article “Features of working with children with speech disorders” article on speech therapy (middle group) on the topic
Features of working with children with speech disorders
Speech disorders are various disorders of speech activity that interfere with full verbal communication and social interaction.
Speech disorders are treated by speech therapy.
Speech therapy is an integral part of special pedagogy, which is a system of scientific knowledge about speech disorders, methods for their identification, elimination and prevention by means of special training and education.
Reasons for violations:
| Biological | Socio-psychological |
| The biological causes of the development of speech disorders are pathogenic factors that act mainly during the period of intrauterine development and childbirth (fetal hypoxia, birth injuries), as well as for the first months of life after birth (brain infections, injuries). Speech disorders, having arisen under the influence of any pathogenic factor, do not disappear on their own and, without specially organized corrective speech therapy work, can negatively affect the entire further development of the child. | Socio-psychological risk factors are mainly associated with mental deprivation of children. A negative impact on speech development can be caused by the need for a child of primary preschool age to simultaneously master two language systems, excessive stimulation of the child’s speech development, an inadequate type of upbringing of the child, pedagogical neglect, lack of proper attention to the development of the child’s speech, and speech defects of others. As a result of these reasons, the child may experience disturbances in the development of various aspects of speech. |
Features of development
| Mental development | When diagnosing a child’s mental development, specialists use standards that are actually average indicators and are therefore quite arbitrary. So if the baby masters the skills of movement, speech or learning a little later, this is not yet a reason to assume that he has mental development disorders. It happens that in children at an early age there is some discrepancy with the norms of intellectual or mental development, but at an older age they show simply outstanding results. Sometimes parents begin to sound the alarm if their child does not speak at all before the age of two. In fact, this is normal, since during this period the accumulation of vocabulary occurs. Then such children immediately begin to speak well and a lot. In what cases should we assume that a child has mental development disorders? First of all, it is worth noting that children with mental development disorders have quite severe deviations in brain activity. They have no or weak attention, interest in learning, curiosity, and a thirst for new knowledge. In addition, children with mental development disorders are characterized by personal immaturity, and their mental development lags quite noticeably behind age norms. In infancy, such babies have weak sucking and grasping reflexes. Also, certain physical features indicate a certain defect. If there are mental development disorders at birth, children have low weight, a disproportionate physique, a small or, conversely, large head. Types of mental development disorders Today, experts distinguish the following groups of children with mental development disorders: Children with mental retardation (oligophrenic in the stage of debility, imbecility, idiocy); Children with mental retardation (fully or partially reversible); Children with impaired mental development or dementia (often preceded by a period of normal mental development); Children with developmental deficiencies or sensory disabilities (hearing, vision, musculoskeletal impairments); Children with manifestations of mental illnesses such as schizophrenia, hysteria or epilepsy; Children with psychopathic forms of behavior, including early childhood autism. It is necessary to distinguish between mental retardation and mental retardation. With mental retardation, more severe impairments of intelligence and mental health are observed. In this case, mental development disorders are irreversible, the dynamics of their development is characterized by the severity of the condition, as well as the prognosis of further breakdown of functions. In special cases, correction of such violations is almost impossible. Children with mental retardation have a number of their own characteristics, but correction of their development is not only possible, but also quite successful. It happens that such children subsequently even catch up with their peers in development. Another case is mental development disorders in children who suffer from hearing, vision, and speech defects from birth. At birth, their mental abilities are within normal limits, but do not develop from the first days of life due to reduced vision or hearing. As a result, there is a lag in intellectual development. In this case, the correction also brings very tangible results. Causes of developmental disorders in children There is a whole range of reasons that can ultimately cause mental development disorders in children - genetic damage, trauma or physical underdevelopment as a result of poor nutrition. It happens that disorders of a child’s brain activity occur before birth, during childbirth, or in early childhood. Mental retardation often accompanies other diseases - epilepsy or cerebral palsy, and sometimes it is associated with autism. As for genetic diseases that can cause mental development disorders, among them are muscular dystrophy, tuberous sclerosis, and neurofibromatosis. In addition, unexplained changes in chromosomes - Down syndrome - can cause developmental disorders in children. Infectious diseases suffered by a woman during pregnancy - rubella, toxoplasmosis, taking certain medications, excessive consumption of alcohol and drugs can also cause disturbances in the mental development of the child. Other causes of impaired development of children are a difficult pregnancy, during which oxygen starvation of the fetus was observed, asphyxia at birth or birth trauma, some infectious diseases suffered in early childhood, and intoxication. It happens that mental retardation is observed in the absence of upbringing on the part of parents who do not work with the child and talk to him little. Or when a child at an early age is isolated from his mother for some reason. In these cases, the correction is also mostly successful. Children with intellectual disabilities need more time to learn or acquire any skills. But this does not mean that there is no need to work with such children, and their development is impossible. They just need a special approach. And parents need to be patient and have faith in their child. And most importantly, never compare him with other children. |
| Physical development | The process of speech acquisition occurs with significant difficulties in those children who are lagging behind in physical development, who suffered illnesses at an early age, who are weakened, and those who do not receive adequate nutrition. Hearing defects in most cases cause delayed speech development. Those. Hearing loss can lead to delayed speech development. If a small child has reduced hearing, he will not respond to sounds and is not able to imitate them. The older child uses a large number of gestures and carefully watches the movements of the lips of the speaking person. But these signs are not sufficient for a correct assessment of a child’s hearing, since only on the basis of elements of behavior that are subjective in nature, we cannot draw accurate, competent conclusions. If you suspect hearing loss in a child, you should immediately contact a specialist. The sooner hearing impairment is identified, the sooner a specialist will begin work on its correction. Work to eliminate speech development disorders in children should not only be done by speech therapists, but also by psychologists, as well as specialists in correctional pedagogy. Let's consider the main speech development disorders that occur in preschool children. At present, a unified classification of speech development disorders has not been developed. Let us give as an example one of the most common classifications. Speech disorders that are associated with the presence of organic damage to the central nervous system. The level of damage to the speech system determines the name of the disease: • aphasia – damage to the speech areas of the cerebral cortex, as a result of which all components of speech suffer; • alalia – damage to the speech zones of the cerebral cortex, which occurs in the pre-speech period and leads to systemic underdevelopment of speech; • dysarthria – a violation of the innervation of the muscles that provide speech, as a result of which the child’s sound pronunciation is disrupted. Dysarthria is divided into several types, which differ from each other by the focus of the lesion: bulbar, pseudobulbar, subcortical, cerebellar. Speech defects caused by functional changes in the central nervous system: • stuttering – disruption of the normal rhythm of speech due to involuntary stops that interrupt the utterance or repetitions of syllables and sounds; • mutism – a child’s refusal to communicate in the absence of speech apparatus defects; • surdomutism is a hearing and speech disorder that is temporary, transient in nature and caused by persistent organic hearing disorders. Speech disorders resulting from defects in the structure of the articulatory apparatus • mechanical dyslalia – speech disorders caused by the peculiarities of the anatomical structure of the oral and nasal cavities (lips, teeth, jaw, palate, tongue, nasopharynx, nasal passages, etc.); • rhinolalia – speech disorders that occur in children with cleft palate; Delays in speech development of various origins: as a result of prematurity, due to severe illness of internal organs, pedagogical neglect, etc.). |
| Moral development (behavior, character) | Deviations in speech development affect the formation of the child’s entire mental life. They make it difficult to communicate with others, often interfere with the correct formation of cognitive processes, and affect the emotional-volitional sphere. The psychological development of children with speech disorders has its own characteristics. In preschoolers with general speech underdevelopment, higher mental functions closely related to speech suffer: memory, attention, thinking. The amount of attention is significantly reduced, instability and limited possibilities for its distribution are observed. They forget the sequence of tasks and complex instructions. Preschoolers with ODD have difficulty mastering analysis and synthesis, without special training, and lag behind in the development of verbal and logical thinking. If general underdevelopment of speech is combined with disorders such as dysarthria, alalia, then general motor disorders (poor coordination of movements, motor clumsiness), underdevelopment of fine motor skills, and decreased interest in gaming activities may be observed. The emotional-volitional sphere often suffers: children are aware of their impairments, so they develop a negative attitude towards verbal communication, sometimes affective reactions to misunderstanding of verbal instructions or the inability to express their wishes, as well as: pronounced negativism (opposition to the requests and instructions of everyone around or specific individuals); aggressiveness, pugnacity, conflict; increased impressionability, stuckness, often accompanied by obsessive fears; a feeling of depression, a state of discomfort, sometimes accompanied by neurotic vomiting, loss of appetite; enuresis (urinary incontinence); masturbation; increased sensitivity, vulnerability; tendency to morbid fantasies. A comprehensive knowledge of the possible, and then a detailed identification of the existing psychological characteristics of pupils is necessary for a teacher-psychologist to determine the main directions of correctional and developmental work. Manifestations of speech deficiency can be overcome by pedagogical means, and the effectiveness of their elimination is directly related to the early identification of the structure of the disorder. Prevention of speech disorders contributes to the harmonious development of the creative powers of the individual and removes obstacles to the acquisition of knowledge. The goal of psychological and pedagogical support for the development of a child with speech impairment is to create psychological conditions for the normal development and successful education of the child. The priority tasks of psychological and pedagogical support for the development of children with speech disorders in preschool educational institutions are: Creating an emotionally favorable microclimate for the child in the group, when communicating with children by teaching staff. Taking into account the individual characteristics of children’s development in the unity of the intellectual, emotional and behavioral spheres of their manifestation. Providing assistance to children who need special educational programs and special forms of organizing their activities. Increasing the psychological competence of educators and parents on issues of child upbringing and development. |
Features of a teacher’s work with children with speech impairments
The specifics of a teacher’s work in groups for children with speech impairments are determined by the following available to each preschooler:
- speech impediments;
- incomplete formation of processes closely related to speech activity (attention, memory, verbal-logical thinking, finger and articulatory motor skills);
- characterological features.
There are two main areas in the work of a teacher:
1. Correctional and educational.
2. General education.
That is, the teacher, together with the speech therapist, participates in correcting children’s speech disorders, as well as processes closely related to it, and, in addition, carries out a number of general educational activities provided for in the mass kindergarten program. These include the mental, moral, patriotic, aesthetic education of children, instilling in them cultural and hygienic skills, etc. However, it must be taken into account that of the two directions, the first - correctional and educational - is the most significant, leading, and the second - general education - is subordinate.
Corrective work in the group is carried out under the guidance and control of a speech therapist. This is explained by the fact that he knows better the speech and psychological capabilities of children, the degree to which each person lags behind the age norm, and the dynamics of all correctional processes.
The correctional tasks of the teacher include:
— consolidation of children’s speech skills in individual lessons on the instructions of a speech therapist;
— conducting frontal classes on speech development (using a special system);
- replenishment, clarification and activation of children’s vocabulary during all regime moments;
— systematic monitoring of the sounds and grammatical correctness of children’s speech;
- development of attention and memory in children - processes closely related to speech;
- improving the child’s verbal and logical thinking as one of the functions of speech;
— development in children of articulatory finger motor skills, also associated with speech function.
1. Consolidating children’s speech skills in individual lessons on the instructions of speech therapists
Individual lessons on the instructions of a speech therapist are conducted by the teacher in the afternoon, immediately after naps. This is the so-called speech therapy hour. The teacher works individually with those children whose names the speech therapist wrote down in a special notebook for evening classes.
It is very important that during an individual lesson between a teacher and a child, all other children do not distract them and are engaged in quiet games. Best suited for this purpose are board and board-printed games.
It is better to conduct classes with children in a specially equipped speech therapy corner. A large mirror is installed here, in which the faces of the child and the teacher can be reflected at the same time. In addition, here it is desirable to have visual material from the consolidation of the sounds R, Rb, L, L, whistling and hissing sounds.
When working with a child, the teacher must remember that the pronunciation of all phonetic material from the notebook must be carried out with the obligatory emphasis of the sound being reinforced in the voice - pronounced exaggeratedly. The teacher should not miss a single phonetic or grammatical error in the child’s speech. The lesson can be continued only after the child says everything correctly. The teacher must pronounce all speech material loudly, clearly, slowly and achieve the same from the child.
2. Conducting frontal classes on speech development
Conducting these classes in a special group differs significantly from conducting similar classes in a mass group.
Firstly, during classes on speech development, all types of work are carried out within the framework of 3-4 lexical topics within one month. Types of work on each topic are planned taking into account the general didactic principle: from simple to complex. For example, the topic “Pets”.
At the beginning of the month, it is advisable to consider a living object (a cat or a puppy), then several pictures with domestic animals depicted on them (a cow with a calf, a horse with a foal...). Then you can compare the pictures, for example, a pig and a dog or a cow and a sheep. Even later, analyze and retell short stories about several pets. And at the end of the month, children begin to reproduce short descriptive stories, where the children will reflect on all the material they have learned. This concentration on a specific topic makes it possible to firmly form generalizing concepts, replenish children’s insufficient vocabulary in detail, and gradually form their coherent speech.
Secondly, for a long time, until coherent speech in children develops sufficiently, only “simple” types of work are used in frontal classes: reading, analysis of stories and fairy tales, examination of objects, plot pictures, retelling short texts... Collective learning poetry is carried out only when most children have already mastered the correct pronunciation.
(Learning poetry when the sounds produced by the child are still defective can only reinforce incorrect pronunciation).
Thirdly, unlike the mass group, here in classes on speech development, clarification of a much larger number of concepts is required. For example, when considering the topic “Pets”, this will not only include concepts such as udders, manes, hooves, but also such concepts as stubble, fur, muzzle, snout, horns, etc. In addition, it will be necessary to memorize the names of most baby animals, the professions of people caring for animals; such concepts as pigsty, cowshed, sheepfold, calf barn, etc.
Fourthly, in classes on speech development, all types of work should be provided with visual material.
3. Replenishment, clarification and activation of children’s vocabulary during all regime moments
Working with children throughout the day, the teacher has the opportunity to repeatedly activate and reinforce new words, without which their introduction into independent speech cannot occur.
However, not all vocabulary work should be carried out by the teacher. He should limit himself to everyday vocabulary.
It is important to take into account that children with speech disorders have reduced cognitive interest, so simply, without preparation, naming objects, their signs and actions may be a wasted effort. What is the preparation for such work?
First of all, it is necessary to encourage children to listen and hear the teacher, to give verbal exercises a spirit of competition, to arouse interest in them, for example, by asking questions: “Who will come up with the most words?”, “Who will answer the question faster?”, “Who will notice the most parts of an object? "
In the washroom, you can offer children such a competition: who can say the most words about what kind of soap, what can be done with it, what can be washed with it. In the living corner, ask the children to answer what a parrot can do, what kind of aquarium it is, what the fish are doing in it, etc. On the street, you can ask children: “What is the sky like?”, “What kind of snow is on the site?”, “What leaves are on the ground?”
You should not strive to gather the entire group each time for such verbal exercises. It is enough to unite four or five children for this purpose. The main thing is that they study voluntarily, with desire and always with positive emotions.
4. Systematic monitoring of the sounds and grammatical correctness of children’s speech
The teacher must carefully monitor the children’s speech and correct their mistakes not only in class, but also throughout all routine moments. Moreover, it is very important that all children’s mistakes are corrected by teachers correctly.
The manner in which children correct errors in their speech outside of class and during class differs from each other. So, during games and everyday activities, you should not draw children’s attention to the mistakes of one of them; it is better to do this unnoticed by others. For example, during the game, one of the guys says to the other: “Take off all the dolls’ shoes, bring them without shoes.” The teacher, using a short break in the game, calls this child to him and invites him to listen to the correct and incorrect combinations of words (“all dolls” or “all dolls”, “without shoes” or “without shoes”). And then he asks: “What’s the best way to say it?” and only then asks you to repeat the correct phrase.
If mistakes are encountered when addressing the teacher, then you can react like this: “You can say it correctly, well, try it!” or “I don’t understand you. Think and say correctly.”
As for correcting mistakes in the classroom, here, firstly, time is limited and long, lengthy explanations of how best to say it are inappropriate on the part of the teacher. Secondly, children’s attention is focused on the speech of the respondent and it is impossible, and not necessary, to quietly correct his mistakes. And thirdly, classes, in contrast to cases of spontaneous uncontrolled child communication, should take place with maximum mobilization of the respondent’s attention, with a focus on competent, clear speech.
In connection with the above, errors during classes should be recorded by the teacher immediately (“Wrong”, “Wrong”, “I said the wrong thing”). All children are involved in correcting grammatical inaccuracies. The teacher himself corrects the child’s grammatical error only when the majority of children were unable to do so.
Errors in pronunciation should also be noted and corrected as the answer progresses.
It can also happen like this: one of the children really wants to answer, but the teacher knows in advance that the child will not pronounce a word with a complex syllable structure and this will make the others laugh. You should invite the child to say the answer to the teacher in the ear, and then praise the child for his efforts.
In order for children to speak clearly and with the least number of phonetic errors in all classes, the teacher must set the tone with his very clear, fairly loud and leisurely speech.
5. Development of attention and memory in children
Attention and memory are processes closely related to speech. If a child’s attention is impaired, then speech perception cannot occur in full. The development of attention and memory has a positive effect on the correction of speech underdevelopment. The teacher needs to do this not only in class, but during certain routine moments.
When getting ready for a walk, you can suggest to the children that they check whether everything is in order in the clothes of their comrades and their own (are the shoes laced correctly, is the scarf tied, are all the buttons fastened, etc.), and advise, for example, Alyosha, what else can you wear?
When getting ready for a music lesson with children, you can ask them: “Who stood behind whom in the last lesson?”, “Who was praised by the music worker?”, “Who danced the best?” it will also have educational value.
During a walk, you can play the game “Flies or doesn’t fly” with your children. The teacher pronounces words denoting objects or objects. If they can fly, children wave their arms. If not, they squat. You can ask the children to look around and name everything green (wooden, painted, living, tall, thick, etc.). This exercise increases the volume of attention and its stability.
While children are playing in the doll corner, the teacher can come up, switch their attention to some object (clock, traffic light, fish, parrot) and quietly hide 2-3 medium-sized toys. And at the end of the game, invite the children to guess what is missing in the play closet, on the bench, on the carpet, etc.
It is also useful to conduct games well known to the teacher: “What is missing?”, “What has changed?”, “What has been added?”, “Arrange the object as I say,” etc.
6. Improving the child’s verbal and logical thinking
Speech and thinking are closely related and, constantly interacting, develop each other.
From the first days of a child’s stay in a speech therapy group, the teacher must help him comprehend events and phenomena, look for their causes and consequences, relationships and distinctive features. For example, with questions like these:
— Why do people dress warmer in the fall?
— Why can’t you ski in the summer?
— Why is it difficult to see a hare in the snow?
— Is it possible to put two balls on top of each other? What will happen then?
Similar questions can be asked to children while playing, walking, etc. It is important to teach children to think about what they see around them, what they learn from the stories of adults, movies, radio and television programs.
An important operation of thinking is comparison. It is most useful to look for differences in what is similar and commonality in what is different. For example, you could ask:
— What is the difference between a doll and a girl (a bird and a plane, a sofa and a bed, a fox and a wolf, etc.)?
— What do a tree and a flower (a hat and a chicken, a house and an anthill, a dove and a helicopter, etc.) have in common?
For verbal and logical exercises, you can use fairy tales that are well known and loved by children. May I ask:
Why did the Wolf run faster than Little Red Riding Hood to her grandmother’s house?
- Why did the seven kids open the door for the Wolf?
- Which of the three little pigs was not afraid of the Wolf in his house? Why?
A useful exercise for developing thinking is solving riddles. Moreover, riddles that are well known to children (such as “Whoever undresses him sheds tears”) do not carry any mental load. But these, for example, will make not only a child, but also an adult think:
Two sables are lying with their tails facing each other. (Brows).
The mountain is round, every step there is a hole. (Thimble)
Naturally, such riddles are difficult for children with speech disorders. But inviting a child to think, prompting him to think with a generalizing concept, the initial sound in a guessing word, showing several objects, one of which is the answer, means giving useful work to thinking.
In addition to well-known riddles, you can offer children riddles composed by the teachers themselves, for example:
The front legs are short and the hind legs are long. (Hare)
Four legs, but they don't walk. (Table chair)
Even more difficult work for children is understanding proverbs and explaining their figurative meaning. Therefore, they should be used for classes only in the 2nd year of study, with children of the 7th year of life. In order for children to learn to understand and explain the meaning of proverbs, it is useful to use them at every opportunity. For example, after the children have worked in the area and collected a whole bunch of leaves and twigs, the teacher says: “Place one berry at a time and you will collect a bag” or “Grain by grain – there will be a bag.”
7. Development of articulatory and finger motor skills in children
The development of articulatory motor skills is carried out by the teacher following the similar work of the speech therapist. It is carried out from the very beginning of training for one and a half to two months every day. 3-5 minutes of daily exercise with the whole group is quite enough. They can be done before daytime or evening sleep, before lunch or dinner.
Outside of class, the teacher can offer children who have noticeable impairments in finger motor skills to assemble a mosaic, work with a construction set, fasten and unbutton buttons without the help of an adult, etc. It is advisable that the group has an appropriate corner.
An integrated approach to the correction of speech disorders
Author: Turaeva Oksana Aleksandrovna
An integrated approach to the correction of speech disorders in conditions
MBOU "Center for Diagnostics and Consulting"
The full development of a child’s personality is impossible without teaching him correct speech. However, the implementation of this task is associated with certain difficulties that are a consequence of the extreme complexity of the speech phenomenon itself.
Analyzing the situation that has developed today in the system of raising and educating children, the number of children with speech pathology has become very noticeable. A significant portion of these children are 5-6 year olds who have not mastered the sound culture of speech within the required time frame. In children, there is a violation of sound pronunciation, the syllabic structure of the word suffers, the vocabulary is below the age level, and agrammatic speech. Such children constitute the main risk group for academic failure, despite the fact that they have full hearing and intelligence. Forming correct sound pronunciation is a complex process. Therefore, the complex, targeted influence of all the Center’s specialists helps to overcome the speech defects that children have.
Corrective work by a speech therapist to eliminate impaired sounds in children is carried out from September to May (depending on the complexity of speech defects). That is why today, when talking about working with children with speech disorders, we cannot consider only the activities of a speech therapist teacher. In order to eliminate speech disorders and form an oral speech base, deep interaction between all participants in the pedagogical process is necessary, i.e. an integrated approach, where the leading and coordinating role belongs to the speech therapist teacher.
A complex approach
involves a combination of correctional pedagogical and therapeutic work aimed at normalizing all aspects of speech, developing motor skills and cognitive mental processes, nurturing the child’s personality and improving the health of the body as a whole. Therefore, our Center for children with speech pathology employs a neurologist, speech therapist, psychologist, and psychiatrist. This work is of a coordinated, comprehensive nature. Actively influencing the child with specific professional means, teachers and doctors build their work on the basis of general pedagogical principles. At the same time, by identifying objectively existing points of contact between various medical and pedagogical fields, each teacher and doctor does not carry out his work in isolation, but complementing and deepening the influence of others. Therefore, taking into account the individual characteristics of each child with speech impairments, experts outline a unified set of joint correctional and pedagogical work aimed at the formation and development of the motor, intellectual, speech and social-emotional spheres of the child’s personality development.
An integrated approach to correcting violations of sound pronunciation is indicated by two aspects:
1. Combination of correctional pedagogical and therapeutic work,
which is aimed at normalizing all aspects of speech, articulatory motor skills and improving the health of the body as a whole.
2. Collaboration
neurologist, speech therapist, educational psychologist, psychiatrist and parents.
As part of an integrated approach to correcting sound pronunciation in preschool children, a variety of work systems are used. And almost every system uses the didactic principle from simple to complex.
Corrective work is carried out in the following areas:
1. Medical influence (work of a neurologist and psychiatrist)
(drug strengthening of the nervous system) creating a favorable background for psychotherapy and active speech therapy work.
2. Psychotherapeutic influence
(carried out throughout the entire speech therapy work). The child is constantly convinced that he can and will speak beautifully and correctly; fix his attention on successes in speech, always in the presence of children and teachers.
3. The work of a speech therapist.
Correction of impaired sounds is carried out during a regular, systematic course of classes, taking into account the age characteristics of preschool children and the period of correctional work. Individual lessons are structured in accordance with the stages of work to correct incorrect sound pronunciation (preparatory stage, sound production, sound automation, differentiation of mixed sounds).
4. The work of a teacher-psychologist
is aimed at developing the emotional-volitional sphere, higher mental functions, and relieving emotional stress in children. During the classes, the specialist provides an individual approach to each student with a speech disorder, monitors the children’s speech, makes a selection of games and exercises, and speech material, taking into account the stage of sound pronunciation correction.
Thus
, the relationship between the dynamics of speech development and cognitive processes gives reason to believe that the interaction of all participants in the educational process leads to positive results;
This interaction is effective due to the coordinating role of the teacher-speech therapist and the developed system for monitoring not only the speech, but also the cognitive development of children with speech pathologies. comments powered by HyperComments
Main directions of correctional work
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 the first level of speech development starting from the age of 3 with a period of study of 3 - 4 years;
b) children with level II of speech development starting from the age of 4 with a period of study of 3 years;
c) children with the III level of speech development starting from 4-5 years of age with a training period of 2 years.
Classes are conducted with subgroups and individually.
The tasks and content of speech therapy work arise from the analysis of the structure of speech disorders, as well as the intact and compensatory capabilities of children.
The formation of oral speech in children is based on learning to compose sentences of different types.
The sequence of assimilation of sentence structures and grammatical forms is determined by how speech develops normally. The educational material and methodological techniques for each stage of work provide for gradual complication, but with mandatory reliance on what the child has already developed spontaneously or as a result of previous speech therapy work.
Taking into account the age and characterological characteristics of speechless children, pronounced speech negativism, reduced emotional activity, it is necessary from the very first lessons to create in the child a good mood, a desire to “play” (study) with a speech therapist, to actively contact him. The success of the first steps is largely determined by the extent to which the speech therapist can interest the child, organize a situation that is exciting for him, and create an incentive for him to follow. When working with children with level I speech development, the main tasks are the following:
1. Development of speech understanding.
2. Development of active imitative activity in the form of pronunciation of any sound combinations.
3. Development of attention and memory.
From the very first lessons, variants of various exercises are used, aimed primarily at developing the child’s active attention, the ability to listen attentively to speech addressed to him, and perform tasks based on verbal structures. At the same time, the meanings of a number of words are clarified - names of objects, actions, signs. It is important that the subject vocabulary is specific, and the actions are visual and easy to demonstrate.
Appeals to children should be in the form of incentive and interrogative sentences, which should contain the same words in different grammatical forms. Such exercises are carried out in a playful way with extensive use of visual situations, while an action response is allowed. For example: “Dunno came to visit us. He is looking for his friends. Who will help him find the dog Druzhka, the fox Alice, Puss in Boots? Show who has the dog Druzhok, where is the fox Alice. Who found Puss in Boots? Etc.
