Stuttering, incorrect sound pronunciation, reading and writing problems prevent children from adapting to school, achieving academic success and making friends in the community. If the problem is not solved, difficulties with learning and communicating with classmates will only increase. Classes with a speech therapist for schoolchildren will help to avoid a negative scenario.
Services of the speech therapy room "Victoria"
The Victoria speech therapy office offers the services of a speech therapist and defectologist in Moscow for school-age children. Classes with a specialist will help:
- when writing - substitution of letters, violation of the syllabic structure of the word, mirror distortion of the letter (dysgraphia);
- for persistent reading impairments (dyslexia);
- with incorrect sound pronunciation;
- when stuttering as a result of excitement (logoneurosis);
- in case of impaired perception, attention and other disorders.
At the first consultation with a speech therapist for schoolchildren, we examine the child’s speech, level of reading and writing, and determine the diagnosis. The program of work with the child is drawn up individually. Classes with a speech therapist for younger schoolchildren will not only improve speech and writing skills, but also improve grades. The child will better understand the teacher during lessons and cope with anxiety and tightness when answering.
Reading and writing
No child can learn to read and write right away. For some this comes easily; for other children, due to various forms of speech pathologies, difficulties are observed. Such children need classes with specialists in order to write beautifully and competently, read quickly and correctly, and understand the text they read.
Our specialists conduct reading classes. We take classes for children over 6 years old and schoolchildren who, for some reason, have not mastered reading skills in class. First, we learn to hear sound, to isolate it from the stream of speech. Then we introduce the child to the letter denoting this sound. We teach the child to put sounds into syllables and then into words.
If a child encounters errors when writing that are not related to compliance with the spelling rules of the Russian language, it is also necessary to contact a speech therapist. When writing, there may be errors associated with mirror spelling of letters, omissions of letters in a word, or spelling words in sentences together. We will help you cope with this problem in our dysgraphia correction classes.
Methodological materials for speech therapist teachers
Contained in sections:
- Methodological materials for teachers and educators 28449
- Speech development. Speech development of children 15789
Includes sections:
- Articulation. Articulatory gymnastics 1594
- Bilingualism, bilingualism 215
- Bioenergoplastics in working with children 125
- Dysarthria 252
- Dysgraphia and dyslexia. Prevention and correction 269
- Kinesiology. Kinesiological exercises and games for children 463
- Speech therapist consultations for parents 1622
- Corrective work. For teachers of correctional groups 320
- Corrective classes. Notes for correctional groups 4171
- Speech therapy classes 9598
- Speech therapy and speech holidays and entertainment. Scripts 1944
- Speech therapy games 1447
- Speech therapy rooms. Educational environment 205
- Logorhythmics. Logorhythmic exercises 1483
- Fine motor skills 11813
By groups:
- Senior group
- Preparatory group
- Middle group
- Junior group
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Speech therapy examination of children 6–7 years old Speech therapy examination of children 6–7 years old (preparatory group. General development of the child. Conversational and descriptive conversation: 1. What is your name? 2. How old are you? 3. Who do you live with? 4. What are your Do you have any toys? 5. Tell me about your favorite toy. 6. What time of year is it now? How do you...
Speech therapy game “We decorate Christmas trees - we distinguish sounds” by differentiating sounds
I bring to your attention a game for the New Year period “We decorate the Christmas trees - we distinguish the sounds”
. But if the New Year holiday has already passed, and the task set in the game needs to continue to be solved, then instead of Christmas trees you can use other objects, for example, cars, trains, houses,...
CRP: School speech therapist
KRP: The school speech therapist is a designer who will help you quickly and efficiently create a set of documents with the Work Program.
The designer saves your working time. If you usually spend 2-3 days creating a program, then with the Constructor it will take 2-3 hours. Plus additional documents that are created automatically while you fill out the Work Program.
What documents are included ? The designer is an ecosystem for your documentation. You collect information about children and the work of specialists in one place. As a result, the Constructor prepares a whole package of documents, and you do not need to collect information from different folders, combine it and recalculate numbers.
You will be able to draw up and develop in the Work Program or as an independent document:
- speech therapy presentation per student for PMPK and PPK,
- final analytical report for the academic year,
- psychological and pedagogical characteristics of a student with disabilities,
- unique calendar and thematic planning.
And also determine the level of speech development using monitoring studies.
For which children? For schoolchildren with disabilities with speech disorders due to a primary defect:
- with mental retardation,
- autism spectrum disorders,
- disorders of the musculoskeletal system,
- mental retardation,
- and other violations.
The program is designed for children from grades 1 to 4, as well as additional grades 1 and 2.
For which organizations is the Constructor suitable? For general educational institutions that implement inclusive practices.
Advantages of the Constructor
Saving time and effort The document template is already in the program. Based on your answers, sections and answer options are added or removed.
- There is no need to duplicate your work: some questions are filled in automatically based on your past answers.
- There is no need to remember the correct wording: for each question there are ready-made answers.
- There is no need to collect information from different sources: some documents are formed on the basis of already created ones.
Adaptation for a specialist The designer is flexible, it takes into account many factors: what kind of child you are working with, what his medical history is, what classes you are planning, what specialists you want to involve in the work, and so on.
If you need to enter some unique data, there are open questions that you can fill out by hand. In exceptional cases, if you want to expand the program, you can always do this in Word.
Compliance with the requirements of the Federal State Educational Standard The program takes into account the requirements of the Federal State Educational Standard for children with disabilities and the Federal State Educational Standard for children with mental retardation (intellectual impairment). Ready-made documents can be used for certification, for passing PMPC and for analyzing work efficiency.
How does the Constructor work?
Main tabs The program has two tabs: Children and Teachers. Each child has a questionnaire, work program and speech therapy presentation. Each teacher has a list of children with whom he works and a Final Analytical Report.
Work program This is the basic document on the basis of which all others are formed. At the very beginning, you enter the initial data: what grade the child is in, what disabilities he has, what program he is studying in, and so on. Based on this data, the following sections are formed.
Next, you fill out the remaining sections: go to the section, click the “Fill” button, select a question and an answer option. When you have completed all the questions, click the “Save” button and move on to the next section.
You can fill out the program in several steps; you don’t have to do everything at once. Previously selected answers can be changed if you make a mistake or circumstances change. Please note that the information you enter is stored on your computer and not on a flash drive.
Pay attention to the Diagnostics module. In it you record data with survey results at the beginning, middle and end of the year.
Interaction with the Mersibo portal If you use a subscription to Mersibo online games, it will be even more convenient: The designer will automatically fill in the “Interactive support of programs” block. For each pedagogical task, the necessary games will be prescribed, selected taking into account the age and characteristics of the children.
Booklet with methodological recommendations (pdf).
If you work as a defectologist in a school, then “KRP: School Defectologist” is suitable for you.
If you need to create a work program for preschoolers (from 3 to 7-8 years old), then the “Work Program Designer” is suitable.
If you need to create a work program for young children (from 0 to 4 years old), then the “Work Program Designer: Early Age” is suitable.
Checking Word Version
and try to open it. If the document opens and everything is fine, then you can open work programs in Word from the Designer.
Technical requirements For classes you will need a computer running Windows 8 or higher and Microsoft Word 2013 or higher.
Speech therapist diagnoses
In recent years, unfortunately, speech disorders in children are becoming more and more common. A pediatrician, neurologist, or psychologist can identify speech development disorders at their appointments. The speech therapist diagnoses speech development, collects anamnesis and, on this basis, makes a speech therapy conclusion. What diagnoses can a speech therapist make and what directions in the correction of speech defects are important to consider to compensate for them will be discussed in this article.
ZRR
– delayed speech development. This is a pathology that occurs in children with intact intellectual abilities, in which the timing of the appearance of speech is disrupted, there is a poor vocabulary, pronunciation defects, and the grammatical design of speech and the formation of sounds suffer. Sometimes parents do not notice the delay in the child’s speech development. They believe that speech will appear spontaneously, until they realize that their baby speaks much less and worse than his peers. His speech appears late or develops slowly and is difficult to understand. He cannot voice his thoughts, although he understands what is said to him. During the consultation, the speech therapist determines the degree of delay in speech development, recommends a consultation with a neurologist (to exclude severe organic disorders), and may also refer you for a consultation to an ENT specialist (for a hearing test), a pediatrician (indicators of general physical health are also important for the timely development of higher mental functions). Children with speech development delays are recommended to take logorhythmic classes, classes with a psychologist, speech therapist (group and/or individual) to stimulate speech activity.
Alalia
is a systemic underdevelopment of speech, which is based on difficulties in language acquisition. This is an organic disorder of a central nature, in which there is a delay in the maturation of nerve cells in certain areas of the cerebral cortex. Alalia is caused by organic lesions of the speech areas of the cerebral cortex in the intrauterine development of the fetus or the early period of child development. The child’s speech develops with gross deviations or does not develop at all. A comprehensive examination by a neurologist, ENT specialist, psychiatrist, or pediatrician will help make a diagnosis. During the consultation, the speech therapist determines the form of alalia (motor, sensory, mixed) and recommends visiting a speech therapy kindergarten. Classes for alalia with a speech therapist, defectologist, neuropsychologist, psychologist are mandatory and should be regular, systematic and under the supervision of a neurologist.
ONR –
general speech underdevelopment. This is a systemic disorder in which the formation of all components of speech suffers. The child speaks, but speech suffers at the sound, syllabic, and grammatical levels; the semantic component of both understanding speech and independent speech expression is disrupted. It can act as an independent disorder, or as part of other disorders, or be a consequence of other speech pathologies. Experts distinguish 3 (4) levels of OHP. Correction of this disorder most successfully takes place in a speech therapy kindergarten or in a speech therapy group in a kindergarten. Observation by a neurologist and, as part of general correctional work, classes with a neuropsychologist or defectologist are recommended.
Dysarthria
- occurs as a result of organic damage to the central nervous system, brain in the prenatal or early period of a child’s development and manifests itself in a violation of the pronunciation side of speech. The main clinical signs of dysarthria are impaired muscle tone in the speech muscles, limited possibility of voluntary articulatory movements (movements of the speech organs), impaired voice production and breathing. Speech dysarthria can be an independent speech defect, and can also be part of more complex speech disorders. Dysarthria is the case when people say “porridge in the mouth.” The pronunciation side of speech and sound pronunciation suffer greatly. Parents may notice not only unclear pronunciation of sounds, but also lack of coordination in children, clumsiness, untidiness, awkwardness in articulation and fine motor skills; There may be increased salivation (salivation of varying degrees), possible asymmetry in the work of the muscles of the tongue, cheeks (when sticking out the tongue and performing specified movements, puffing out the cheeks, etc.), nasalization of the voice (nasal, nasal tone of speech). During diagnosis, a speech therapist determines the type of dysarthria, paying attention to the state of the muscles of the articulatory apparatus (hyper/hypotonicity) for the correct selection of the type and methods of articulatory massage. Correction of such a disorder will be more successful if a neurologist, physiotherapist, massage therapist, exercise therapy specialist, and neuropsychologist participate in the work. Children are recommended for regular speech therapy sessions using speech therapy massage and taping.
FFNR
– phonetic-phonemic speech disorder. This is a disruption of the processes of formation of the pronunciation side of the native language in children with various speech disorders associated with impaired perception (phonemic hearing) and pronunciation of sounds. This category includes children with normal hearing and intact intelligence.
The speech of a child with FFDD is characterized by multiple sound substitutions, confusions, omissions, distortions of sounds (tea - tai, brush - mesh, cat - koska, scooter - famokat, furniture - nebel, astronaut - kosenat, etc.) Impaired reproduction of sounds in a child with such pathology is associated with insufficient discrimination of both those sounds whose pronunciation is impaired, and those that are pronounced correctly, but belong to different phonetic groups. Along with this, the child has errors in the syllable structure and sound content of words (button-button, code-frying pan, niga-book, mot-bridge). That is, the child can skip entire syllables, rearrange them, and skip sounds in words. The success of correctional work with such a disorder depends on regular, systematic individual sessions with a speech therapist.
Stuttering in children is a disorder of the tempo-rhythmic aspect of speech, caused by repeated convulsions in the articulatory, vocal or respiratory parts of the speech apparatus. Stuttering in children is characterized by “getting stuck” on individual sounds, their repeated, involuntary repetition, accompanying movements, speech tricks, logophobia, and vegetative reactions. Children with stuttering should be examined by a neurologist, speech therapist, psychologist, or psychiatrist. Correction of stuttering in children includes a medical and health complex (compliance with the regimen, compliance with neurologist’s prescriptions, massage, exercise therapy, psychotherapy) and a system of speech therapy classes.
Dysgraphia, dyslexia
– writing impairment, reading impairment.
Dysgraphia is a violation of written speech skills, when partial difficulties arise in mastering writing. Characteristic signs are persistent, repeated errors in writing (mixing letters based on similar characteristics, omissions of letters, “mirror” writing of letters, omission of letter elements, kinetic errors).
Dyslexia
- This is a violation of the formation of reading skills. It is associated with difficulties in the formation of speech components and improper operation of the analyzing systems (the child may mix up letters while reading, there may be a violation of reading the syllabic structure of a word, while reading, the student makes mistakes in letters that have similar optical features, has difficulty assimilating the visual image of the letter , violation of grammatical forms when reading, reading by guess, the student poorly and for a long period of time connects letters into syllables or spends a long time on the syllabic type of reading).
Errors have a different nature and the form of dysgraphia and dyslexia will be determined by a speech therapist during diagnosis. To complete the information, it is also important to consult a neurologist, ophthalmologist, ENT specialist, or neuropsychologist. This diagnosis is given to schoolchildren, but the prerequisites for writing and reading disorders may appear in the preschool period. Parents should pay attention if:
- the child is unable to hold the spoon and writing utensils correctly for a long time;
- he poorly distinguishes and reproduces sounds;
- speech develops more slowly than that of peers or does not correspond to age standards;
- there are problems with the development of fine motor skills;
- there are disturbances in coordination of movements;
- difficulties with maintaining attention (the child needs to frequently switch to different types of activities);
- the child quickly gets tired of activities.
In preschool and school age:
- the child encounters difficulties in reproducing rhythm and memorizing poetry;
- difficulty repeating a series of syllables or numbers;
- the child ignores signs and letters on the left or right;
- difficulties with remembering letters and writing them;
- the child has difficulty merging letters into syllables and has difficulty reading words out loud;
- sees one thing and pronounces something else (letters, words, numbers);
- reading by guesswork, reading fluency is impaired, difficult to read complex words, distorts words when reading, lacks expressiveness, poorly understands the meaning of what is read;
- replaces, rearranges, mirrors letters and numbers, omits letters, does not add words, syllables, distorts words, adds extra letters or syllables;
- the child has poor handwriting, does not see the boundaries of the sheet, does not follow the boundaries set by the teacher when writing;
- cannot determine the boundaries of words and sentences;
- knows the rules but forgets to apply them when writing.
Classes for the correction of dyslexia and dysgraphia are conducted by a speech therapist. It would be right to include classes with a neuropsychologist.
