Speech therapy is the science of speech disorders, methods of their prevention, identification and elimination by means of special training and education, which studies: the causes, mechanisms, symptoms of speech disorders, course, structure. The term “Speech Therapy” consists of two Greek words: “Logos” - word, “Paideo” - educate.
On the basis of speech and its semantic unit - words, mental processes such as perception, imagination, memory are formed and developed. L. S. Vygotsky repeatedly pointed out that the development of oral speech is probably the most convenient phenomenon in order to trace the mechanism of behavior formation and compare the typical approach to thinking and personality formation for the study of conditioned reflexes with the psychological approach to them. The development of speech represents, first of all, the history of how one of the most important functions of a child’s cultural behavior is formed, which lies at the basis of the accumulation of his cultural experience.
Speech therapy assistance is a type of medical and pedagogical assistance provided to persons suffering from speech disorders of functional or organic origin (dyslalia, logoneurosis, aphasia, dysarthria, etc.). Timely therapeutic and corrective measures can accelerate the development of speech in children or eliminate acquired speech disorders in adults, and prevent secondary changes in intelligence caused by speech disorders.
The first special preschool institutions in our country were nurseries for children who stutter, where work was carried out under the methodological guidance of E.F. Pay (1932), and a semi-hospital speech therapy facility for stuttering preschoolers, organized on the initiative of the famous psychiatrist and public figure V.A. Gilyarovsky (1930). It used the one developed by Professor N.A. Vlasov’s comprehensive method of overcoming stuttering in children.
For a long time (60s), speech therapy assistance to children with other speech defects (dyslalia, dysarthria, alalia, etc.) was provided only in experimental groups or on an outpatient basis in children's clinics, which did not fully meet the needs of the population and did not provide full correction of speech disorders by the time the child enters school.
The subsequent period is characterized by a deep, comprehensive study of various forms of speech pathology in children of preschool and school age. It ended with the creation of a pedagogical classification of speech disorders. Based on a scientifically developed typology of children with speech defects, it became possible to substantiate the development of a differentiated network of preschool institutions for persons with various forms of speech disorders.
In the 70s intensive development of a specialized network began
Currently, 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 pupil’s diversified development is carried out taking into account age and individual characteristics, special educational needs and social adaptation.
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.
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.
At the present stage, speech therapy centers, in which speech therapy work is carried out by a specialist in eliminating speech disorders in preschool children, at mass general education kindergartens, are being reduced, which does not make it possible to cover a much larger contingent of children with speech therapy examination. To ensure efficient spending of budget funds, it is planned to merge speech therapy kindergartens with general developmental kindergartens; accordingly, there is a reduction in the staffing of speech therapist teachers. However, despite these difficulties, our city still has speech therapy centers and groups where speech therapy work is carried out with children with speech disorders. We propose to consider the concept of “speech therapy work” - this is an activity that, in parallel with the educational process, contributes to a more accessible and successful mastery of certain categories of children.
The goal of speech therapy work is the early identification and overcoming of deviations in the development of oral speech in preschool children.
The tasks that a speech therapist implements during his work in a general education kindergarten:
- diagnostics of children's speech development;
- social adaptation of children in a team;
- formation of communication abilities;
- developing the ability to collaborate;
- implementation of the necessary correction of speech disorders in children;
- creation of a developing subject-spatial environment and conditions for enriched, varied activities of children;
- determination and implementation of an individual route for correction and compensation of a speech defect, taking into account its structure, conditionality, as well as the individual personal characteristics of children;
- organizing the interaction of all subjects of the correctional educational process in implementing an integrated approach to the rehabilitation of children with speech development problems;
- interaction with the families of pupils to ensure the full, harmonious development of children, developing a competent pedagogical position in relation to their own child.
The principles of speech therapy work mean the starting points that determine the joint work of the speech therapist and the child in speech correction.
Currently, the basic principles of speech therapy work are identified, these include:
- The principle of systematicity takes into account the structures of various defects, determines the leading violation and correlates primary and secondary defects. Speech is a complex mental process, therefore, even if its individual links are disrupted, as a rule, all speech activity as a whole is disrupted. This determines a systematic approach to eliminating speech disorders.
- The principle of a differentiated approach is carried out taking into account the etiology of the disorder, symptoms, structure of speech defects, individual and age characteristics of the child. In the process of speech therapy work, it is important to take into account the level of speech development, characteristics of mental processes, and the level of cognitive activity.
- The principle of phasing is a complex process of speech therapy intervention, i.e., correction of deficiencies occurs in several stages. Each stage has its own tasks, methods and techniques for correction. There is a gradual transition from one stage to the next - from simpler to more complex.
- The ontogenetic principle, i.e. the speech therapist must take into account the development of speech in ontogenesis, from simple to complex. Sounds in a child’s speech need to be corrected in the same sequence in which they appeared during the child’s development.
- The principle of natural speech communication presupposes various situations in which the child finds himself. The child’s environment should be informed about the type of defect, tasks, methods of work and work closely with the speech therapist.
Having examined the concept of speech therapy assistance, and having studied the main goals, objectives and principles of work of a speech therapist in a general preschool educational institution, we will move on to the next section, devoted to the methods of work of a speech therapist with children in a preschool institution.
A method is a systematized set of steps and actions that are aimed at solving a specific problem or achieving a specific goal.
Speech therapy intervention is a pedagogical process, the main forms of which are education, training, correction, compensation, adaptation, rehabilitation. Speech therapy intervention is carried out in the following forms of training: frontal, subgroup, lesson, individual lesson.
Impact is the active influence of a subject on an object, not necessarily explicit or with feedback. Speech therapy intervention is carried out using various methods: practical, visual, verbal.
The choice and use of one or another method is determined by the nature of the speech disorder, the content, goals and objectives of correctional speech therapy, the stage of work, the age, individual psychological characteristics of the child, etc. At each stage of speech therapy work, the effectiveness of mastering correct speech skills is ensured by the corresponding group of methods . Thus, the stage of sound production is characterized by the predominant use of practical and visual methods; When automating, especially in connected speech, conversation, retelling, story, i.e., verbal methods are widely used.
When eliminating stuttering in preschool age, the effectiveness of speech therapy work is achieved by practical and visual methods.
1. Practical methods of speech therapy include exercises, games and modeling.
- Exercise is the child’s repeated repetition of practical and mental actions.
- Game, as a method, involves a combination of various components of gaming activity with other techniques: demonstration, explanation, instructions, questions.
- Modeling, as a method of speech therapy intervention, is the process of creating models and using them to form ideas about the structure of objects, the relationships and connections between the elements of these objects.
2. Visual methods are those forms of assimilation of knowledge, skills and abilities that are significantly dependent on the visual aids and technical means of teaching speech therapy influences on individual speech disorders used in teaching.
Visual methods include observations, looking at drawings, paintings, models, watching videos, listening to audio recordings, as well as showing a sample task, a method of action, which in some cases act as independent methods.
3. Features of the use of verbal methods in speech therapy work are determined by the age characteristics of the children, the structure and nature of the speech defect, goals, objectives, and the stage of correctional intervention. When working with preschool children, verbal methods are combined with practical and visual ones. The main verbal methods are story, conversation, reading.
- A story is a form of teaching in which the presentation is descriptive.
- Conversation is a method of obtaining information based on verbal communication.
- Reading is a complex cognitive process of symbol decoding aimed at understanding text.
When assessing a child’s activity, it is necessary to take into account his age and individual psychological characteristics. Unconfident, shy, and acutely aware of their defects should be more often encouraged to show pedagogical tact when assessing their work.
Thus, we reviewed the main sections of this topic. The above information has been studied and analyzed in comparison of theory and practice. Preschool educational institutions and speech centers for children with speech disorders are the first stage of lifelong education and are part of the public preschool education system. Correctional speech therapy work in preschool institutions plays a leading role in the education and development of preschool children if they have speech underdevelopment and secondary psychological deviations in overcoming and compensating them.
Speech therapist in kindergarten
Svetlana Gogoreva
Speech therapist in kindergarten
Some parents, fortunately, do not even know why a speech therapist is needed in kindergarten . And parents of children with speech disorders had to come into close contact with the science of speech therapy and get acquainted with specialists in this field.
Speech therapy is the science of speech disorders, their overcoming and prevention through special correctional education and upbringing, which is one of the sections of special pedagogy - defectology, and is divided into preschool, school and adult. This article will mostly be devoted to preschool speech therapy . Speech therapy, which combines medicine, psychology and pedagogy, and without knowledge of the basics of these specialties, can be useless and sometimes “dangerous”
.
A kindergarten teacher-speech therapist is a multidisciplinary specialist who works with all types of speech disorders in preschool children.
What functions does a speech therapist perform in kindergarten ? A speech therapist in kindergarten conducts a complete and detailed examination of each child to determine the characteristics of his speech development. Most often this happens at the beginning of the school year, special examination protocols are used, the child’s medical record is studied, parents are interviewed, if necessary, the speech therapist can refer the child for consultation with an ENT doctor, ophthalmologist, neurologist, audiologist, speech pathologist. Ideally, a conclusion on speech The development of the child is determined collectively: by a speech therapist , a psychologist and a neurologist . And after this, the speech therapist , taking into account the characteristics of the child’s psyche and the severity of the speech defect, selects a speech correction program.
The speech correction program is carried out in stages, and in most cases, includes:
- formation of correct speech breathing,
- development of phonetic perception,
- normalization of speech motor skills,
-correction of sound pronunciation disorders,
- overcoming impairments and developing the lexical and grammatical aspects of speech,
- development of connected speech.
the speech therapist then teaches him the elements of literacy and prepares him for studying at a comprehensive school. The duration of the correction program depends on the severity of the speech disorder, the psychological and neurological status of the child, and on the professionalism of the speech therapist . Each lesson conducted by a speech therapist in kindergarten is a whole range of games and exercises, as well as various types of gymnastics and massages for children’s tongues. In classes, the speech therapist uses toys , pictures, musical instruments and a lot of various teaching aids. And the most important attribute of the classes is the mirror, in front of which most tasks are performed. has speech therapy instruments - probes for massage and sound production. A speech therapist in kindergarten regularly conducts not only frontal (classes with the whole group), but also subgroup and individual classes.
What speech disorders does a speech therapist correct in kindergarten ?
1. Impaired oral speech:
- dyslalia (tongue-tied)
– disturbance of sound pronunciation with normal hearing and preserved innervation of the speech apparatus;
-dysarthria – a violation of the pronunciation side of speech, caused by insufficient innervation of the speech apparatus;
-rhinolalia – disturbance of voice timbre and sound pronunciation caused by anatomical and physiological defects of the speech apparatus;
- stuttering is a violation of the tempo-rhythmic organization of speech, caused by the convulsive state of the muscles of the speech apparatus;
-bradylalia – pathologically slow rate of speech;
-tachylalia - pathologically accelerated rate of speech;
-alalia is the absence or underdevelopment of speech due to organic damage to the speech areas of the cerebral cortex in the prenatal or early period of a child’s development.
In addition to problems with oral speech, children suffer from a written language disorder, which is corrected at school.
2. Violation of means of communication:
-FNR – phonetic speech underdevelopment. This is a violation of sound pronunciation with normal physical and phonemic hearing and the normal structure of the speech apparatus. There may be a disorder of a single sound or several sounds at the same time. Such disorders may manifest themselves:
• in absence (omission)
sound - aketa instead of rocket
• in distortions - throaty pronunciation of the sound r, buccal pronunciation - sh, etc.
Incorrect pronunciation can be observed in relation to any consonant sound, but less often those sounds that are violated are those that are simple in the method of articulation and do not require additional movements of the tongue (m, n, p, t; most often violated:
- whistling sounds - S, Z (and their soft pairs, C;
-hissing sounds – Ш, Ж, Х, Ш;
- sonorant (lingual)
– L, R
(and their soft pairs)
;
-rear lingual – K, G, X (and their soft pairs)
.
Most often, a speech therapist in kindergarten takes children with FND for six months.
-FFNR - phonetic-phonemic speech underdevelopment. This is a violation of the processes of formation of the pronunciation system (native)
language in children with various speech disorders due to defects in the perception and pronunciation of sounds.
With intact physical hearing, children cannot distinguish or confuse similar sounds (whistling and hissing; sonorant; soft and hard; voiced and dull)
.
For example, when asked to repeat a number of different sounds or syllables , the child repeats all sounds or syllables as the same (pa-pa-pa instead of pa-ba-pa)
.
And, when a speech therapist in kindergarten asks what sounds he hears? The kid replies that the sounds are the same. It is not physical, but phonemic hearing (hearing for phonemes)
. And, as a result of a number of reasons, it turns out to be disturbed or unformed.
A phoneme is the minimum unit of sound structure of a language. Each phoneme in speech is represented by its own variants (allophones)
. A phoneme has a main variant - a sound in a strong position: for vowels - this is the position under stress, for consonants - the position before the vowel or sonorant.
Several conditions are identified in the phonetic-phonemic underdevelopment of children:
• difficulties in analyzing sounds that are disturbed in pronunciation;
• with formed articulation, inability to distinguish sounds belonging to different phonetic groups;
• inability to determine the presence and sequence of sounds in a word.
The main manifestations characterizing FFNR:
1. Undifferentiated pronunciation of pairs or groups of sounds, i.e. the same sound can serve as a substitute for two or more sounds for a child. For example, instead of the sounds “s”
,
“ch”
,
“sh”
the child pronounces the sound
“s”
:
“syumka”
instead of
“bag”
,
“syasya”
instead of
“cup”
,
“syapka”
instead of
“hat”
.
2. Replacement of some sounds with others that have simpler articulation, i.e. complex sounds are replaced by simple ones. For example, a group of hissing sounds can be replaced by whistling sapka instead of hat, “r”
is replaced by
"l"
laketa instead of rocket.
3. Mixing of sounds, i.e. unstable use of a number of sounds in different words. A child can use sounds correctly in some words, but in others replace them with similar ones in articulation or acoustic characteristics. For example, a child can correctly pronounce the sounds “r”
,
“l”
and
“s”
in isolation (i.e. one sound, not in a syllable or word, but in speech utterances instead of
“red cow”
he says
“lyzaya kalova”
.
In addition to the listed features of pronunciation and phonemic perception, children with FFDD exhibit: general blurred speech, unclear diction, some delay in the formation of vocabulary and grammatical structure of speech (errors in case endings, use of prepositions , agreement of adjectives and numerals with nouns).
A speech therapist in kindergarten children with such a speech disorder for correctional classes throughout the year.
-ONR – general speech underdevelopment. As the name suggests, with this type of disorder, all components of the speech system, that is, the sound side (phonetics)
– violation of sound pronunciation and phonemic perception;
semantic side (lexis, grammar)
- poor vocabulary, few generalizations, synonyms, antonyms, etc., errors in inflection and word formation, difficulties in coordinating words; poor development of coherent speech - the ability to tell and retell.
Children with OHP are characterized by:
•later onset of speech: the first words appear by 3-4 years, phrasal speech of two words by 5 years;
• speech is full of agrammatisms (irregular forms and variants of words)
and not sufficiently phonetically designed;
• expressive speech lags behind impressive speech, that is, the child, while understanding the speech addressed to him, cannot correctly voice his thoughts;
• the speech of children with ODD is difficult to understand.
Most often, when talking about ODD, they mean speech disorders in children with normal intelligence and hearing. The fact is that with hearing or intellectual impairments, speech underdevelopment, of course, occurs in most cases, but in this case, OHP already has the character of a secondary defect.
The formation of correct speech development is a complex process - it requires the joint work of a doctor - a neurologist, speech therapist , psychologist, educator, music worker, and physical education specialist. This work must be coordinated and comprehensive. By actively influencing the child with specific professional means, teachers build their work on the basis of general pedagogical principles. At the same time, by identifying objectively existing points of contact between various pedagogical areas, each teacher 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, preschool education specialists 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 personality development of a preschool child.
And at the end of my work, I would like to say that parents play an equally important role in the speech development of children. Therefore, in addition to classes with the child, the speech therapist in the kindergarten provides consultations to parents, during which he explains to the parents the child’s speech defect and teaches the necessary techniques and exercises for homework.
Thank you for your attention!
Organization of speech therapy assistance in preschool educational institutions - Logopunkt
Municipal budgetary preschool educational institution "Kindergarten No. 8 of the combined type of the city of Boksitogorsk"
Organization of speech therapy assistance in preschool educational institutions - Logopunsk.
From the experience of the municipal budgetary preschool educational institution “Kindergarten No. 8 of the combined type of the city of Boksitogorsk”
Speech at a regional seminar
Prepared by teacher-speech therapist Zhukova V.A.
2020-2021 academic year.
Organization of speech therapy assistance in preschool educational institutions - Logopunsk.
From the experience of the municipal budgetary preschool educational institution “Kindergarten No. 8 of the combined type of the city of Boksitogorsk”
Dear Colleagues!
Our institution has been operating a speech center for many years. Speech therapy center (abbreviated as “ speech point ”
) is a place where help is provided to children with speech disorders. The activities of the speech therapy center in our preschool educational institution are regulated by the Regulations on the provision of speech therapy assistance to students who have oral speech disorders and difficulties in mastering the basic educational program. The present (current) Regulations on the organization of speech therapy assistance in the MBDOU “DS No. 8 KV of Boksitogorsk” were developed in accordance with the order of the Ministry of Education of the Russian Federation dated August 6, 2022 No. R-75. The regulations were adopted by the pedagogical council and approved by the head of the preschool educational institution.
The procedure for providing speech therapy assistance in our institution.
The formation of correct and clear speech is one of the directions in the system of work of the speech center in kindergarten. How many are there in total and where do my activities begin as a speech therapist at a speech therapy center at a preschool educational institution?
Every year, in accordance with the work plan, I conduct an examination of children in the second youngest group (selectively at the request of educators, less often the parents themselves) and the middle group in order to identify speech pathology. Before the survey begins, the group’s teachers conduct a survey among parents and inform them about the days the speech therapist teacher works with this group. Parents give their consent to the examination and further in-person consultation based on the results. During the examination, children with various speech pathologies, including complex speech pathology (SSP), are identified. A conversation is drawn up with parents (educators also take part in it) in the form of a collegial meeting of the preschool education educational program, the purpose of which is to direct children and their parents to undergo TMPK in order to determine the further educational route. Children with phonetic-phonemic speech impairment (usually complicated by dysarthria to varying degrees) are included in the list of “Waiting for enrollment in the preschool educational institution’s speech center.” At the end of the school year, this list is adjusted, because... children of the preparatory group drop out, some children of the older group with the conclusion “No speech disorders were identified”, children who were not previously covered and of a younger age with a large number of impaired sounds are enrolled. At the beginning of the school year, the list of children enrolled in the speech center was 25 people. It remains this way throughout the year; the composition of the children may change, because... Logopunkt is a mobile system. It is based on the discharge of children throughout the school year as the child achieves normal results in speech development. Children whose parents, for various reasons, refused to be transferred to a speech group, are also enrolled in a speech center. Additional work is being carried out with them on the development of the lexical and grammatical structure of speech and coherent speech. This is provided for by appropriate planning and distribution of the number of classes.
The program of correctional and developmental activities is adapted to the conditions of working with children with physical disabilities in the conditions of a speech therapy center at a preschool educational institution. It is based on:
- speech therapy work (long-term planning) to overcome phonetic-phonemic underdevelopment in children in the senior group from the “Program of speech therapy work to overcome phonetic-phonemic underdevelopment in children in the senior group.” Program authors: T.B. Filicheva, G.V. Chirkina;
- speech therapy work (long-term planning) to overcome phonetic-phonemic underdevelopment in children in the preparatory group from the “Program of speech therapy work to overcome phonetic-phonemic underdevelopment in children in the preparatory group.” Program authors: T.B. Filicheva, G.V. Chirkina.
Also, when planning correctional educational activities, various literature on general and correctional pedagogy is used.
Conducting subgroup and individual subgroup speech therapy classes with children are carried out according to the schedule approved by the head of the preschool educational institution. Individual and subgroup classes are held twice a week. Their goal: correction of sound pronunciation. Subgroup classes are held once a week. Their goal: the development of general speech skills, according to long-term planning. For successful correction of speech disorders, it is necessary to maintain individual notebooks for children, which include tasks for consolidating difficult sounds, the formation and development of phonemic perception, processes of analysis and synthesis, the formation of basic writing and reading skills, the development of grammatical categories, coherent speech and higher mental functions: memory , attention. Parents are constantly explained and shown during individual lessons with children during counseling hours how important and possible it is to develop these qualities with the help of games: “What/Who is missing?”, “Count”, “Remember and Repeat”, “Remember and Name” , “What’s around you?”
Documentation ensuring the effectiveness of the preschool speech therapy center.
Job responsibilities.
The document specifies the general requirements for a preschool speech center specialist, the responsibilities of a speech therapist teacher and his rights. The job description is approved by the head of the preschool educational institution.
Safety instructions.
Contains the requirements that a speech therapist teacher must fulfill when preparing for a lesson and during it to ensure the safety of the life and health of children.
Labor protection instructions.
The labor safety instructions outline the basic requirements for ensuring the safety of children and the specialist himself when conducting classes in a speech therapy room.
Annual work plan for a speech therapist teacher.
It is a system for organizing the activities of a speech therapist teacher in the conditions of a speech center at a preschool educational institution. The plan is approved by the head of the preschool educational institution.
- Organizational and methodological block.
- Work with children:
- Diagnostic direction.
- Correctional and developmental direction. Speech therapy work.
- Working with parents.
- Work with preschool teachers (educators, specialists).
- Self-education.
- Professional activity
Each section of the annual plan indicates the content and timing of work.
Speech therapist teacher's work schedule.
Provides morning hours of work with children and once a week (on Wednesdays) individual lessons with the participation of parents).
List of children enrolled in the logo center.
The following information is entered into the list: names of children, date of birth, address, speech therapy reports.
Class schedule for the current academic year.
Approved by the head of the preschool educational institution. Based on the Enrollment Order, the speech therapist forms groups of children and draws up a class schedule. The lesson schedule helps to rationally plan individual, subgroup and subgroup work with children, as well as organize the working time of the speech therapist.
Cyclogram of the working hours of a speech therapist teacher.
Description of the full-time employment of a speech therapist teacher during the work hours provided for by the work schedule.
Children's attendance records for speech therapy classes.
The percentage of visits is determined by the formula.
Long-term plans for conducting subgroup classes.
The planning indicates the topic of the lesson, their number and the content of correctional, educational and developmental work.
Sound pronunciation screen.
This document is drawn up for a group of children enrolled in a speech center. The document records the names of the children and their impaired sounds. The sound pronunciation screen allows the speech therapist to form subgroups of children with similar sound pronunciation disorders.
Journal of examination of children's oral speech.
At the beginning of the school year, a speech therapist conducts a speech examination of children in a preschool institution and records the results in an oral speech examination journal, where he writes down: the child’s last name, first name, date of birth, age group, and also indicates a speech therapy report listing the impaired sounds. In the “Note” column, the speech therapist makes a note about the child’s enrollment/expulsion or transfer to another institution.
Office passport.
The passport room includes a list of materials and equipment necessary for organizing the correction process.
A report on the results of the speech therapist’s work done during the academic year.
This document should reflect the following information:
- a list of organizational events carried out at the logo center during the academic year;
- work carried out with teachers and parents of children enrolled in the logo center;
- description of the equipment of the speech therapy room, a report on manufactured and purchased aids and equipment;
- description of the methodological work of a speech therapist, creative work to improve the level of professionalism;
- participation in the work of the methodological association
Order “On the enrollment of pupils in the Logic Center.”
First of all, children examined by the city PMPK with severe speech impairments and not enrolled in the city’s speech therapy groups are enrolled. Further, if there are places available, children of senior and preparatory groups with speech disorders are enrolled. In the conditions of the speech therapy center with these children, in accordance with the Regulations on the speech therapy center, work is being done to correct sound pronunciation and phonemic processes. The speech therapist carries out work on the development of lexical and grammatical categories and coherent speech at the stage of automation of the delivered sounds.
Parents' consent on the conditions of service for children in the speech center.
Enrollment of a child in a logo center is carried out with the consent of the parents (legal representatives).
Speech cards.
For each child enrolled in the speech center, based on the examination protocol, the speech therapist fills out a speech card, in which he records the features of the phonetic-phonemic aspect of the child’s speech, the state of the lexical-grammatical structure and coherent speech. The speech card (required!) records the children’s answers, the plan for speech therapy work, and records the results of correction of the children’s oral speech. The medical records of children enrolled in the speech center are studied to clarify the anamnestic data in the speech records (in September and throughout the year)
.
Log of children's visits to the speech center.
It is drawn up in the form of a table, the columns of which present a list of children, the topic of the speech therapy session and the date of its holding.
Journal of consultations (individual sessions with the participation of parents).
The speech therapist teacher keeps records of consultations and records the date of the consultation, its topic and the addressee (parent).
Notebooks for interaction with teachers.
For the success of the correction process, interaction between the speech therapist and the teacher, the speech therapist and parents (legal representatives) is necessary. To achieve this goal, notebooks for interaction with educators are created.
All of the above documentation allows us to create optimal conditions for the work of the speech center of a preschool institution and achieve high results in correctional work with children in need of speech therapy help.
THANK YOU FOR YOUR ATTENTION!!!
Work on speech therapy support in a preschool educational institution
Zimina Nadezhda
Work on speech therapy support in a preschool educational institution
Work on speech therapy support in a preschool educational institution
Speech therapy support in preschool educational institutions
Speech function is one of the most important mental functions of a person. In the process of speech development, higher forms of cognitive activity and the ability to conceptual thinking are formed. Sounds are the main building material of human speech, and only with their clear, accurate transmission can speech be understood correctly, and therefore serve as a means of communication. Speech disorders and limited verbal communication can negatively affect the formation of a child’s personality, cause mental complications, specific features of the emotional-volitional sphere, and contribute to the development of negative character traits. Therefore, in institutions for children where there are children with speech disorders, training and education are consistently carried out according to special adapted programs, which, along with the comprehensive development of children, provide for the correction of defective speech development and secondary manifestations caused by the primary (speech) disorder. When children with speech impairments attend a mass kindergarten, the speech defect can interfere with the full assimilation of program material, inhibit overall development and create difficulties in social and labor adaptation. Today, the problem of compatibility between correctional and general developmental programs is relevant in order to build a comprehensive correctional and developmental model, which defines the interaction of all participants in the educational process in achieving the goals and objectives of the kindergarten educational program.
Modernization of education provides for a comprehensive, comprehensive update of all parts of the educational system in accordance with training requirements. These changes concern issues of organization of educational activities, technologies and content. One of the leading lines of modernization of education is the achievement of a new modern quality of preschool education. This necessitates the development of modern correctional educational technologies, updating the content of the work of groups for children with speech disorders in preschool educational institutions on the basis of a speech therapy group, a speech center.
Timely identification of children with speech disorders and referral to a medical-psychological-pedagogical commission is carried out by speech therapists from children's clinics, pediatricians, psychiatrists and neurologists, speech therapists from kindergartens and school speech therapy centers.
Accompaniment is not one-time assistance, but long-term support for the child, which is based on a clear organization aimed at choosing an option for solving his current problems.
Correct recruitment of groups for children with speech impairments is ensured by compliance with all selection principles. In order to properly organize a support service in a preschool educational institution, it is necessary to determine ways to practically implement the process of individual support, which is based on:
-Diagnostics , in order to identify problems. Collection of anamnestic data by studying the child’s medical and pedagogical documentation. Carrying out the procedure for psychological, pedagogical and speech therapy diagnostics of children: studying the state of the child’s speech and non-speech functions, clarifying the structure of the speech defect, studying the personal qualities of children, determining the presence and degree of fixation on the speech defect, with the aim of further enrollment in a speech therapy group or speech center.
-Consultation at the decision-making stage and development of a plan to solve the problem. Individual counseling of parents - familiarization with the data of a speech therapy study, the structure of a speech defect, identification of tasks for jointly helping the child in overcoming this speech disorder, recommendations for organizing the child’s activities outside of kindergarten.
-Primary assistance at the stage of implementation of the decision plan, development of individual correctional work plans for each child with a speech disorder, practical work to overcome sound pronunciation disorders throughout the entire period of the child’s visit to a speech therapy group or speech center. Determining the content of activities to implement the tasks of correctional educational activities, forming subgroups for classes in accordance with the level of formed speech and non-speech functions. Expert diagnosis of sound pronunciation, design of individual routes for correction of speech disorders in accordance with the data obtained during speech therapy research, filling out individual speech cards, long-term plans aimed at solving correctional problems.
Individual support is a system of interconnected goals, time, tasks and coordinated actions of all teachers and specialists aimed at providing comprehensive assistance to the child and his parents in identifying problems in his development, finding their effective solution, and also aimed at the comprehensive development of the child’s abilities.
The correctional and developmental work of a speech therapist with a specific pupil of a preschool educational institution includes those areas that correspond to the structure of his speech disorder.
The goal of a speech therapist teacher in a preschool educational institution that does not have compensatory groups in its structure is the prevention and correction of speech disorders in children. Preventive speech therapy work consists of conducting consultations, open classes, master classes and pedagogical presentations for parents and educators on various issues of children's speech development.
Preventive speech therapy assistance is provided to children of early and primary preschool age. Corrective speech therapy assistance is provided to children of middle and senior preschool age, and consists of conducting individual, subgroup and group classes to correct existing sound pronunciation disorders.
Group classes involve the general development of speech, which includes articulatory and finger exercises, completing tasks on handouts, developing coherent speech through stories based on a series of pictures, differentiating sounds, developing phonemic hearing and attention through outdoor games, ball games, etc. .
Subgroup classes include articulation and finger exercises, reinforcement of exercises for making sounds, completing tasks through handouts and speech development through outdoor games, ball games, etc.
Individual lessons are conducted with the aim of practicing articulatory and finger gymnastics, the actual production of sounds, further consolidation and automation of the set sounds by pronouncing pure phrases, composing stories from pictures, completing tasks on handouts and various outdoor games for correcting sound pronunciation and developing phonemic processes.
In the process of raising children with speech disorders, parents and teachers need to constantly reflect on their behavior and their positions. Mutual understanding, encouragement, mutual respect, maintaining order, interaction between family members and between teachers and parents play a serious role in the prevention of psychogenic reactive phenomena in children suffering from speech pathology. [
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Independent website about stuttering
In our country, help for children who stutter
appears in specialized rooms or institutions in the healthcare and public education systems.
In the first case, this work is carried out by speech therapy rooms
at children's clinics, specialized hospitals at psychoneurological dispensaries, semi-inpatient facilities, nurseries, seasonal and permanent sanatoriums. In the public education system, help for children who stutter is provided in special kindergartens or special groups at mass kindergartens, at speech therapy centers at mass schools and in special speech schools.
A child who stutters in the above-mentioned institutions
or regularly attends special classes 2-3 times a week (outpatient conditions), or is admitted for a certain period of time under the constant supervision of specialists, who provide the necessary therapeutic and pedagogical influence on him (inpatient conditions).
The advantage of outpatient settings is that children who stutter do not break away from their usual social environment during treatment. From here, they have the opportunity to transfer the skills learned in the classroom into their daily lives. In addition (and this is important), child students continue their education at school. Regular classes with a specialist allow you to systematically and correctly work on speech correction
and behavior of a child who stutters. The objectives of each lesson in the classroom are: monitoring the state of the child’s speech at a given time, selecting and practicing certain new exercises for his speech and behavior, and tasks for independent work.
Parents present at classes are direct participants in these classes. Here they learn the correct approach to their child, master techniques for correcting his speech, and receive the necessary consultations. All this contributes to the development of a unified and correct approach to the child both in the office and in the family.
Along with this, outpatient conditions for stuttering treatment also have a number of disadvantages that negatively affect the effectiveness of treatment. This especially applies to children-students. The child attends speech therapy classes
during extracurricular time, at the expense of their recreation. It is known from practice that these children often also attend either a music or sports school. In addition, they must find time to participate in extracurricular activities and complete schoolwork at home.
Speech therapist L.G. Paramonova, who specifically studied the effectiveness of a complex method of treating children who stutter in a school speech therapy center, made a number of observations regarding the shortcomings of outpatient conditions. These include: insufficient contact with doctors, busy parents of the child, who are therefore unable to ensure the proper routine of his day, nutrition, activities, and control over his speech. In a number of cases, the author noted an unfavorable family environment and poor living conditions.
The observations made allowed L.G. Paramonova to conclude that in outpatient settings, schoolchildren often do not show noticeable improvements in speech. Thus, these activities only bring them unnecessary trauma or uncertainty about the possibility of curing their stuttering.
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Observations in recent years, obtained as a result of studying the effectiveness of stuttering treatment in outpatient and inpatient settings, suggest a significant advantage of the latter.
According to our observations, the best result of treating children who stutter
in inpatient conditions is, on the one hand, the isolation of children in the hospital from everyday, often unfavorable conditions, the possibility of calm and even behavior, the purposefulness of all actions, and a firm daily routine. On the other hand, constant monitoring of children by medical and teaching staff makes it possible to enhance the complex impact on each of them. In the hospital, it is possible to create a speech regime for children, expand the scope of psychotherapy, medication and physical treatment, and sleep therapy.
Inpatient conditions in the treatment of children who stutter
and adolescents are expressed differently in public education and health care systems. In the first case, attempts are made to provide assistance to children in special speech kindergartens and boarding schools. Here they combine training in a mass kindergarten or school program with speech therapy classes.
Children who stutter are accepted into speech kindergartens
from two years old. The speech therapist conducts daily classes with them, the results of which must be consolidated by educators in the process of raising and training them according to the program of general preschool institutions.
The speech school has a special department for children who stutter
. The primary school program here must be completed in 5 years (one year for speech correction), and in the next four - year after year. This department is also distinguished from a mass school by a partial change in the curriculum (speech therapy classes, rhythmics were introduced, the number of hours in Russian was increased, etc.), a change in the duration of the lesson in 1st grade (30 minutes instead of 45), a smaller number of students in the class, the presence of staff of medical personnel: psychoneurologist, pediatrician, exercise therapy instructor, nurse.
Currently, the organization of assistance to children who stutter is widespread in medical hospitals, special departments are opened at children's hospitals or dispensaries. The main attractive property of this form of help is the opportunity to make maximum use of the therapeutic effect on a stuttering child
generally. A comprehensive study of it, a wide selection of medical means in combination with speech therapy techniques make it possible to create in practice the therapeutic and pedagogical complex necessary to overcome stuttering.
Treatment of children in a speech therapy hospital lasts on average 3-4 months. During this time, they receive daily appropriate treatment and speech therapy under the supervision of a speech therapist and staff. In addition, during treatment, school-age children study independently and with the help of a speech therapist and teachers in accordance with the school curriculum. Of course, the volume and quality of the educational material covered in this way do not sufficiently meet the requirements of this program. But nevertheless, educational classes in a hospital (in addition to helping to reinforce the correct speech and behavior of children on material that is close to them) to a certain extent make it possible for children being treated to reduce the gap in knowledge in comparison with their peers.
Comparing two types of inpatient settings for children who stutter
(boarding school and medical hospital), we see significant differences not only in the very form of these institutions, but also in the fundamental approach to solving the main problem - getting rid of a child from stuttering. At the boarding school they are trying to solve this problem by slightly modifying the school curriculum. In a medical hospital, the main thing is a therapeutic and pedagogical complex of measures aimed at improving and treating the body of a stuttering child, his nervous system, psyche and, in particular, speech function. The use of the school curriculum also takes place, but it is not of primary importance.
In recent years, a relatively broad organization of seasonal (summer) speech therapy sanatoriums and sanatorium-type pioneer camps for children who stutter has developed in our country. Their advantage is the comparative simplicity of organization (thousands of health camps for children are organized in our country in the summer) and the fact that during treatment, stuttering schoolchildren do not interrupt their studies at school and combine their treatment with rest. Here it is possible to widely use climatic and natural factors in the treatment of neurologically and somatically weakened children.
Familiarization with the work of specialized summer sanatoriums and sanatorium-type health camps shows that in the first case, attempts are made to organize comprehensive treatment for children with any form of stuttering
. In the second case, due to the peculiarities of the structure of the health camp (lack of the required number of specialists and medical equipment), there are not sufficient opportunities for comprehensive treatment of severe cases of stuttering. Therefore, the staff of these camps are faced with the tasks of the general health of children, strengthening their nervous system, preventing and eliminating mild forms of stuttering and its relapses.
If the indication for treatment in seasonal sanatoriums is the presence of stuttering in children to varying degrees, up to the most complex, as well as stuttering
in combination with other mild speech defects, then children are sent to health camps: 1) after a course of treatment for stuttering in specialized rooms or hospitals; 2) with mild forms of stuttering; 3) with other forms of disorders of fluency and tempo of speech (delayed physiological hesitation, battarism, tachylalia, bradilalia) and with other speech disorders.
Contraindications for referral to health camps for children who stutter are: 1) moderate and severe stuttering, as well as complicated by other speech defects, 2) severe hearing impairment; 3) speech disorders of central origin (alalia, aphasia, complex forms of dysarthria; 4) contraindications for ordinary children's health institutions (skin infectious diseases, organic lesions of the nervous system, urinary incontinence, etc.).
From the above it is clear that, despite the similarity of the two forms of organizing summer work with children who stutter,
, they have some differences both in the very form of organization and in the main tasks facing them. A seasonal sanatorium and a health camp for children who stutter not only do not exclude, but rather complement each other.
Thus, in our country for children who stutter
a diverse system of specialized offices and institutions has been organized. (Specific addresses of such offices and institutions are available in each regional or city department of health care and public education.)
The specialist decides which type of specialized institution to choose for the treatment of a stuttering child, based on the complexity of the stuttering, the age of the child, the conditions in which he lives, the remoteness of his place of residence, and, finally, the specifics of the speech therapy institution itself. Experience convinces us that there is no need in every case to strive only for a medical hospital, speech kindergarten or boarding school. Often, outpatient conditions are sufficient to eliminate stuttering in children, especially younger ones.
IN AND. Seliverstov “Stuttering in Children”
This is interesting:
Psychological characteristics of people who stutter
According to R.E. Levina, there is no speech disorder in itself; it always presupposes the personality and psyche of a particular individual with all its inherent characteristics. The role of speech deficiency in the development and fate of a child depends on the nature of the defect, its degree, and also on how the child relates to his defect. Understanding their speech defect, unsuccessful attempts to get rid of it on their own, or at least to disguise it, often give rise to certain psychological characteristics in people who stutter: shyness to the point of timidity, a desire for solitude, fear of speech, a feeling of oppression and constant worries about their speech. Sometimes it’s the other way around: disinhibition, ostentatious looseness and harshness.
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Manifestations of stuttering
In its manifestations, stuttering is a very heterogeneous disorder. It is naive to believe that it concerns only speech function. In the manifestations of stuttering, attention is drawn to disorders of the nervous system of stutterers, their physical health, general and speech motor skills, speech function itself, and the presence of psychological characteristics. The listed deviations in the psychophysical state of children who stutter manifest themselves differently in different cases. Nevertheless, one is closely connected with the other, feeds each other, and the complication of one of the listed deviations inevitably aggravates the other. Therefore, when eliminating stuttering, it is necessary to influence not only the speech of the stutterer, but also his personality and motor skills, nervous system and the body as a whole. In our country, influencing different aspects of the body, speech and personality of a stutterer using different means is called a comprehensive therapeutic and pedagogical approach to overcoming stuttering.
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Model of fixation on one's defect
Based on the general principles of the systems approach in psychology (L.S. Vygotsky, S.Ya. Rubinstein, A.N. Leontiev, A.R. Luria, B.F. Lomov, A.V. Petrovsky, P.Ya. Galperin , V.D. Nebylitsyn, D.B. Elkonin, etc.) and our own observations, we make an attempt to consider the model of the emergence and development of the phenomenon of fixation from the position of the integral interaction of mental processes, states, properties and actions in people who stutter. The validity of this approach, in particular, is confirmed by the results of a comparative study of adolescents conducted under our leadership by G.I. Angushev. The study allowed him to conclude that the difference between those who stutter and those who speak fluently is expressed in the former not in the degree of productivity of a particular activity, but in the specifics of its course. This specificity is manifested not in any one separate function, but in the entire totality of mental processes.
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Self-massage techniques to eliminate stuttering. General information
Massage is performed to relieve tension and stiffness of speech and facial muscles and, conversely, to increase the tone of weak and flaccid muscles. To relieve tension from your face and relax it, you can use so-called self-massage. Here we will get acquainted with its two types: hygienic and vibration. Hygienic massage is performed by stroking, which activates the nerve endings located close to the skin. This massage has a dual role: it relieves tension and stiffness in the facial and facial muscles and increases the tone of these muscles if they are weak.
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Training speech muscles
Good diction is the basis for clear and intelligible speech. Clarity and purity of pronunciation depend on the active and correct functioning of the articulatory (speech) apparatus, especially on its moving parts - the tongue, lips, palate, lower jaw and pharynx. To achieve clarity of pronunciation, it is necessary to develop the articulatory apparatus with the help of special exercises (articulatory gymnastics). These exercises help create a neuromuscular background for the development of precise and coordinated movements necessary for the sound of a full voice, clear and precise diction, prevent the pathological development of articulation movements, as well as relieve excessive tension in the articulatory and facial muscles, develop the necessary muscle movements for free use and control of parts of the articulatory apparatus.
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Muscle relaxation
Most people who stutter experience feelings of anxiety, uncertainty, and fear in the process of verbal communication. They are characterized by an imbalance and mobility between the processes of excitation and inhibition, and increased emotionality. Any, even minor, stressful situations become excessive for their nervous system, cause nervous tension and intensify the external manifestations of stuttering. Many people who stutter are known to speak freely when they are calm. A state of calm is mainly ensured by general muscle relaxation. And vice versa, the more relaxed the muscles, the deeper the state of general peace. Emotional arousal weakens with sufficiently complete muscle relaxation.
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Self-massage to eliminate stuttering
Relaxing the neck muscles Relaxing the neck muscles reflexively relaxes the muscles of the root of the tongue. Exercise 1 Slowly stroke your neck from top to bottom in the throat area with the palm of your right or left hand. Exercise 2 Slowly stroke the neck at the same time with the palms of both hands from above from the parotid area of the face along the lateral surfaces of the neck to the armpits.
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