The use of information and communication technologies in the correctional work of a speech therapist teacher.
Any speech therapy session begins with an organizational moment. Riddles, puzzles, and anagrams can be used here. By solving such “problems,” students develop an algorithm for overcoming difficulties.
In the main part of a speech therapy lesson, various (depending on the topic and goals of the lesson) ICT materials can be used.
It is very convenient for a speech therapist to create and then use presentation classes on specific topics. These presentations include visuals, word and sentence diagrams, reading texts, flashcards, animated crosswords and puzzles, anagrams and much more.
A physical education session for students can also be conducted on a computer. Schematic images of men in different gymnastic poses appear on the monitor screen. There are also computer eye training programs that allow you to give your child's eyes a rest.
The final part of the lesson can contain problematic questions on the topic of the lesson in a text file (for summing up) or become an incentive for good work (children’s favorite computer games).
Thanks to the sequential appearance of images on the screen, children are able to complete the exercises more carefully and fully. The use of animation and surprise moments makes the correction process interesting and expressive. Children receive approval not only from the speech therapist, but also from the computer in the form of prize pictures accompanied by sound design.
The introduction of modern computer technologies into speech therapy practice makes the work of a speech therapist more productive and efficient. Computer technologies are another effective way to form correct speech and correct its deficiencies. The use of ICT organically complements the traditional forms of work of a speech therapist teacher, expanding the possibilities of organizing interaction with other participants in the educational process, which can significantly increase the efficiency of correctional work.
The main advantages of using ICT in the work of a speech therapist:
Development of coherent speech - retelling (composing) a text based on a series of plot pictures. Teaching literacy – developing phonemic analysis skills. Formation of visual-spatial relationships. Work on sound pronunciation - articulatory gymnastics, automation of sounds, differentiation of sounds and letters. Formation of lexical and grammatical categories – word formation, inflection. Correctional and health direction - games for the development of general, fine motor skills of the hands.
Logomag
In a sense, all pedagogical technologies (methods) are informational, since the educational process is always accompanied by the exchange of information between the teacher and the student. But in the modern understanding, educational information technology
(ITO) is a pedagogical technology that uses special methods, software and hardware (cinema, audio and video, computers, telecommunication networks) to work with information.
To obtain an education based on computer technology, three main components are required: a hardware and software basis, a trained teacher and electronic educational materials - educational electronic publications and resources.
Types of educational electronic publications and resources:
- information and reference (encyclopedias, reference books, dictionaries, atlases);
- educational (obtaining information, practical exercises, certification) - are teaching aids containing systematized material;
- of a general cultural nature (virtual excursions, travel to cities around the world, acquaintance with world artistic culture).
Electronic resources and publications according to their execution are divided into: electronic publications on optical media, network information resources, combined (disk and network).
When developing electronic information resources (EIR), it is necessary to rely on two axioms; if they are observed, many of the disadvantages of using EIR are leveled out:
1. A computer does not replace a teacher and will not be able to replace it in the near future.
2. The electronic publication should not duplicate a book, practical guide, workbook, etc. for children with developmental disabilities, but should be aimed at tasks that printing publications do not solve.
Data in EIR is usually called content
. Content is divided into symbolic information (text, numerical data), audio and visual series, among them realistic (reflecting the real world) and synthesized (man-made) are distinguished. An example of a realistic visual would be a video film, and an example of a synthesized one would be animation.
Benefits of ICT in education.
Interactivity
– exchange of information between the user and the computer in symbolic and audio representation. This indicator distinguishes multimedia technologies from technical teaching aids (TSO). Interactivity level – the level of activity of the user (child) when working with the electronic device. The level of interactivity of the EIR is an indicator of quality from a methodological point of view.
The main way to organize interactivity is to use an on-screen menu, with which the user selects objects on the screen; it is possible to expand information by moving to another object. Another way to organize interactivity is to enter a character string from the keyboard, voice control, speech recognition to evaluate pronunciation. The third way is to move objects on the screen. Another way is to use the right mouse button to receive comments on an object, thus it is possible to receive a “hint” from the teacher to the child. The most commonly used method of establishing feedback from the user is achieved by accompanying actions in the program with a sound file.
There is an international definition of levels of interactivity [Osin A.V. Multimedia in education: the context of informatization. – M., “RITHM”, 2005. P. 36]:
1. A simple (passive) level is characterized by a minimum of user actions and small interactivity functionality (starting a program, stopping, returning to the previous object, following hyperlinks).
2.Limited level of interaction with the educational product, in which the child responds to individual requests from the program (testing, strict adherence to the instructions of the program hero).
3. Full level of interactivity. Numerous requests and a variety of options for the child’s responses to them (manipulation of objects on the screen, speech recognition, simulation, complex navigation).
4. Real-time level.
Modeling
– simulation modeling and functional representation of objects in the surrounding world and ways of interacting with them.
Communication skills
– the possibility of direct communication, prompt presentation of information, control over the state of the process, allows you to remotely manage education.
Performance
– automation of non-creative, routine operations, for example, documentation.
Multimedia
– reflection of objects of reality in all possible forms.
Historical aspect of computerization of special education.
One of the most important areas of research in domestic and foreign special pedagogy is the development of special teaching aids necessary to meet the special educational needs of children caused by their developmental disorders. In relation to the field of teaching pronunciation in different countries of the world throughout the twentieth century, special teaching aids were developed based on the idea of visualizing the acoustic components of speech. Numerous attempts have been made to expand the sensory base for the formation of pronunciation skills by providing children with additional visual support for analyzing their own speech activity in real and delayed time. These searches were based on the desire of specialists to make the analysis of “escaping” sounding speech objective and accessible to the child in classes on the formation and correction of the pronunciation aspect of speech [Kukushkina, 2004].
The use of the computer as a learning aid in special education was initially only important for speech visualization. The use of a computer was preceded by a long period of use of various mechanical and electrical vibrators in domestic and foreign education of the deaf [Kukushkina O.I., 2004]. In the 40s A group of researchers began developing a system capable of converting spoken speech into optical signals. Since that time, the creation of educational aids based on visualization of the acoustic components of speech and called “Visible Speech” began. These were the first aids that speech therapists could use in their work: the devices made it possible to compare the standard sound pronunciation and the defective one. Unfortunately, these devices recognized only a limited number of words spoken at a slow pace. However, we emphasize that initially these devices were created for the needs of deaf pedagogy.
In the late 70s, in developed countries of Europe and the USA, specialists began to make the transition to a new generation of teaching tools based on the use of microprocessors and IT. As a result of the use of microprocessor-based technologies, researchers were able to achieve the preservation of all speech samples produced by the child, thus, the child could strive to improve his pronunciation, getting closer to the standard pronunciation. Such a leap in the development of visualization technologies meant the transition of auxiliary tools from the category of instruments and devices to the category of software and hardware systems [Kukushkina O.I., Korolevskaya T.K., Zelenskaya Yu.B., 2004]. Another breakthrough in the use of information technology was made by employees of the IBM Corporation in 1989. They created the Speech Viewer software and hardware complex. Clear advantages in comparison with other technologies created at that time were a fairly high level of interactivity, as well as the presentation of a speech sample on the screen in the form of a colorful, informative image for a preschool child.
In Russia, researchers continued to work on the problem of speech visualization, and over the past twenty years a number of software and hardware systems have been created, such as “Delfa-142”, “Visual Pronunciation Trainer”, “Speech Kaleidoscope”, “Live Sound”, “Mir” sounds and words”, etc. All such programs still had the main goal of teaching pronunciation to children with hearing impairments, although they were also used by speech therapists, for example, in correcting speech in children with rhinolalia (Zelenskaya Yu.B., 2003). Gradually, speech therapists, together with technical specialists, began to develop computer speech therapy programs for the correction of systemic speech disorders (SSD), dysarthria, and written speech disorders. A striking example of a specialized computer speech therapy program is “Games for Tigers” (Lizunova L.R., 2004).
Possibilities of ICT in the correctional educational process.
1. The main task of informatization of education is the individualization of the process of learning, education and training (Kukushkina O.I., 2004, Mogileva V.N., 2007, Turanosov E.D., Turanosova E.N., 2008, Sudarikova S.A., 2008, etc.). The fundamental innovation of using a computer is interactivity, which makes it possible to develop active forms of learning, which ensures high-quality individualization of learning.
2. allow you to organize centralized control of children’s actions, and the control is more objective, independent of the teacher. Teachers and parents are provided with information about the results of their children’s actions, including over time.
3. allow you to create your own didactic material, taking into account the requirements of the correctional program, the level of preparation of the children and the structure of the violation
4. Computer games can significantly expand the plot content of traditional gaming activities for preschoolers
5. unique opportunities for social adaptation, communication, access to education, allows you to expand the scope of future work activity
6. introduce new game moments into the process of correcting violations,
7. allow you to repeatedly duplicate the required type of exercises and speech material, without thereby suppressing the child’s interest in classes. allow you to use different stimulus material and work at different levels of complexity;
8. allow the principle of complexity to be implemented;
Thanks to the use of information technologies in the education of people with speech disorders, it becomes possible to motivate their activities in cases where this is not possible by other means; design new content areas of education, the development of which is complicated outside of computer models; find significantly more effective ways to solve traditional problems of special education (Kukushkina O.I., 2001).
