Educational work in speech therapy groups

The purpose and objectives of educational work in a speech therapy group

Educational work in a speech therapy group differs from educational work in a regular preschool group in that it is interconnected with correctional activities that are organized with children with various speech disorders.
In addition, children of the logogroup quite often, in addition to speech deviations, also have minor developmental deviations. Based on these characteristics, educational work should be built. Note 1

The goal of educational work in the speech therapy group: comprehensive and complete development of preschool children, taking into account their age and individual capabilities and needs.

Objectives of educational work:

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Children's assimilation of generally accepted rules and norms of behavior.
Achieving stable results in mastering the general education program.
Formation of moral and aesthetic qualities of the individual.
Developing skills to maintain and strengthen one’s own health and the need for a healthy lifestyle.
Formation of stable communication skills for successful interaction with others.
Organization of an effective subject-development environment that promotes the overall development and personality development of preschool children, as well as the full development of speech.

Achieving the set goals and objectives of educational work in the logogroup is carried out through the professional activities of the teacher. That is why it is important that all teachers working with children constantly improve their knowledge and skills by studying pedagogical and methodological literature, attending advanced training courses and familiarizing themselves with the practical experience of their colleagues.

Technologies of educational work

Technologies of educational work in a speech therapy group:

Finished works on a similar topic

Course work Educational work in speech therapy groups 420 ₽ Abstract Educational work in speech therapy groups 250 ₽ Test work Educational work in speech therapy groups 240 ₽

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Gaming technologies are aimed at developing children's imagination, memory, attention, and speech. During the game, children have the opportunity to “assume” various roles, thereby learning to build relationships with other children and interact in a team. Gaming technologies are one of the most effective educational tools, since play for preschool children is the leading activity.
The technology of integrated classes is a complex of different classes combined into one on equal terms. Integrated educational activities contribute to the development of children's moral qualities, aesthetic feelings, spiritual and moral sphere, creative potential, etc. That is, classes of this plan allow the teacher to significantly save time and at the same time obtain high educational results.
Computer technologies are one of the most effective ways to increase motivation and individualize the educational process. When using computer technologies in educational work, the teacher is given a unique opportunity to create an interesting and educational lesson, a favorable emotional background and the all-round development of children. Classes using ICT are always interesting and exciting, and therefore the effectiveness of the educational impact on children is much higher.

The educational work in the speech therapy group firmly includes correctional classes on speech development. This is due to the fact that the development of speech in such a group is the leading direction that “permeates” all educational activities. Based on this, educational work is carried out not only in its “pure form”, but also in the process of implementing correctional classes on speech development, as well as at special moments.

The organization of educational work in a speech therapy group is carried out in the following forms:

Group – work with several children, having a specific goal set based on the existing educational problems of these children.
Individual – aimed at working with a specific child, based on his age characteristics and educational needs.
Collective – work with the whole group, taking into account the characteristics of this category of children.

Methods and techniques of educational work in the logogroup:

reproductive method: exercises, demonstration, explanations;
verbal methods: conversations, riddles, reading, poetry, etc.;
partial search methods: observation, examination, experimentation, research, etc.;
project method: work on projects (short-term, long-term);
a variety of techniques aimed at creating situations of success.

Goal, objectives, meaning of speech therapy.

N.N. Bal, 2012

Materials for the lecture on the topic: “Speech therapy as a science”

Plan:

1. Speech therapy as a science: subject, object, brief outline of its formation. Structure of speech therapy.

2. Purpose, objectives, significance of speech therapy.

3. Principles and methods of speech therapy as a science.

4. Personality of the speech therapist teacher. The concept of deontology in speech therapy.

5. Current problems of modern speech therapy.

6. The connection between speech therapy and other sciences.

7. Conceptual-categorical apparatus of speech therapy.

Speech therapy as a science: subject, object, brief outline of its formation. Structure of speech therapy.

The term “ speech therapy ”: “logos” - “word, speech, concept, teaching, science”, “paidi e a” - “I educate, teach.”

“Speech therapy” and “speech therapy” (in professional speech)[1].

Speech therapy is a pedagogical science about speech development disorders, their overcoming and prevention by means of special training and education [2].

Speech therapy is a special pedagogical science about speech disorders, methods for their prevention, identification and elimination by means of special training and education[3].

Speech therapy is a branch of scientific knowledge:

· in a broad sense: about a person with impaired speech and his social rehabilitation and adaptation through special correctional psychological and pedagogical techniques;

· in a narrower sense: about speech disorders and methods for overcoming them[4].

Speech therapy is a branch of correctional (special) pedagogy that studies speech disorders and develops methods for their prevention, identification and elimination by means of special training and education[5].

Persons with speech disorders are called speech pathists

and are
the object of speech therapy. A speech therapist
is a correctional (special) teacher who deals with speech deficiencies in children and adults.

The subject of speech therapy is speech disorders and the process of training and education of persons with speech disorders.

Speech disorders considered in speech therapy should be distinguished from:

· deviations from generally accepted variants of language use (dialects, ignorance of the language, illiterate speech, etc.)

· age-related features of speech formation. They are observed in children of a certain age, represent a natural phenomenon that accompanies the normal acquisition of speech function, and are expressed in some phonetic imperfections, unformed vocabulary and grammatical structure of speech [6].

Speech therapy studies pathological speech disorders - persistent deviations from the speech of a normally speaking person, which

- do not correspond to the age of the speaker;

- do not disappear on their own, but become fixed;

- require special corrective action to overcome;

- often have a negative impact on further mental development.

Speech therapy emerged as an independent discipline in the late 19th and early 20th centuries. (although the first information about speech disorders and methods for overcoming them is contained in the works of ancient scientists - Hippocrates, Galen, Plutarch). The origins of speech therapy were medicine (physiology, neuropathology, otolaryngology, psychiatry) and education of the deaf.

Main stages in the development of speech therapy:

Stage I (from ancient times to the 18th century).

IN AND. Seliverstov[7] analyzed information about speech disorders and methods for overcoming them in:

· sources of ancient Egyptian culture (inscriptions on sarcophagi, pyramids, papyri),

· medical treatises of the ancient Hindus and Chinese (“Ayurveda”, “Nan-ching”),

· religious literature of the Ancient East (“Old Testament”, “Talmud”, “Koran”)

· works of philosophers, physicians and rhetoricians of Ancient Greece (Democritus, Plato, Herodotus, Hippocrates, Aristotle, Demosthenes), Ancient Rome (Cornelius Celsus, Claudius Galen, Quintilian), Byzantium and the Arab caliphates (Ibn - Sina - Avicenna).

· chronicles, dictionaries, proverbs and sayings of Ancient Rus'

Conclusions from this factual material:

1. Since ancient times, humanity has paid attention to speech defects, which is reflected in special treatises and religious literature. Attempts have been made to separate speech disorders from other abnormalities.

2. The first attempts to understand and explain the causes of speech disorders, to differentiate them, and to outline ways to overcome them are found in the works of ancient physicians starting from the 5th century. BC. (Hippocrates, Celsus, Galen, Avicenna). With the development of medicine, the initially primitive experience of studying speech disorders was gradually accumulated and improved, and ideas about them and their treatment expanded.

3. In the pedagogical literature of the Ancient world, there is almost no mention of speech disorders. The only exceptions are the instructions of Plutarch and Quintilian about the need, when raising children, to ensure that their wet nurses themselves speak clearly. Neither analysis of speech disorders nor methods for eliminating them are found.

Stage II (from the 18th to the 3rd quarter of the 19th century).

IN AND. Seliverstov and Yu.G. Gaubikh [8] analyzed the issues of the formation of correct speech in children in the works of the founders of pedagogy (Ya.A. Komensky, J.J. Rousseau, I.G. Pestalozzi, M.V. Lomonosov, A.N. Radishchev, V.F. Odoevsky, K.D. Ushinsky, etc.):

· the importance of language and speech for the development of human society and each person,

· the role of speech in the development of a child, his cognitive abilities,

· sequence of formation of children's speech,

conditions for the formation of correct speech,

· correct speech of children and its possible shortcomings.

Medicine made a great contribution to the development of speech therapy:

· Study of the mechanisms and treatment of a number of speech disorders, for example, stuttering: At the turn of the 17th-18th centuries. they tried to explain stuttering as a consequence of imperfections in the peripheral speech apparatus (Santorini, Wutzer, Hervé-de-Sheguan, etc.). 1838 – book by the doctor H. Laguzen “On Stuttering”.

Study of the symptoms of speech disorders and further systematization of speech disorders: the terms “dyslalia” (1827, I. Frank) and “aphasia” (60s of the 19th century, Trousseau) were introduced, alalia was identified as a separate speech disorder (1830 R . Schulthess); the connection between speech disorders and morphological changes in certain parts of the cerebral cortex was proven (1861 - P. Broca, 1874 - Wernicke).

Contribution of deaf pedagogy to the development of speech therapy. The development of speech therapy was facilitated by the methodology of teaching oral speech to the deaf and dumb that emerged in the 19th century. Prominent representatives of this advanced trend were the directors of the St. Petersburg School for the Deaf and Mutes G.A. Gurov (1778-1858) and V.I. Fleury (1800-1856) and others. They were supporters of the simultaneous use of various forms of verbal speech (oral, dactyl, written) in the process of teaching and raising deaf children. Techniques for correcting sound pronunciation disorders came from deaf pedagogy to speech therapy: the optical-tactile method).

Stage III (from the 3rd quarter of the 19th century to the 50s of the 20th century).

Speech therapy emerged as an independent discipline in the late 19th and early 20th centuries. The first classification of speech disorders by A. Kussmaul (1877) was developed, which was modified in the works of foreign and domestic researchers in the first quarter of the 20th century. V. Oltushevsky, G. Gutzman, E. Frechels, S. M. Dobrogaev and others. Creation of a clinical and pedagogical classification of speech disorders (M. E. Khvattsev, F. A. Pay, and later O. V. Pravdina, S. S. Lyapidevsky).

The natural scientific psychophysiological basis of speech therapy are: the doctrine of the patterns of formation of conditioned reflex connections, the doctrine of P. K. Anokhin about functional systems, the doctrine of the dynamic localization of mental functions (I. M. Sechenov, I. P. Pavlov, A. R. Luria) .

In speech therapy, a systematic approach to the study of speech disorders is formed - based on data from linguistics (V.V. Vinogradov: the doctrine of the systemic organization of language) and psychology (the teachings of L.S. Vygotsky, A.R. Luria on the complex structure of speech activity, on operations perception and production of speech utterances).

From the end of the 19th century. There is a medical focus in speech therapy - the structure of speech disorders is being actively studied, treatment is recommended. In the 1st half of the 20th century. The main direction of development of speech therapy was the correction of oral speech deficiencies (techniques were developed for correcting defects in sound pronunciation, speech breathing, and voice). A significant contribution to the development of Soviet speech therapy was made by the work of F. A. Rau and his family.

In the 30s. published: the first textbook on speech therapy for students and speech therapist teachers (author - M.E. Khvattsev, who headed the department of speech therapy at the Leningrad Pedagogical Institute named after A.I. Herzen); a practical guide to overcoming the shortcomings of sound pronunciation (V. I. Gorodilova-Rozhdestvenskaya). In 40 - 50 years. – works on the problems of alalia (N.N. Traugott, V.K. Orfinskaya).

Period up to 50 years 20th century characterized by the search and development of the pedagogical foundations of speech therapy. In the works of F.F. Rau noted that speech therapy is not a medical science, but a pedagogical one. A significant number of speech defects occur from social causes during the period of speech formation; these defects can be eliminated only by re-educating the personality of a speech pathologist, and not through medical procedures, although knowledge of medical fundamentals is necessary for a speech therapist to understand the causes of speech disorders and coordinated actions with a doctor. During this period, the study of the patterns of education and upbringing of children with speech impairments began.

At the beginning of the 20th century, government institutions that provided assistance to abnormal children were organized only for the deaf and dumb and blind in the form of schools and charity homes. In 1900 in Moscow, the famous teacher of the deaf N.A. Rau organized a kindergarten for deaf children of preschool age. This was the first such institution in Europe. Managing this kindergarten and training teachers of the deaf in preschool education, N.A. Rau provided assistance to children with dyslalia.

In 1911, a congress of Moscow teachers was held, where for the first time the need to organize special assistance for children with speech disorders was emphasized. Such assistance was provided in 2 auxiliary schools under the leadership of teacher of the deaf F.A. Rau. In 1915 F.A. Rau (director of the Moscow Arnold-Tretyakov School for the Deaf and Mutes) organized short-term courses for the training of speech therapists and enrolled children in the first groups for speech correction in 2 auxiliary schools in Moscow. In 1918, on the initiative of V. Bonch-Bruevich, speech therapy courses were organized that were mandatory for all teachers and doctors of preschool institutions in Moscow.

In the first years of Soviet power, the foundations were laid for the training of defectologists with higher education: in St. Petersburg, at the Institute of Preschool Education in 1920, the Faculty of Children's Defectiveness was organized (headed by Professor D.V. Feldberg), in 1924, at the Pedagogical Faculty of the 2nd Moscow State University, defectology department (first dean - Professor D.I. Azbukin, head of the department of deaf pedagogy and speech therapy - Professor F.A. Rau). The speech therapy course is introduced as an independent subject.

In 1925, the People's Commissariat of Health organized special speech therapy rooms in Moscow at the State Institute of Neuropsychiatric Prevention for the treatment of stuttering in adolescents and adults, and then a hospital was opened there for the treatment of persons with aphasia and stuttering (Yu.A. Florenskaya).

In 1929, the Moscow City Health Service opened a special clinic for people with hearing and speech disorders. In 1926, Mosgorono opened a special 7-year school for stutterers, where for the first time the position of a psychoneurologist was introduced into the school staff - deputy director of the school.

The Experimental Defectology Institute (EDI), organized in 1929 and transformed in 1944 into the NIID of the Academy of Pedagogical Sciences, was of great importance for the joint work of teachers and psychologists on all issues of defectology, including speech therapy. Prominent scientists L.S. were involved in the organization of this institution. Vygotsky, N.A. Rau and F.A. Rau, V.P. Kashchenko, D.I. Azbukin, R.M. Boskis, A.R. Luria, R.E. Levina. Later, a speech therapy sector and a boarding school for children with hearing impairment (hard of hearing) and speech were organized at the institute.

In 1931, the People's Commissariat of Education issued an order “On the introduction of universal compulsory primary education for physically handicapped, mentally retarded and speech-impaired children and adolescents.” This order was historic in terms of the organization of speech therapy institutions in the People's Commissariat for Education and the People's Commissariat of Health. Institutions began to be organized in two departments - education and health care, and the number of speech therapy rooms in children's clinics in Moscow, Leningrad, Kharkov and other cities increased. Schools are opening for children with speech disorders.

In 1930, Moskorzdrav, on the initiative of psychiatrist V.A. Gilyarovsky organized an institution for the treatment of stuttering. This was the establishment of a new profile. For the first time in world practice, it began treatment of stuttering in preschool children in a group setting. The institution was called a children's psycho-orthopedic site. Here N.A. Vlasova has developed a comprehensive approach to eliminating stuttering. Logorhythmic classes began to be conducted for the first time.

In 1932, the People's Commissariat of Health (at the suggestion of pediatrician Professor S.A. Shchelovanov and speech therapist E.F. Rau) opened special auditory-speech nurseries in the orphanage for children with various hearing and speech disorders.

In 1939, the First All-Union Speech Therapy Conference was convened. Speech therapists, teachers, doctors and psychologists from all institutions where speech therapy work was carried out in Moscow, Leningrad, Kyiv, Kharkov and other cities took part in it.

Speech therapy assistance to adults in those years was provided mainly in health care institutions: at the Central Institute of Neuropsychiatry, Psychohygiene and Psychoprevention, at the speech therapy hospital for stutterers and aphasics (headed by Yu.A. Florenskaya) and at the hearing and speech clinic under the direction of N.P. Tyapugin, in Leningrad at the Otolaryngological Institute.

Speech therapy assistance in Belarus began to develop in the late 20s. through healthcare[9]. In 1927 in Minsk, the psychoneurological office at the clinic for nervous diseases was transformed into a dispensary, where in 1029 a speech therapy office was created. In 1930, the People's Commissariat of Education of the BSSR established positions of instructors for correcting children's speech in auxiliary schools. Then classes for children with speech disorders were created at the Mstislav Institute for the Deaf and Mutes. In 1939, the institute was renamed the School of Hearing and Speech (300 children).

Much credit for organizing speech therapy assistance for children and adults in the BSSR belongs to the speech therapist of the Minsk Psychoneurological Dispensary E.I. Fridman and speech therapist of the Vitebsk Institute of Mentally Retarded Children M.I. Krupitskaya, who arrived at the request of the People's Commissariat of Education of the BSSR in 1928 from Leningrad.

Personnel training was carried out at universities in Moscow and Leningrad. In 1928, a group of surdists was created at the Mstislav Pedagogical College from among 4th year students. In the fall of 1932, enrollment was announced for the defectology department created at the pedagogical department of the BSU. But this department did not open due to the lack of specialists in defectology disciplines. Many employees of special schools studied in absentia at defectology departments and faculties at the 2nd Moscow State University, Leningrad State Pedagogical Institute named after. A.I. Herzen, at the Moscow Institute of Defectology.

Stage IV (50s of the XX century to the present).

In 1950, by order of the USSR Ministry of Health, the positions of speech therapists were abolished. From 50 - 60 years. The pedagogical content of speech therapy comes first. During this period, a psychological and pedagogical classification was developed (R.E. Levin), which arose as a result of a critical analysis of the clinical classification from the point of view of its applicability in the pedagogical process, which is speech therapy. Such an analysis turned out to be necessary in connection with the orientation of speech therapy towards the training and education of children with speech development disorders.

Over time, a flexible and diverse system of preschool correction of speech disorders is created: boarding kindergartens, kindergartens with a 5-day stay for children, special groups at mass kindergartens. In the 60s, speech therapy rooms were opened in all children's clinics, and specialized republican and regional sanatoriums were organized for children with various speech disorders. Much attention is paid to organizing special institutions for children with cerebral palsy. A wide network of schools is being created for children with speech impairments (Section II): 1st - for children with speech disorders, 2nd - for those who stutter.

A multidisciplinary approach is being developed in the study of speech disorders, in their prevention and elimination. E. F. Sobotovich (1985), analyzing speech underdevelopment taking into account the psycholinguistic structure and mechanisms of speech activity, identifies alalia: with predominant violations of the acquisition of paradigmatic or syntagmatic systems of language. An important stage in the development of the problem of dysarthria is the study of local diagnostic manifestations of dysarthric disorders (works by L. B. Litvak, 1959 and E. N. Vinarskaya, 1973). E. N. Vinarskaya was the first to conduct a comprehensive neurolinguistic study of dysarthria with focal brain lesions in adult patients. A neuropsychological study of aphasia is being carried out (works by A.R. Luria, L.S. Tsvetkova).

Works on speech therapy by foreign authors have been published in Russian: M. Zeeman (Czechoslovakia), P. Becker, M. Sovak “Speech Therapy” (Germany), etc.

In Belarus in the 50s. 20th century Speech therapy assistance to the population through the Ministry of Education and Health has expanded significantly. The first speech therapy centers were opened in 1050 in Minsk and Vitebsk. In 1950, the Council of Ministers of the BSSR obliged the Ministry of Education of the BSSR to open 1 school speech therapy center (Baranovichi, Brest, Gomel, Grodno, Mogilev, Mozyr, Molodechno, Pinsk, Polotsk) and staff them with speech therapists with higher defectological education. By the end of the 50s. Speech therapy rooms operated at psychoneurological and hearing-speech dispensaries and children's clinics in Minsk, Mogilev, Gomel, and Brest.

In the 60s work on the further development of speech therapy assistance began to be coordinated by the first audiologist clinic in the USSR (chief physician G.Z. Kruger), created on the basis of an audiologist office. By the mid-60s. in the BSSR there were over 50 speech therapy centers and offices at schools and clinics in regional and district centers, speech therapy hospitals for stuttering schoolchildren in Mstislavl and Kobrin, regional audiology clinics, speech classes at a number of schools in Minsk, Vitebsk, etc. In the 1969/1970 school year. G. in the BSSR there were 5 schools for children with special needs, 1979/1980 – 7 schools, 1985/1986 – 7.

Since 1960 A network of preschool institutions for children with speech disorders began to develop intensively. In 1972, on the basis of Order No. 125 of the USSR Ministry of Education, the nomenclature of special preschool institutions was approved, including for children with speech disorders: groups for children with general speech underdevelopment, phonetic-phonemic speech underdevelopment, for children who stutter

The personnel problem was especially acute for our republic. By the end of the Great Patriotic War, there was not a single specialist with defectology education in the BSSR. The Ministry of Education of the BSSR widely practiced sending directors, teachers and educators of deaf-mute schools to meetings, seminars and courses on deaf pedagogy (in the Russian Federation, Ukraine). By the end of the 50s. About 30 graduates of defectology faculties of Moscow, Leningrad, Kyiv worked in institutions for abnormal children of the republic, among whom were K.G. Ermilova, T.L. Leshchinskaya, I.M. Bobla et al.

However, the situation with the staff of defectologists was unsatisfactory. In 1960, at the Minsk State Pedagogical Institute named after A.M. Gorky opened a defectology department. Much credit for this goes to Candidate of Medical Sciences A.G. Troyanova, inspector of special schools of the Ministry of Education of the BSSR T.L. Leshchinskaya, head physician of the deaf and speech therapy clinic G.Z. Kruger, speech therapist of the dispensary K.G. Ermilova. The first group of speech pathology students completed their 5-year training as mathematicians and teachers of the deaf at the Faculty of Physics and Mathematics. Since 1961, training was carried out at the Faculty of Pedagogy and Methods of Primary Education in the specialization “oligophrenopedagogy and speech therapy”, as well as “pedagogy of the deaf” (graduated in 1968).

Since 1968, enrollment in the full-time department expanded and a correspondence department of defectology was opened, an independent department of defectology was formed (before that, teachers were part of the department of pedagogy and methods of primary education). By order of the Ministry of Education of the BSSR dated April 24, 1976, the defectology department was transformed into the defectology faculty. For 10 years G.G. was its dean. Turik. At the faculty, 2 departments were created: special pedagogy (head. Leshchinskaya T.L.); psychopathology and speech therapy (head. 1976 - 1979 Shilo N.F., 1979 - 1984 - Grigorieva T.A.). Then 3 departments were created: oligophrenopedagogy and psychopathology (Turik G.G.), deaf pedagogy and speech therapy (Grigorieva T.A.), special techniques (Grikhanov V.P.)

Since September 1, 1994, the faculty has 5 departments, including the Department of Speech Therapy. A special contribution to the formation of the scientific and pedagogical school of the Department of Speech Therapy, combining the search for ways to improve practical speech therapy work with the development of university work on training speech therapists, was made by Candidate of Psychological Sciences, Associate Professor K.G. Ermilova and candidate of pedagogical sciences, associate professor L.A. Zaitseva, who in 1994–2002. Headed the Department of Speech Therapy. Under their leadership, a system of intensive training of scientific personnel in speech therapy was developed. Since 1997, 7 candidate dissertations completed at the department have been successfully defended: E.A. Kharitonova (“Development of phrasal speech in the process of role-playing play in children with general speech underdevelopment”), S.P. Khabarova (“Formation of readiness to master reading in preschoolers with general speech underdevelopment”), O.A. Naumenko (“Formation of the foundations of sign-symbolic activity of older preschool children with general speech underdevelopment”), N.V. Drozdova (“Formation of speech activity of older preschool children with general speech underdevelopment in speech therapy classes”), N.N. Bal (“Differentiated approach to overcoming agrammatism in students with severe speech impairments”), I.V. Filipovich (“Consultative and correctional technology as a means of pedagogical assistance to young children with a risk factor in speech development”), I.S. Zaitsev (“Methods of pedagogical prevention of social maladaptation of high school students with severe speech impairments”) and about 30 master’s theses.

According to O.S. Orlova [10], in European countries various terms are used to designate a discipline that studies the features of pathology and speech development in normal and pathological conditions : speech therapy, speech and language therapy, orthophony .

A speech and language therapist or speech therapist deals broadly with communication problems and the correction of all disorders of speech and voice, oral and written language, regardless of etiology, in children, adolescents, adults and the elderly. The main objectives are the scientific study of communication and connections with various diseases, prevention, elimination of speech disorders of impressive and expressive oral and written speech, as well as non-verbal means of communication.

Since 1988, the European Economic Community (EEC) has established the Standing Committee of Speech and Speech Therapists (LCSTL). This is an officially recognized EEC, non-governmental organization that unites associations of orthophonists and speech therapists from all countries of the European Union. The main task of this committee is to represent the professional interests of speech therapists and speech therapists in the EEC, coordinate scientific research in the field of speech pathology, promote the implementation of modern scientific and practical achievements, and develop unified educational programs and professional standards.

Antoaneta Georgieva (employee of the Department of Special Pedagogy, Sofia University, Bulgaria) [11] analyzes 2 approaches in determining the nature of speech therapy as a science and, accordingly, the status of the profession:

1. In Russia, Bulgaria and other countries of Eastern Europe, speech therapy is considered a section of special pedagogy , and speech therapy institutions are part of the system of educational institutions; they work with adults in separate rooms in the health care system; terminology used: “correctional and educational work”, “correction method”, “correction process”.

2. In Western European countries, despite the rejection of the medical model of speech development disorders as a historically passed stage in scientific development, speech therapy is not a pedagogical science, and speech therapists are not teachers. At the same time, they are not doctors. The corresponding profession is paraclinical, paramedical ; a speech therapist is a specialist whose professional responsibilities include the diagnosis and treatment of all types of communication disorders (Professional Profile of Speech Therapist, 1992). The terminology used is “speech therapy”, “language therapy”, “therapeutic program”. Speech therapy rooms are included in the health care and health insurance system; there are speech therapy rooms in regular schools, kindergartens, as well as in institutions for mentally retarded children, children with visual impairments and motor impairments. In some countries (for example, England), in addition to special institutions for children with speech disorders (specific speech disorder - alalia), there are special schools for children with communication problems, in which children with speech disorders with intellectual disabilities, impaired hearing, autism, together with children with specific speech disorders.

The structure of modern speech therapy is:

– preschool speech therapy

– school speech therapy

– speech therapy for adolescents and adults

A separate section of speech therapy is phonopedia - a section that examines the formation of the skill of correct voice formation with the help of special pedagogical techniques.

Goal, objectives, meaning of speech therapy.

The goal is to develop a scientifically based system of training, education, re-education of people with speech disorders, prevention of speech disorders.

Objectives of speech therapy:

1. Study of the ontogenesis of speech activity in various forms of speech disorders.

2. Determination of the prevalence, symptoms and degree of manifestation of speech disorders.

3. Determination of the spontaneous and directed development of children with speech disorders, as well as the nature of the influence of a speech disorder on personality formation, mental development, and the implementation of various types of activities.

4. Study of the features of speech formation and speech disorders in children with various developmental anomalies - with OPFR (in children with hearing impairment, vision impairment, mental retardation, cerebral palsy, mental retardation).

5. Identification of the etiology, mechanism, structure and symptoms of speech disorders.

6. Development of methods for pedagogical diagnosis of speech disorders.

7. Systematization of speech disorders.

8. Development of principles, methods, techniques, means of eliminating speech disorders.

9. Perfection of methods for the prevention of speech disorders and early correctional and developmental work.

10. Development of issues related to the organization of speech therapy assistance.

To solve problems you need:

– establishing interdisciplinary connections and attracting many specialists to cooperation;

– maintaining a close connection between theory and practice;

– implementation of the principle of early identification of persons with disabilities;

– active promotion of speech therapy knowledge among the population for effective prevention.

Speech therapy has important theoretical and practical significance , which is determined by the social essence of language and speech, the close connection between speech and thinking. A sufficient level of speech development promotes awareness, planning of one’s activities, regulation of behavior, and creates conditions for social contacts. “Quality” speech is the main point for a public and business career and leads to business success.

Speech disorders, to one degree or another, affect the child’s mental development and affect his activities, and severe speech disorders limit mental activity. Speech disorders lead to limited social contacts, cause disturbances in the emotional-volitional sphere and contribute to the formation of pathological character traits, affect the acquisition of literacy and choice of profession.

According to statistics from the Ministry of Education of the Republic of Belarus, the largest group of children with special needs of psychophysical development are children with speech disorders. Thus, if as of January 1, 2003, the number of children with speech impairments was 56.6% of the total number of children with special needs, then in 2004 this figure increased to 62.33%, in 2005 – to 67.54%. , in 2006 - up to 70.91%, in 2007 - up to 74.52%, in 2008 - up to 81.93%, in 2010 - up to 87%, in 2011 - up to 90 % [12].