities

in the conditions of a speech therapy center at a preschool educational institution in the light of the implementation of the Federal State Educational Standard for Preschool Education"

Maltseva Tatyana Vladimirovna,

teacher speech therapist

highest qualification category

MADO "Kindergarten No. 73"

In the system of social relations, a preschool educational institution is one of the supporting stages in the entry of a child with disabilities into society. Therefore, the primary task of the teaching staff of a preschool organization is to develop a system of child-centered inclusive education for children with special health needs, to create all the necessary conditions for socialization and development, taking into account the characteristics of the speech, psychomotor, emotional, and social development of children in this category.

In order to carry out correctional work, a speech therapy center operates on the basis of our preschool educational organization, which provides an individualized and systematic approach to the correction of speech disorders.

In light of the implementation Federal State Standard preschool education (clause 2.11.2), correctional work is aimed at ensuring the correction of developmental disorders of various categories of children who have the status of children with disabilities. The pupil’s diversified development is carried out taking into account age and individual characteristics, special educational needs and social adaptation.

The main tasks of the speech therapy center are:

Timely detection of speech development disorders in pupils;

Determining their level and nature;

Elimination of various speech disorders;

Prevention of more serious speech disorders in students, including written speech disorders;

Advisory and methodological for teachers and specialists, parents (legal representatives) of students.

During the academic year, work is carried out at the speech therapy center in the following areas:

Organizational;

Diagnostic;

Correctional and developmental;

Preventative;

Scientific and methodological;

Relationship with other participants in the pedagogical and correctional-developmental process.

The work of a speech therapist teacher in connection with the transition to the process of teaching students in an inclusive education has distinctive features in its structure and functional responsibilities. This is primarily due to the fact that the teacher-speech therapist at the speech center is integrated into the educational process, and does not go in parallel with it.
The specialist’s work is structured taking into account the internal schedule of direct educational activities of the preschool educational organization. The work schedule and schedule of the GCD, in accordance with SanPin 2.4.1-3049-13, is approved by the head of the MADOU "Kindergarten No. 73".
Children enroll and leave the speech center during the school year, while at least 20 people study with a speech therapist at the same time. Moreover, at the same time, children with various speech disorders (FFDD with dysarthria, OHP, logoneurosis, sensory and motor alalia, etc.) study. Some children have concomitant disorders (mental retardation, visual pathology, behavioral problems, etc.)
All children with disabilities who receive correctional speech therapy assistance are referred by the city psychological, medical, and pedagogical commission, confirming that the child has a specific speech diagnosis.

First of all, before starting correctional and developmental work, the teacher-speech therapist, as in the case of ordinary pupils, through a thorough special examination, finds out the nature of the violation of the child’s speech activity using special techniques and fills out a speech card. Based on the diagnosis of a speech therapist, together with other specialists, taking into account the characteristics of the child, an individual development program is drawn up, an educational route is determined, strategies and measures are developed to eliminate or prevent the causes of failure of children with special educational needs.

The focus of speech therapy work always remains the most affected component of speech. So, for example, with alalia - a dictionary, with hearing loss - phonemic perception, with dysarthria - sound pronunciation, etc.

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

In this regard, modular planning can be used.
For example, planning correctional and developmental education for children aged 6-7 years with OHP-III level consists of three modules:

1. Formation of the phonetic side of speech.

2.Improving lexical and grammatical concepts.

3. Development of skills in sound-syllable analysis and synthesis, literacy training.

4. Development of cognitive processes in preschool children: attention, memory, thinking.

5.Formation of communication skills and abilities.

The convenience of this approach is that if a child copes with a certain task easily, then the number of hours spent studying this topic can be reduced, and for completing a more complex task, increased. Due to this, more attention is paid to gaps in the development of children’s speech, and the process of speech therapy training is reduced.

The main forms of organizing work with children with speech impairments are individual and micro-group classes. Our classes are short-term (15-20 minutes), short-term (2-3 times a week) and last 1-2 years of training, depending on the complexity of the speech disorder.

The following allows you to achieve high results in speech therapy work:

Careful selection of didactic and visual material for classes;
optimal distribution of time for each stage of the lesson;
competent, scientifically based presentation of educational material;
the use of various forms and methods of speech therapy;
use of computer technologies and technical teaching aids, etc.

Most preschoolers with disabilities, as a rule, have problems in the development of perception, attention, memory, mental activity, varying degrees of motor development and sensory functions, and increased fatigue is observed. To interest students, we need non-standard approaches, individual programs, and innovative technologies.

Pedagogical technologies:

A speech therapist working at a speech center in an inclusive education setting, taking into account the specifics of the child’s defect, works in close collaboration with other specialists of the institution (music and physical education directors, doctors), parents and group teachers, regularly informs them about certain problems that arise in the process of correctional education. work.

To successfully overcome speech disorders in children, the relationship between the speech therapist and the music director is important.The importance of developing correct non-speech and speech breathing, a sense of rhythm, and coordination of movements in preschoolers combines the efforts of both specialists.
The joint work of a speech therapist and a physical education instructor is carried out by including exercises that regulate physiological and speech breathing in physical education classes; synchronicity of speech and non-speech exhalation, its smoothness and duration. When planning classes, the physical education instructor takes into account the state of general motor skills of children enrolled in a speech therapy center.

At the same time, receiving information about the child’s current condition from other specialists, the speech therapist adjusts the work accordingly. Our preschool education specialists have developed and are implementing a “Child Psychomotor Development Program.”

Work should be carried out in close contact with educators: unified long-term thematic plans have been developed, a “Notebook of interaction with educators on the correction of speech disorders” is maintained, in which the following correctional and developmental work is planned for 2 weeks: finger gymnastics, exercises from educational kinesiology, articulatory gymnastics , expansion of the lexical topic through performing game exercises on the LG structure of speech and individual work on automation or differentiation of delivered sounds (memorizing poems, pronouncing tongue twisters, tongue twisters).

With the aim of involving parents in active participation in the correctional process to overcome a speech defect in a child, as well as creating conditions for the conscious inclusion of parents in the correctional process, I have developed a plan for working with parents including a system of speech therapy training with the participation of children and parents, implementation of joint projects ; "Open Days", the quarterly magazine "Logoraduga" is being published, videos are being created - diaries, films, reports; individual notebooks "We play - we develop the child's speech."

Thanks to the use of special educational programs and methods, special teaching aids and didactic materials, conducting micro-group and individual correctional classes and the implementation of qualified correction of developmental disorders, as well as the close relationship in the work of the speech therapist, parents and all teachers, high results in correctional education are achieved. developmental work with children with disabilities.

Bibliography:

1. Garkushi Yu.F. Correctional and pedagogical work in preschool institutions for children with speech disorders. – M., Sfera, 2007.

2. Gromova O.E. Innovations in speech therapy practice: Collection of articles. - M., Linka – Press, 2008.

3. Efimenkova L.N., Misarenko G.G. Organization and methods of correctional work of a speech therapist at a school speech center. M., 1991. 3. Povalyaeva M.A. Speech therapist's reference book. Rostov-on-Don, 2001.

4. Kulikova T. Family pedagogy and home education. Textbook. - M.: Academy, 1999.

5. Mironova S.A. Speech therapy work in preschool institutions and groups of children with speech disorders. – M., 1993.

6. Collection of documents for speech therapists of speech therapy centers of preschool educational institutions: Methodological recommendations / N.N. Bolyasova, E.V. Baranovskaya, I.L. Vaenskaya, E.V. Mazanova, O.F. Frolova. - Samara: MIR Publishing House, 2009.

7. Federal State Educational Standard for Preschool Education, Moscow 2014

Municipal autonomous educational institution

Secondary school No. 14 named after A. F. Lebedev, Tomsk

Program

Speech therapy support for students

with disabilities (HVA)

teacher speech therapist

Sapegina Evgenia Sergeevna

Explanatory note

Due to changes in the education system, today a different contingent of children enters secondary schools. There are children with both normal development and those with disabilities. In our institution, most often among schoolchildren with disabilities, there are children with severe speech disorders, mixed specific disorders of psychological development, or combined disorders.

Most children with disabilities have primary or secondary speech impairments of varying degrees of complexity. Often, schoolchildren with speech problems, depending on the causes of developmental delays and individual characteristics, may experience sensory, intellectual, speech and other mental disorders (E.F. Arkhipova, M.V. Ippolitova, E.M. Mastyukova, K .A. Semenova, etc.), complicating the learning process of children. In this case, schoolchildren in grades 1–5 experience the greatest difficulties in school and social adaptation.

The learning difficulties of this group of schoolchildren with primary or secondary speech impairments are determined not only by which components of speech are affected and to what extent. Speech correction is complicated by underdevelopment of higher mental functions, especially cognitive activity. All this, taken together, prevents communication with others, interferes with mastering literacy and mastering school subjects. It is worth noting that when moving to 5th grade, an additional burden for children is a change in their learning mode. Such innovations force students with disabilities to re-adapt to the school environment, which also affects their learning.

Children with disabilities often find it difficult to differentiate phonemes, perceive and assimilate detailed logical-grammatical structures, and establish temporal, spatial, and cause-and-effect relationships. There are also grammatical inaccuracies in combination with a limited vocabulary, insufficient understanding of the surrounding reality, a low level of analytical-synthetic activity, impaired sound pronunciation, which is a subsequent support in writing graphemes; difficulties in understanding the main meaning of what is read.

Thus, the immaturity of all components of oral speech, together with the underdevelopment of mental functions, is a serious obstacle to the assimilation of program material by students with disabilities and, most often, is reflected in written speech. This manifests itself in dysorthography, mixed forms of dysgraphia and dyslexia. Difficulties in writing, as a rule, are associated with: shortcomings in programming the structure of speech utterances, with the inability to subordinate speech activity to a single logical concept; with the appearance of side associations caused by the child’s life experience; with a lack of motivation for active speech activity.

Due to the fact that children with disabilities, as a rule, suffer from all aspects of the speech system, to a greater or lesser extent, there is a need to draw up planning content that can prevent and correct this problem.

This program was written taking into account the characteristics of speech and mental disorders of schoolchildren with disabilities, as well as an integrated approach to their correction. Planning is designed for students in grades 1-5 with disabilities with prerequisites or the presence of impairments in oral and (or) written speech. The content of the program is based on the author's materials and methodological recommendations of E. V. Mazanova, L. N. Efimenkova, I. N. Sadovnikova, R. I. Lalaeva.

Purpose The implementation of the program is the prevention and correction of violations of oral and written speech in schoolchildren in grades 1-5 with disabilities.

In connection with taking into account the special educational needs of children with disabilities through individualization and differentiation of the educational process, certain tasks:

timely identification, examination and selection of children with disabilities into speech therapy groups;

determination of the features of the organization of the educational process for the category of children under consideration, in accordance with the individual needs of each child, the structure of the developmental disorder and the degree of its severity;

drawing up individual plans for speech therapy work with children with disabilities;

organization of individual and (or) group (subgroup) classes to prevent and eliminate violations of oral and written speech by forming all components of the language system;

formation of speech prerequisites for mastering literacy, programs in the Russian language and other subjects;

practical mastery of lexical and grammatical norms of the Russian language;

carrying out preventive measures to avoid unfavorable development in the child’s speech status;

organizing joint activities of a number of specialists and parents, popularizing speech therapy knowledge; providing advisory and methodological assistance to teachers and parents (legal representatives) of children with disabilities.

Respect for the interests of the child. The principle defines the position of a specialist who is called upon to solve a child’s problem with maximum benefit and in the interests of the child.

Systematicity. The principle ensures the unity of diagnosis, correction and development, i.e. a systematic approach to the analysis of the developmental characteristics and correction of disorders of children with disabilities, as well as a comprehensive multi-level approach of specialists in various fields, interaction and coordination of their actions in solving the child’s problems; participation in this process of all participants in the educational process.

Continuity. The principle guarantees the child and his parents (legal representatives) continuity of assistance until the problem is completely resolved or an approach to solving it is determined.

Variability. The principle involves the creation of variable conditions for receiving education by children with various disabilities in physical and (or) mental development.

Recommendatory nature of assistance. The principle ensures compliance with the legally guaranteed rights of parents (legal representatives) of children with disabilities to choose forms of education for children, educational institutions, to protect the legal rights and interests of children, including mandatory agreement with parents (legal representatives) on the issue of sending (transferring) children with disabilities health opportunities in special (correctional) educational institutions (classes, groups).

Speech therapy work is also focused on the basic didactic principles of general pedagogy: scientific, systematic and consistent, accessible and visual, taking into account age and individual characteristics, developing the student’s consciousness and activity.

Taking into account these principles and tasks allows us to talk about the use of an integrated approach as a necessary component in the implementation of correctional and developmental work and includes interrelated areas:

diagnostic work ensures the identification of children with speech disorders, conducting a comprehensive examination of them and preparing recommendations for providing them with psychological, medical and pedagogical assistance;

correctional and developmental work provides timely specialized speech therapy assistance for the prevention and elimination of speech disorders in children;

advisory work ensures the relevance, consistency and flexibility of work with children with speech impairments and their families on the implementation of psychological and pedagogical conditions for training, education, correction, development and socialization of students;

Information and educational work is associated with the dissemination of experience in speech therapy work with children and interaction with all participants in the educational process - students, their parents (legal representatives), teaching staff.

Corrective and developmental work is implemented in stages. The sequence of stages and their targeting create the necessary prerequisites for the prevention and elimination of speech disorders in children with disabilities. For each year of study, the following can be distinguished: main stages: diagnostic, preparatory, correctional and developmental, evaluative.

On diagnostic stage information about the child’s pedagogical and psychological status is systematized. For schoolchildren with disabilities, all structural components of the language system, general and articulatory motor skills, the state of respiratory and vocal functions, reading and writing are examined. Next, the causes of violations of written speech, features of the development of oral speech, the child’s zone of proximal development and the content of correctional assistance are determined. During the academic year, entrance, intermediate (if necessary) and final diagnostics are carried out. This work allows us to determine the strategy of behavior: teacher - speech therapist - parent, as a necessary condition for achieving the maximum result of correctional activities. Based on the diagnostic results, based on the homogeneity of speech disorders, groups or subgroups of children are formed, the number of which depends on the severity of the speech defect (ONR - 3-5 people, FFNR - up to 6 people) and the characteristics of the mental development of each child (Letter of the Ministry of Education of the Russian Federation dated 14 December 2000 No. 2 “On the organization of a speech therapy center in a general education institution”).

On preparatory stage the main objectives are: development or clarification of the prerequisites for mastering spelling created during the learning process, formation of schoolchildren’s readiness for correctional and developmental work.

In accordance with the age characteristics of children correctional and developmental stage Work is underway aimed at preventing and overcoming speech disorders. Classes are held both in group and individual form 2-3 times a week, taking into account the special educational needs of children. The duration of group lessons is 30-40 minutes, individual lessons - 20-30 minutes, depending on the age, individual characteristics of the children, and the severity of speech disorders. Correctional and developmental work includes various types of speech therapy for the development and correction of speech and non-speech functions, which contributes to the normalization of oral speech and the creation of a basis for the successful acquisition of writing and reading. The choice of teaching methods and means is designed to involve in active conditional speech communication, to develop the ability to plan educational cooperation, take into account the interests of others, etc. Thus, assuming the involvement of students in active speech activity, speech therapy work has a pronounced communicative orientation, which contributes to the development of their communicative universal educational actions and speech-thinking abilities. A feature of speech therapy work with schoolchildren in grades 1-5 with disabilities is the presence at this stage of regulatory and corrective activities, which implies making the necessary changes in the educational process and adjusting the conditions and forms of training, methods and techniques of work.

On evaluation stage the effectiveness of the correctional and developmental work carried out is monitored, the level of development of oral speech and writing skills is re-checked, and various types of children’s written work are analyzed. The best way to evaluate can be testing, including:

visual and auditory dictations with grammatical tasks;

tasks that assess the level of formation of spatio-temporal representations, mastery of educational terminology and the state of the lexical and grammatical aspects of speech;

an oral survey to assess the state of coherent speech and the presence of agrammatisms in it;

observation during any activity.

Expected result The implementation of the program is: the development of oral and written speech among schoolchildren in grades 1-5 with disabilities.

A special feature of the program is that there is no strict time limit for implementation, since we are talking about children with disabilities. The program is designed for approximately 2 years of study, where 150 hours are allocated for correctional and developmental work. The thematic plan has approximate content and varies depending on the characteristics, age of the child or group of children. The main form of work is group (subgroup) classes, less often - individual ones.

The program is addressed to speech therapists in secondary schools who work with students in grades 1-5 with disabilities.

1 year of study

I. Preparatory stage.

II. Sound and letter. Sound-letter analysis and synthesis.

III. Syllable analysis and synthesis. Working on the word.

2nd year of study

I. Preparatory stage.

II. Word and phrase.

III. Sentence and text.

Thematic planning

group (subgroup) classes on the prevention and correction of speech disorders in schoolchildren in grades 1-5 with disabilities

Requirements for a teacher

Speech therapy work must be carried out by an appropriately qualified specialist with higher specialized education.

A speech therapist teacher must have a clear understanding of the characteristics of the mental and physical development of children with disabilities, and use appropriate methods and technologies for organizing the educational process.

Software and methodological and mlogistics

The implementation of this program requires full technical equipment of the speech therapy room (see Appendix 1). In accordance with the characteristics of children with disabilities, all aids, as well as equipment that is not constantly used, should be easily portable and, if necessary, removed so as not to distract schoolchildren.

In the process of implementing the program, methodological recommendations can be used (Mazanova E.V., Efimenkova L.N., Sadovnikova I.N., Lalaeva R.I.), diagnostic and correctional and developmental tools necessary for the implementation of the professional activities of a teacher, pedagogue -psychologist, speech pathologist, teacher-speech therapist.

It is desirable to have a system of wide access for teachers, children with speech impairments, parents (legal representatives) to online sources of information, which require the availability of teaching aids and recommendations in all areas and types of activities, visual aids, multimedia, audio and video materials, as well as access to information -methodological literature, speech therapy stands.

Corrective and developmental work should be carried out differentiatedly, taking into account the child’s age, the form of the disease and (or) the conclusion of the PMPK.

Features of speech therapy work with children with disabilities are the use of special differentiated individual visibility, the choice of methods and techniques taking into account age and individual capabilities, and a change of activity as an obligatory part of any lesson.

During classes, it is important to observe the principle of varied presentation of the same subject, speech material in variations, taking into account the gradual transition from simple to complex. Such diversity in work will contribute to the formation of generalized ideas about subjects. For example, the same visual and verbal material can be used to automate sound in words, then in sentences, phrases, riddles, to compose a descriptive story, etc.

For more productive work that promotes the fastest restoration of impaired functions, it is important to include all the child’s analytical systems in the activity: visual, auditory, tactile, motor, and even, if possible, smell and taste.

Particular attention must be paid to the development of speech motor skills, vocal and respiratory muscles, which is especially important for correcting sound pronunciation. To do this, you can use special speech therapy exercises, which are selected individually taking into account speech motor disorders in each child. At the initial stages, it is better to carry out work with the maximum connection of intact analyzers (visual, auditory, tactile). Corrective work may include speech therapy massage, the purpose of which is to eliminate pathological symptoms in the peripheral part of the speech apparatus.

A specific feature of working with children with disabilities is the need for individual selection of tasks. In some cases, tasks are given in a test form, allowing the child not to give a detailed speech answer, in others - to present a speech sample for an answer. The lesson requires a special speech regime: clear, intelligible speech without a sharp rise in voice, the required number of repetitions, emphasized articulation.

The structure of a lesson on correction of oral and written speech and its components can be changed and combined not only depending on the goals and objectives, but also on the chosen methods of work (see Appendix 2).

An integral part of correctional and developmental work with children with disabilities is the integration of the work of school specialists. For example, in workshops on organizing speech therapy work, the following can take an active part: educational psychologists, teachers and other teaching staff. In addition to seminars, the speech therapist should conduct individual and thematic consultations for teachers on the development and correction of oral and written speech.

The relationship in the work of a speech therapist and primary school teachers is also carried out at joint methodological associations, meetings, teacher councils, where various organizational issues are resolved, reports are provided on working with children with disabilities, and discussions are held on topics of interest to teachers.

Educational and advisory activities on issues related to the peculiarities of speech therapy work with children extend not only to school teaching staff, but also to parents of schoolchildren with disabilities. Without the active participation of the child's family, correctional and developmental work will take longer and be less effective.

Forms of work with parents in school settings include: parent meetings, individual and thematic consultations, workshops, open classes, etc. When working with parents, visual aids are widely used: special “speech therapy corners”, information stands, thematic exhibitions books and manuals, memos, samples of completed tasks.

Bibliography

Aksenova A.K., Yakubovskaya E.V. Didactic games in Russian language lessons in grades 1 - 4 of a auxiliary school. - M., 1991.

Anufriev A.F., Kostromina S.N. How to overcome difficulties in teaching children. Psychodiagnostic tables. Psychodiagnostic techniques. Corrective exercises. - M.: Os - 89, 1997. - 224 p. (Practical psychology).

Borodulina S. Yu. Correctional pedagogy: psychological and pedagogical correction of deviations. - Phoenix, 2004. - 352 p.

Eletskaya O. V., Gorbachevskaya N. Yu. Organization of speech therapy work at school. M. - 2006.

Efimenkova L.N. Correction of oral and written speech of primary school students. - M.: Vlados, 2001. - 336 p.

Efimenkova L. N., Misarenko G. G. Organization and methods of correctional work at the school speech center. - M., 1991.

Zhukova N.S. Overcoming speech underdevelopment in children: Educational and methodological manual. - M.: Sots.-polit, journal, 1994. - 96 p.

Zhukova N.S., Mastyukova E.M., Filicheva T.B. Overcoming general speech underdevelopment in children. - Ekaterinburg: Litur, 2011. - 320.

Zaika E.V. A complex of intellectual games for the development of students’ thinking // Questions of psychology. - 1990, No. 6. - P.86 - 82.

Lalaeva R.I. Speech disorders and their correction in children with mental retardation: textbook. aid for students higher textbook establishments/R. I. Lalaeva, N. V. Serebryakova, S. V. Zorina. - M.: Humanitarian, ed. VLADOS center, 2004. - 303 p. - (Correctional pedagogy).

Lalaeva R.I. Reading disorders and ways of their correction in primary schoolchildren. - St. Petersburg: Lenizdat; Publishing house "Soyuz". 2002. - 224 p. - (Correctional pedagogy).

Speech therapy. Methodological heritage: A manual for speech therapists and students of defectology faculties of pedagogical universities / Ed. L.S. Volkova: In 5 books. -M.: Humanite. ed. VLADOS center, 2003.

Mazanova E.V. Correction of acoustic dysgraphia. Lesson notes for speech therapists. 2nd edition, corrected. - GNOM and D, 2010

Mazanova E.V. Correction of agrammatic dysgraphia. Lesson notes for speech therapists. 2nd edition, corrected. - GNOM and D, 2010

Mazanova E.V. Correction of optical dysgraphia. Lesson notes for junior schoolchildren - M.: Publishing house "GNOM and D", 2006. - 88 p.

Mazanova E.V. Correction of dysgraphia due to impaired language analysis and synthesis. Lesson notes for speech therapists. - M.: Publishing house GNOM and D, 2006.

Mazanova E.V. School logo center. Documentation, planning and organization of correctional work. - GNOM and D, 2009.

Nikulshin S. M., Rogotneva A. V., Tarasova L. N. Formation of universal educational actions (primary school). Toolkit. Part 1. - Tomsk: TOIPKRO, 2012. - 84 p.

Paramonova L. G. Exercises for the development of writing. - St. Petersburg: Delta, 1998. - 208 p.

A working (reviewed) program for the prevention and correction of oral and written speech disorders in children with disabilities of primary school age. Compiled by: teacher-speech therapist E. S. Sapegina - Novokuznetsk: PPMS-center "DAR", 2012. - 24 p.

Guide for a practical psychologist. Readiness for school: developmental programs / Ed. I.V. Dubrovina. - M., 1995.

Sadovnikova I. N. Impairments in written speech and their overcoming in primary schoolchildren. - M.: Vlados, 1997.- 256 p.

Soboleva A.V. Riddles-savvy. A practical guide for speech therapists, educators and parents / Ed. prof. T.B. Filicheva. - M.: “Publishing house GNOM and D”, 2000. - 96 p. (To help the speech therapist).

Stolyarenko A. M. General pedagogy: textbook. Publisher: Unity-Dana, 2012. - 479 p.

Reader on speech therapy (extracts and texts): Textbook for students of higher and secondary special pedagogical educational institutions: In 2 volumes. T. I / Ed. L. S. Volkova and V. I. Seliverstov. — M.: Humanite. ed. VLADOS center, 1997. - 560 p.

Yakovleva E.L. Diagnosis and correction of attention and memory of schoolchildren // Markova A.K., Leaders A.G., Yakovleva E.L. Diagnosis and correction of mental development in school and preschool age. - Petrozavodsk, 1992. - P.146 - 180.

Yastrebova A.V., Bessonova T.P. Instructional and methodological letter about the work of a teacher-speech therapist at a secondary school. - M.: Kogito - Center, 1996. - 97 p.

speech therapy center of the school

Chalkboard 1 pc.

Cabinets for manuals 2 - 3 pcs.

Wardrobe 1 pc.

Stationery table 1 pc.

Teacher's chair 1 pc.

Desks 5 pcs.

Student chairs 10 pcs.

Medical couch 1 pc.

Wall mirror (50 x 100) 1 pc.

Blinds or curtains for the mirror 1 pc.

Wall lamp above the mirror 1 pc.

Wall lamp above the board 1 pc.

Mirror for individual work (9 x 12) 8 pcs.

Speech therapy probes, spatulas

Tray for cleaning instruments 1 pc.

Tool storage cabinet 1 pc.

Sterilizer for instruments 1 pc.

Cotton wool, examination gloves

Washbasin 1 pc.

Towel, soap

Garbage bin 1 pc.

Hourglass 1 pc.

Wall clock 1 pc.

Metronome 1 pc.

Computer 1 pc.

Printer 1 pc.

Split alphabet (wall) 1 pc.

Letter boxes (individual) 8 pcs.

Educational, methodological, didactic aids

Board games, toys, ball, construction sets, etc.

Appendix 2

Approximate structure of a group lesson

with schoolchildren of grades 1-5 with disabilities*

• Creation of a motivational field.
• Development of non-speech functions (voice, breathing, memory, attention, thinking).
• Development of fine motor skills of the fingers or coordination of movements with speech.
• Updating knowledge and fixing difficulties.
• Discovery of new knowledge.
• Physical exercise or relaxation exercises.
• Consolidating the acquired knowledge in practice with the help of a teacher.
• Independent application of knowledge in practice.
• Reflection.

* - each part of the lesson provides for variability in the tasks used.

Municipal educational autonomous institution of psychological-pedagogical and medical-social assistance “Center for Psychological-Pedagogical Rehabilitation and Correction “Dialogue”, Shimanovsk”

The work of a teacher-speech therapist is one of the important components of accompanying a child with disabilities. Speech disorders make it difficult for children to communicate, causing ridicule from peers, and negatively affect the acquisition of knowledge, skills and abilities of a child with disabilities.

Corrective work includes several stages:

1. Initial diagnosis of the child’s speech development, medical history;
2. Drawing up an individual plan for correctional and developmental work;
3. Involvement of center specialists in correctional work: a teacher - defectologist, a teacher - psychologist, a physical education instructor, for a comprehensive integrated impact;
4. Organization of individual work with children in need of speech therapy assistance.
5. Monitoring the speech development of children with disabilities to track the dynamics of correctional work and, if necessary, adjust the individual education plan.

The purpose of speech therapy work: correction of deficiencies in oral and written speech, prevention of speech disorders.

It is possible to distinguish general and specific tasks facing a teacher-speech therapist.

General tasks boil down to providing timely and adequate diagnostic, correctional, pedagogical and preventive assistance to children with problems in speech development. This:

• elimination of sound pronunciation defects;
• vocabulary enrichment;
• development of grammatical structure of speech;
• formation of coherent speech;
• formation of the prosodic side of speech;
• formation of phonemic processes;
• development of general and fine motor skills.

Particular problems quite specific. A speech therapist teacher must identify children in need of preventive and correctional speech therapy assistance, determine the level of speech, cognitive, social, personal, physical development and individual typological characteristics of such children and develop directions and content of assistance for each of them. Carry out preventive and correctional speech therapy work with children in accordance with their individual plans for correctional and developmental work, evaluate the results of work and determine the degree of readiness for schooling, the level of mastery of educational programs during schooling, help parents in creating a full-fledged speech environment, coordinate efforts parents, in monitoring the quality of their work with children.

One of the important areas in speech therapy work is the cooperation of the specialist with the family. A speech therapist teacher conducts consultations and gives recommendations on speech development and the formation of a favorable speech environment. The specialist acquaints parents with the results of correctional work, gives a description of the children’s speech development during the time worked, and determines, together with parents, the need to continue correctional classes.

Such activities contribute to the effective organization of work with children with disabilities.