Methods and techniques in speech therapy

practice in a group for children with disabilities.

Prepared by: teacher-speech therapist Abramova Anna Petrovna

Children with severe speech disorders - this is a special category of children with developmental disabilities who have preserved hearing, primary intelligence is not impaired, but there are significant speech disorders that affect the formation of the psyche.

Speech disorders can affect various components of speech: sound pronunciation (decreased intelligibility of speech, sound defects), phonemic hearing (insufficient mastery of the sound composition of a word), lexical and grammatical structure (poor vocabulary, inability to coordinate words in a sentence). This violation is called general underdevelopment speeches .

Three levels of general underdevelopment of speech:

I level- there is a complete absence or a sharp limitation of verbal means of communication at the age of 4-5 years. The vocabulary consists of sound or onomatopoeic complexes, in most cases incomprehensible to others and accompanied by gestures;

II level- the child has some distorted words, the distinction of some grammatical forms is outlined. But along with this, the pronunciation capabilities of the child are significantly behind the age norm;

III level- characterized by the presence of a developed phrasal speech with elements of lexical-grammatical and phonetic-phonemic underdevelopment. Children come into contact with others, but free verbal communication is difficult.

Individual characteristics of children with TNR:

Underdevelopment of the cognitive sphere (attention, perception, memory, thinking, speech)

Violation of the lexical and grammatical structure of speech, sound pronunciation, coherent monologue and dialogic speech, difficulties in teaching literacy

Difficulties in processing auditory, visual and visuospatial information

Movement disorders

Deviations in the emotional-volitional sphere

Reduced ability to generalize and abstract

Instability of attention, rapid forgetting of material (especially speech), reduced performance, long inclusion in the task

Raise professional competence teacher:

Preliminary psychological and pedagogical (speech therapy) diagnostics, the nature of the violation is clarified speech activity.

Discussion of the results of the examination with all specialists accompanying the learning process with this child.

Drawing up an individual development plan, an educational route is determined.

Involvement of specialists of psychological and pedagogical support to participate in the design and organization of the educational process.

Attraction of additional support and support resources

Formation of a request for methodological and psychological and pedagogical support of "external" social partners (methodological center, city PMPK, public organizations).

Organization of interaction between preschool specialists and parents on the basis of cooperation and division of responsibility.

GEF implementation

Modernization of the content of education

Change in the preschool population

Creating conditions for the education and upbringing of all children, taking into account their needs and abilities

The competence of the teacher is that he must be able to

design and adapt the educational process, which ensures the quality and accessibility of preschoolers mastering the program material;
interact constructively with various professionals and parents;
create conditions for the manifestation of initiative and interest by the subjects of the pedagogical process;
be responsible for the results of the actions of their students.

Barrier-free subject-developing environment

for mastering the adapted basic educational program(AOOP)

for children with severe speech disorders (SNR).

Creation of conditions for the development of an individual program for a child with TNR:

Organization in a group, an office of a barrier-free developing subject environment, the use of visibility, the selection of multifunctional equipment and materials.

Creating an atmosphere of emotional comfort, building a spirit of cooperation, accepting the characteristics of each child.
Formation of positive, socially oriented activity.

Application modern technologies, methods, techniques, forms of organization of work, adequate to the capabilities and needs of children with SPD.

Adaptation of existing or development of necessary educational and didactic materials for pupils.

Organization of a subject-developing environment

The environment must be safe
The environment should be comfortable and cozy
The environment is organized in each group based on ideas about the age patterns of children's development in accordance with their interests.
Group development environment

should be variable

Wednesday should be

informative

The environment must constantly

be updated

Creation of conditions for the adaptation of children with malnutrition in the peer group:

Organization of classes using interactive forms of activity, i.e. involvement in the process of all children, the formation of an atmosphere of mutual support and goodwill, mutual understanding, mutual enrichment both between the teacher-speech therapist and children, and between pupils.

It can be carried out both in subgroups, in minigroups, using game techniques.

Disclosure of the creative potential of each child, the realization of his need for self-expression.

Using methods for assessing educational achievements that are adequate to the capabilities of children. Constant encouragement for the slightest success, timely and tactful assistance to each child, the development of faith in his own strengths and capabilities.

Selection of visual materials that make several analyzers work at once (visual, auditory, tactile).

Daily use of gaming and practical techniques and teaching methods that increase interest in classes, cognitive activity forms learning motivation.

Allow each child to work at their own pace.

Take into account the change in the composition of the subgroup for the formation in children adequate self-esteem. Eliminate competition between children.

The work of a speech therapist teacher with children with SPD has a number of features:

Build on more strengths child development.

Regular change of activities and forms of work allows you to relieve stress, increase the level of attention.

Almost all children need to pronounce the sequence of their actions out loud, teach them to speak quietly, in a low voice, so as not to disturb others.

Often offer children tasks that they would do with pleasure. Demanding the performance of uninteresting or more complex tasks should be done carefully and dosed.

The organization, the form of work, the material involved must correspond to the age of the child.

Requirements of the Federal State Educational Standard for the developing subject-spatial environment of a speech therapy room:

Provides the maximum realization of the educational potential of the classroom space in accordance with the characteristics of each age stage, taking into account the characteristics and correction of the shortcomings of their development.
Provides communication and joint activities speech therapist and child.
Ensures the implementation of the remedial education program; takes into account the age characteristics of children.

Symbols of sounds, basic plot and subject pictures, signal cards, surprise moments, presence fairy tale character or toys, "magic pouch".

Methods for activating the speech activity of children:

fairy tale therapy using bibabo dolls, finger theater, toys from kinder surprises, table theater.

Methods for activating the speech activity of children:

mnemonics- a system of various techniques and methods that facilitate the memorization of the necessary information and increase the amount of memory through the formation of associative links.

Methods for activating the speech activity of children:

Kinesiology exercises affect the development of mental abilities and physical health. They allow you to activate various parts of the cerebral cortex. The child improves memory, attention, speech, spatial representations, general and fine motor skills, reduces fatigue, increases the ability to voluntary control. "Lezginka", "Flag-Fish-Boat", "Ear-nose", etc.

Methods for activating the speech activity of children:

Kinesiology exercises

Self-massage. Self-massage of palms and fingers with Su-jok massagers (massage balls, springs). This is a highly effective, versatile, affordable and absolutely safe method of self-healing by influencing the active points located on the hands and feet ("Su" - hand, "Jock" - foot). The use of massagers is the simplest and most accessible way of stimulation for everyone. Superficial massage of the correspondence zones does not require an exact search for painful points and can be carried out in the form of a fun game!

Articulation gymnastics.

Development of fine hand movements(finger gymnastics, lacing, hatching, etc.)

Breathing exercises .

Musical instruments, sultans, turntables, straws, file cabinets are used breathing exercises, paper hanging toys, children are very fond of soap bubbles.

Health-saving technologies:

Bioenergy plastics(friendly movements of the tongue and hand during articulatory gymnastics). The use of the bioenergy plastics method accelerates the correction of defective sounds in children with reduced and impaired kinesthetic sensations, since the working palm greatly enhances the impulses going to the cerebral cortex from the tongue. The method of bioenergy plastics is especially effective at the very beginning of teaching a child articulation exercises, so the palm and fingers clearly demonstrate the movements of the tongue.

Methods for activating the speech activity of children:

TCO helps to improve and accelerate

learning process.

Methods for activating the speech activity of children:

phonetic rhythm.

Methods for activating the speech activity of children:

Games and game situations, aimed at the all-round development of children.

Differentiated game "Toy Store" for children with mental retardation, Jr. before school age.

Differentiated game for children of primary preschool age "Funny animals".

Literacy Center.

Magnetic alphabet, sound city, primers, puzzles, crossword puzzles, talking syllables, books for reading, cubes with letters.

Conclusion.

Environment surrounding children in the classroom:

Provides a sense of psychological security;
is a means of full development;
- combines traditional and innovative methods and techniques.

Let childhood take place, let childhood play enough!

There is no such side of education that the situation would not have an impact on, there is no ability that would be directly dependent on the immediate environment of the child of the concrete world ...

Whoever manages to create such an environment will facilitate his work to the highest degree.

Among it, the child will live - develop as a self-sufficing life, his spiritual growth will be improved from himself, from nature ... (E.I. Tikheeva)

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MINISTRY OF EDUCATION AND SCIENCE OF THE RUSSIAN FEDERATION

MINISTRY OF EDUCATION OF THE MOSCOW REGION

MGOSGI

"MOSCOW STATE SOCIO-HUMANITARIAN INSTITUTE"

PEDAGOGICAL FACULTY

SPECIALTY SPEECH THERAPY

CONTROL WORK ON LOGOPEDICS ON THE TOPIC:

USING NON-TRADITIONAL METHODS IN SPEECH THERAPY

COMPLETED BY: SELUKOVA YU.A.

4 YEAR STUDENT

CORRESPONDENCE TRAINING

CHECKED: ULYANOVA O.I.

KOLOMNA 2013

Introduction

1. What are non-traditional methods and their importance in speech therapy practice

2. The use of non-traditional methods of activating the organs of articulation

3. Overcoming speech difficulties in children using non-traditional methods

4. Non-traditional methods used in speech therapy practice

5. Non-traditional methods for eliminating dysgraphia in younger students

Conclusion.

Bibliography

Applications

Introduction

The constant growth in the number of children with developmental disabilities puts forward the diagnostic, corrective and preventive activities of preschool educational institutions among the most significant. The largest group - up to 60% of all preschoolers - today are children with speech developmental disabilities.

The current situation in the system of upbringing and education of preschool children shows that the number of children with deviations in speech development is steadily growing. Among them, a significant proportion are children of preschool age with a general underdevelopment of speech. Having a full ear and intelligence, they are usually not ready to learn school curriculum due to the lack of formation of all aspects of speech - lexical, grammatical and phonetic. These children make up the main group of underachievement.

Speech pathology does not exist by itself. Inadequate speech activity leaves an imprint on the formation of sensory, intellectual and affective-volitional spheres in children. Insufficient stability of attention is noted, the amount of memory is reduced, emotional excitability, a lag in the development of the motor sphere, motor skills of the fingers are underdeveloped. An objective examination shows that children with speech defects have not only a lag in the development of mental processes, but also a general somatic weakness.

In the current situation, a systematic, integrated approach to the correction of the speech and accompanying mental and somatic development of the child is relevant.

Of course, generally accepted, traditional pedagogical methods are basic, but with the obligatory use of additional, non-traditional methods. Although earlier in speech therapy practice additional methods were used, but very little time was devoted to them. Pedagogical methods of influencing the speech pathologist mainly dominated, which, unfortunately, could not solve all the problems.

The use of additional methods will help create conditions for optimal physical and neuro-physical development in speech therapy classes, ensure the proper level of children's health and help correct speech defects.

1. What are non-traditional methods andtheir meaningin speech therapy practice

The concept of "non-traditional methods" is defined as a complex process (activity) of creation, distribution, implementation and use of a new practical tool. Non-traditional correctional experience is considered as a system of specialist activity that changes the traditional practice of correction. The results of this activity are expressed in changes in content, methods, forms, technologies, and means of correction. The introduction of non-traditional methods into practice makes it possible to improve the correctional process.

In connection with the growing number of children suffering from speech disorders, today the search for new forms and methods of correctional and developmental work is very relevant. In this situation, the choice of a systematic integrated approach to correcting the speech and accompanying mental and somatic development of the child is relevant. In special literature, in various methodological and popular scientific publications, defectologists, speech therapists, teachers and psychologists present new non-traditional forms of work with children in addition to traditional methods. We can note the works of such authors as T.M. Grabenko, T.D. Zinkevich-Evstigneeva, M.A. Povalyaeva, E.A. Pozhilenko, M.I. Chistyakova and others.

The specificity of non-traditional methods of correction is aimed at providing two coordinated processes: supporting the development of the child and supporting the process of his education, upbringing, and correction of existing deviations. It includes corrective work aimed at correcting or easing existing violations, and developmental work aimed at revealing the child's potential, achieving an optimal level of development.

Methods of non-traditional forms are designed to restore mental and physical performance, eliminate fatigue, lethargy, asthenic syndrome. It can also serve as a prevention of cerebrovascular accidents, elimination of insomnia, nervousness. unconventional speech therapy articulation student

2. The use of non-traditional methods of activating artic organsulations in speech therapy work

Often, speech therapists have to deal with persistent violations of sound pronunciation in children. General underdevelopment of speech, erased dysarthria, often even polymorphic dyslalia are combined with neurological symptoms. Children with such a speech pathology, as a rule, are somatically weakened, suffer from motor disorders, they have low performance, increased fatigue. Some children-logopaths are hyperactive, others, on the contrary, are asthenic. In such cases, a long-term corrective effect on the child is required. At the same time, for successful speech therapy work classes should be dynamic, emotionally pleasant, interesting to the child. It is in such situations that a speech therapist can use non-traditional methods.

Non-traditional methods of activating the organs of articulation can be used not only in working with pathology, but also as a preventive measure.

The use of non-traditional methods for the prevention of complex speech disorders in relation to young children at risk in speech development gives stable positive results. In most children, when using non-traditional methods, the work of the central nervous system. Signs of this are: normalization of the tone of the articulatory and facial muscles, activation of thin differentiated and the formation of arbitrarily coordinated movements of the organs of articulation, partial elimination of pathological symptoms (hypersalivation, synkinesis, deviation). As a result, the sounds of early ontogenesis actively appear, the interdental pronunciation of whistling sounds is normalized. Most of these children, subsequently, do not need speech therapy work, since sounds are formed and introduced into speech spontaneously. The general somatic health of children is also improving, the adaptation period in the preschool educational institution is passing more safely.

Basically, non-traditional methods are easy to use, affordable, effective, do not require expensive equipment, have practically no contraindications and age limits, and a person-oriented approach to working with a child gives an excellent effect.

It can be said with confidence that the complex of non-traditional methods belongs to health-saving technologies.

The following non-traditional methods of activating the organs of articulation are used: articulation games with spoons, exercises for the lingual and labial, buccal muscles with water, speech therapy massage and self-massage, DENS-therapy, bioenergy plastics.

It is known that the pronunciation of sounds is ensured by good mobility and differentiated work of the organs of the articular apparatus. It is not only articulation gymnastics in its traditional form that helps to develop clear and coordinated movements of the organs of articulation, but also a variety of articulation exercises with spoons, which are playful in nature and evoke positive emotions in children. Children are happy to help their tongue with spoons “to take the elevator to top floor", practicing the upper rise of the tongue; massage the tongue, lips, tapping, patting and stroking them with spoons.

Water exercises, successfully used in speech therapy practice, contribute to the strengthening of kinesthesia. Since water is a denser substance than air, it irritates sensitive areas in the oral cavity more actively, stimulating innervation. Children carry out exercises with water both at a speech therapy lesson and at regime moments when they rinse their mouths with water after eating. Having collected a small amount of water in the “cup” (tongue in the form of a cup), they stick it far forward from the wide-open mouth and bring it back, move it from one corner of the mouth to the other, trying not to spill a drop. Having collected water in the mouth, they place it either on the left cheek, or on the right, then under the upper lip, then under the lower one. Throwing back the head, gargling is carried out.

Speech therapy massage and self-massage training, actively used in correctional work, contribute to the rapid normalization of the tone of the articulation muscles and the formation of coordinated articulation movements. Using various types of logo massages, you can combine them and supplement them with individual elements: classic, acupressure, using massagers, lollipops of various sizes, flat candies, toothbrushes, teethers, silicone fingertips, etc. By treating speech biologically active zones, they are automatically stimulated and biological points responsible for immunity, thereby contributing to the improvement of the child.

For a more active effect on the articulatory muscles, local contrastothermia (cryotherapy) is used - alternate application to a short time to the muscles of the lips, cheeks, tongue of ice and a hot egg wrapped in handkerchiefs.

In order to normalize the tone of the articulatory muscles, DENS-therapy is effectively used. When applying this physiotherapeutic procedure, the time for setting sounds and their automation is greatly reduced.

For best results when preparing articulation apparatus to the production of sounds, so that the process is more entertaining and captivates children, we use such a method as bioenergy plastics - this is a friendly interaction of the hand and tongue. The use of bioenergy plastics effectively accelerates the correction of defective sounds in children with reduced and impaired kinesthetic sensations, since the working palm greatly enhances the impulses going to the cerebral cortex from the tongue. Hand movements are added to all classical articulation exercises. Dynamic exercises normalize muscle tone, switchability of movements, make them accurate, easy, rhythmic.

The planned system of measures to activate the organs of articulation using non-traditional methods has established itself as an affordable, effective tool that can be actively used in speech therapy practice.

The use of the above methods contributes to the achievement of positive results in a short time. For speech pathologists:

The muscle tone of the organs of articulation is normalized;

The motor functions of the articulatory apparatus are stimulated;

Speech function is activated

Efficiency increases.

3 . Overcoming speech difficulties in children using non-traditional methods

The use of non-traditional methods in correctional work is recognized in modern pedagogical science as one of the effective means of preventing and correcting disorders in speech development. This is confirmed not only by numerous scientific studies, but also by the experience of organizing correctional and pedagogical assistance to needy children. The effectiveness of non-traditional methods is higher, the earlier their implementation is started. Especially important is the use of non-traditional methods in speech correction. These methods contribute to the development of the communicative function of speech, while significantly enhancing the effect of the work of a speech therapist. Non-traditional methods are perfectly combined in complex speech correction due to the fact that the child remembers and assimilates speech material better.

The effectiveness of non-traditional methods is determined by:

The unusual design, organization and methods of conducting classes,

children's interest,

development of their creative independence,

Creation favorable climate in class,

Orientation of children to communication.

Corrective classes using non-traditional methods aimed at overcoming severe speech disorders are focused on:

Development of sensory and sensual perception of the surrounding world;

Solving emotional and volitional problems of the child;

Development spatial representations, motor coordination, awareness of one's own body,

Formation of positive self-esteem of a child with speech disorders.

4. Non-traditional methods used in speech therapy practice

A relatively new non-traditional method in speech therapy practice includes sand therapy.

Playing with sand is a natural and accessible form of activity for every child. A child often cannot express his feelings, fears in words, and here sand games come to his aid. And most importantly, he gains invaluable experience in the symbolic resolution of many life situations.

The therapeutic effect of playing with sand was first noticed by the Swiss psychologist and philosopher Carl Gustav Jung. The most important psychotherapeutic property of sand is the ability to change the plot, events, relationships. Since the game takes place in the context of a fairy-tale world, the child is given the opportunity to change the situation that is uncomfortable for him. He learns to overcome difficulties on his own.

The observations of psychologists show that it was the first joint games children in the sandbox can clearly show parents the behavior and development of their children. Parents see that the child becomes overly aggressive or timid in dealing with peers - this may be an occasion to think about the education system.

You can play sand not only on the street - you can arrange a mini-sandbox at home, in a kindergarten, in a speech therapy room.

Through sand therapy, not only the harmonization of the psycho-emotional state takes place, but also correctional and speech therapy tasks are solved directly:

Powerfully develops tactile-kinesthetic sensitivity and fine motor skills of the hands, as the basis for the development of "manual intelligence";

The skill of correct sound pronunciation is fixed.

Everything develops more harmoniously and intensively cognitive functions(perception, attention, memory, thinking);

The development of object-playing activities is being improved, which further contributes to the development of the child's communication skills;

Contribute to the expansion of vocabulary;

Help to master the skills of sound-syllabic analysis and synthesis;

Allow to develop phonemic hearing and perception;

Contribute to the development of coherent speech, lexical and grammatical representations;

Help in learning letters, mastering reading and writing skills;

They develop activity, expand the life experience transmitted by the teacher in a form close to the child (the principle of information availability);

Stabilize emotional states by absorbing negative energy;

Allow the child to correlate games with real life, comprehend what is happening, find ways to solve a problem situation;

They overcome the "bad artist" complex by creating artistic compositions from sand using ready-made figures;

Develop creative (creative) actions, find non-standard solutions that lead to a successful result;

Improve visual-spatial orientation;

The child's desire to learn something new, experiment and work independently is significantly increased;

Playing with sand has no methodological restrictions. This provides great opportunities for working with children with speech disorders.

Sand therapy elements are used in various types of work. For example, while preparing for the production of sounds during the traditional performance of articulation exercises: when performing the exercise "Horse" - click your tongue, at the same time with your fingers rhythmically, in time with the clicks, “jump on the sand”.

Performing the “Turkey” exercise - quickly lick the upper lip with the tongue with the sound “bl-bl-bl”, move your fingers in time with the movements of the tongue in the thickness of the sand,

"Swing" - rhythmically move the tongue up and down. With the index finger of the leading hand in time with the movements of the tongue, move along the sand in the same direction.

At the stage of automating sounds, the following exercises are performed: “Motor” - pronounce the sound “P”, guiding a path through the sand with your index finger. A variant of this exercise - a child in the thickness of the sand is looking for a toy - a car. Finding it, makes this sound. Exercise "Slide" - choose from toys lying or half buried in the sand with the sound "C" and, having collected sand and pronouncing this sound, fill it up.

Most of the techniques, games, and exercises in literacy classes using the sandbox are aimed at developing visual attention and memory, thinking, creative imagination, and coherent speech. In the process of playing, the child learns not only to distinguish given sounds by ear, but also to correlate them with letters that he can draw with his finger, stick, fashion or dig in the sand.

In playing with sand, children are brought up and develop the skills of auditory control, both for the pronunciation of the sounds of someone else's speech, and their own. Perception and discrimination of correct and defective sound pronunciation develops. Also, children develop the perception of different tempos of speech and independent reproduction of a certain tempo of the phrase. Speech is associated with hand movements of different speeds across the sand, which affects the normalization of the speech tempo. Developing phonemic hearing, we use the following exercises: "Two cities" - the sandbox is divided into two parts. The child drops objects or toys with differentiable sounds to different cities (for example, to “City C” and “Sh City”.

"Hide your hands" - hide your hands in the sand, having heard a given sound.

The use of objects of different textures in games with sand develops tactile sensitivity and fine motor skills of the child's hands, which is necessary for the development of correct sound pronunciation.

Sand can also be used in private lessons. The child dips his hands in the sand, finds various objects there, then discusses: “What is this?” or "Whose is it?" Or, finding objects, name the sound with which they begin or guess the presence of any sound in the name of the object. When working on syllabic structure Words can be played in the following games:

“Divide the word into syllables” - the child prints the given word on the sand and divides it into syllables with vertical stripes. A variant of this exercise is to choose toys from the sand with a given number of syllables.

It is difficult for children with speech disorders to master the sound analysis of words and sentences. For successful learning of these types of work, game exercises are used: “Write”, “Find” - the child writes or looks for different letters in the sand, then composes syllables, words, and sentences from words.

The use of playing with sand and in improving the grammatical structure of speech: in mastering possessive and relative adjectives, agreeing adjectives with nouns, numerals with nouns, etc.

Children-logopaths also have a specific originality of coherent speech, the difficulties in mastering which are due to the presence in children of secondary deviations in the development of mental processes. The children really like to retell stories and fairy tales with a demonstration of actions using toys. In the process of retelling, children begin to fantasize, inventing a continuation of the story. On the sand, classes on compiling stories - descriptions, stories - comparisons are successfully held.

In the game "My Treasure" - a child buries an object in the sand and describes it without naming it. Other children guess and look for the item.

The methods of playing with sand are also used, which are offered by T. D. Zinkevich-Evstigneeva and T. M. Grabenko in the “Workshop on Creative Therapy”:

Glide your palms on the surface of the sand, performing zigzag and circular movements (like cars, snakes, sleds, etc.);

Perform the same movements, placing the palm on the edge;

Create with prints of palms, cams, knuckles of hands, edges of palms all kinds of fancy patterns on the surface of the sand;

- “walk” on the sand separately with each finger of the right and left hands in turn (first only with the index fingers, then with the middle, ring, thumb and finally little fingers). Then you can group the fingers in two, three, four, five. Here already the child will be able to create mysterious traces;

You can "play" on the surface of the sand, like on a piano or computer keyboard. At the same time, not only the fingers move, but also the hands, making soft up and down movements. To compare sensations, you can invite children to do the same movements on the surface of the table.

Interaction with sand stabilizes the emotional state of the child. Along with the development of tactile-kinesthetic sensitivity and fine motor skills, children listen to themselves and pronounce their feelings. And this, in turn, contributes to the development of speech, voluntary attention and memory. But the most important thing is that the child gets the first experience of reflection, learns to understand himself and others.

When restoring gaps in the development of the sound side of speech, games are used to develop phonemic hearing: choose figures whose names contain the sound [a] or another vowel; choose figures whose names have an automated sound, etc.

Then the task is specified: to make verbally sentences in which words with a given sound are at the beginning, middle, end of the word. These simple games help to solve a lot of speech therapy problems: to consolidate the skills of correct pronunciation of automated sound; develop the ability to hear and isolate individual sounds and sound combinations in a word.

Children are very fond of drawing on the sand, “printing” letters and words, first with a finger, then with a stick, holding it like a pen. Sand allows you to keep the child working longer. Correcting in the sand is easier than on paper, where traces of mistakes are always visible. This is very important for the child, since he does not fix his attention on mistakes and failures, but feels psychological comfort from a quick correction.

General conditions for organizing sand therapy.

A large waterproof box is used as a sandbox. Its traditional size in centimeters is 50 x 70 x 8 cm (where 50 x 70 is the size of the field, and 8 is the depth). It is believed that this size of the sandbox corresponds to the volume of the field of visual perception. The traditional sandbox size is for individual work. For group work, it is recommended to use a sandbox measuring 100 x 140 x 8 cm.

Material. The traditional and preferred material is wood. In the practice of working with sand, plastic boxes are more often used, but the sand does not “breathe” in them.

Color. The traditional sandbox combines the natural color of wood and blue. The bottom and sides (with the exception of the upper plane of the boards of the sides) are painted blue. Thus, the bottom symbolizes water, and the sides - the sky. Blue color has a calming effect on a person. In addition, the "blue" sandbox filled with sand is a miniature model of our planet in human perception. If funds and office space allow, you can experiment with multi-colored sandboxes, when the bottom and sides are painted in one or more colors.

Now it can be one-third or half filled with clean (washed and sifted), sand calcined in the oven. The sand used needs to be changed or cleaned from time to time. Cleaning is done at least once a month. Sand must be removed from the sandbox, sieved, washed and calcined.

To organize sand games, a large set of miniature objects and toys is needed, which together symbolize the world. Before you start playing with sand, you need to talk to the children about the rules of playing in the sandbox. A poem by T. M. Grabenko will help with this:

There are no harmful children in the country -

After all, they have no place in the sand!

Here you can not bite, fight

And throw sand in your eyes!

Do not destroy foreign countries!

Sand is a peaceful country.

You can build and wonder

You can do a lot:

Mountains, rivers and seas,

To have life around.

Children, understand me?

Or should it be repeated?

To remember and be friends!

Basic principles of sand play.

1. Creating a natural stimulating environment in which the child feels comfortable and protected, showing creative activity.

2. "Revival" of abstract symbols: letters, numbers, geometric shapes, etc., which allows us to formulate and strengthen positive motivation for classes and the child's personal interest in what is happening.

3. Real “living”, playing all kinds of situations together with the heroes of fairy-tale games, which helps the development of coherent speech, since actions are “verbalized”, logical thinking develops, and the grammatical structure of speech is formed.

3. A set of playing material (stored in plastic containers with holes):

Spatulas, wide brushes, sieves, funnels;

A variety of plastic molds of different sizes - geometric; depicting animals, transport, people; dough molds;

Miniature toys (5-10 cm high) depicting people of different sex and age; various animals (domestic, wild, prehistoric; inhabitants of the aquatic world: a variety of fish, mammals, mollusks, crabs; insects); plants (trees, shrubs, flowers, grass, etc.); vehicles (land, water, air transport, fantastic vehicles);

A set of household utensils (dishes, household items, table decorations);

Various buildings and structures (houses, palaces, castles, other buildings); furniture; objects of the human environment (fences, fences, bridges, gates, road signs);

Accessories (beads, masks, fabrics, buttons, buckles, jewelry, etc.);

Examples of some exercises (Appendix 1 )

There are three rules for a specialist working with sand:

Attachment to a child. The sand picture created by the child contains rich information about his inner world and current state. To understand the child and his problems, to feel the rhythm of the sand painting, to feel the unique figurative structure of the painting - all this is included in the concept of attachment.

Sincere interest, intrigue with events and plots unfolding in the sandbox. Considering the picture of the child, the specialist, as it were, combines two hypostases. On the one hand, this is an inquisitive open traveler who is extremely interested in what is happening in the world that the child created. On the other hand, this is a sage who seeks to find the truth.

Strict adherence to professional and universal ethics. This rule is at the same time a prerequisite for any kind of professional assistance to a person. The teacher cannot, in the presence of the child, without asking, remove the figures from the sandbox, rebuild the picture or express a value judgment. Inner world a person is extremely fragile, and only strict observance of the ethical code and high professionalism of a specialist can protect a child from psychological trauma.

Su-Jok method.

This is the latest achievement of oriental medicine.

In Korean, Su means hand and Jok means foot. Thus, Su Jok therapy is a method of treatment using hands and feet. In the structure of the hand and foot, an amazing similarity to the structure of the human body is manifested. In the human body, a torso and five protruding parts can be distinguished - a head with a neck and four limbs. Looking at our hand, we see that the hand also consists of a palm and five protruding parts - fingers. (Annex 2)

The thumb, consisting of two phalanges, resembles a head and neck. Each of the four limbs of the body consists of three parts. In the hand, the shoulder, forearm and hand are distinguished; in the leg - thigh, lower leg and foot. Each of the four fingers of the hand, from the second to the fifth, consists of three phalanges. These and other similarities confirm that thumb corresponds to the head, the second and fifth - to the hands, and the third and fourth - to the legs. Among all parts of the body, the foot is the most similar to the hand and is in second place in terms of the degree of similarity to the body. Similarity is evidence of the deep internal connections that exist between the body, hand and foot, and explains the great possibilities of Su Jok therapy.

Su Jok therapy is highly effective, safe and simple, the best self-help method currently available. With the help of balls ("hedgehogs") and rings, it is convenient to massage your fingers in order to have a beneficial effect on the entire body. This allows you to increase the potential energy level of the child, enriches his knowledge of his own body, develops tactile sensitivity.

Objectives of the methodology:

Normalize muscle tone;

Indirectly stimulate speech areas in the cerebral cortex.

Studies by neuropathologists, psychiatrists and physiologists have shown that the morphological and functional formation of the speech areas of the cerebral cortex occurs under the influence of kinesthetic impulses coming from the fingers. Therefore, Su Jok therapy activates the development of the child's speech.

The effectiveness of the use of non-traditional methods of therapy largely depends on their combination with traditional means of correction. In the process of such a combination, the child gradually gradually masters the necessary speech skills and abilities.

The main advantages of Su-Jok therapy:

High efficiency. When used correctly, a pronounced effect often occurs within a few minutes, sometimes seconds.

Absolute safety of use. This healing system was created not by man - he just discovered it, but by Nature itself. This is the reason for its strength and security. Stimulation of correspondence points leads to healing. Incorrect application never harms a person - it is simply ineffective.

The versatility of the method. Su-Jok therapy can be used to treat any part of the body, any organ, any joint.

Availability of the method for each person. In Su-Jok therapy, there is no need to learn or memorize anything. What is learned is easily forgotten. It is enough to understand the method once, then it can be used for a lifetime.

Ease of use.

Along with finger games, mosaics, shading, modeling, drawing in speech therapy purposes su-jok therapy activates the development of the child's speech. With the help of rings, "hedgehogs" it is convenient to massage your fingers for a beneficial effect on the entire body. It is advisable to combine the massage of the palms and fingers with speech exercises that are relevant at this stage of work (this can be the repetition of syllable chains, singing chimes, etc.).

The effectiveness of the use of non-traditional methods of therapy largely depends on their combination with traditional means of correction and, of course, on their systematic nature. In the process of such a combination, the child gradually gradually masters necessary skills and skills.

Japanese finger massage technique- Thumb massage increases brain activity. If children get excited during speech and turn objects in their hands, they should not be snatched out of their hands - this is how the child's body relieves excitement. Japanese scientist Yoshiro Tsutsumi developed a system of exercises for self-massage. It included: rubbing the fingertips, massage of the palmar surfaces with stone, metal or glass colored marbles, massage walnuts, massage with hexagonal pencils, massage with "rosary".

Some techniques of Su - Jok therapy:

Massage with a special ball. Since there are many biologically active points on the palm, effective way their stimulation is massage with a special ball. Rolling the ball between the palms, the children massage the muscles of the hands. Each ball has a "magic" ring.

Elastic ring massage helps to stimulate the work of internal organs, since the entire human body is projected onto the hand and foot, as well as onto each finger of the hand and foot.

Manual massage of the hands and fingers. Massage of fingers and nail plates of brushes is very useful and effective. These areas correspond to the brain. In addition, the entire human body is projected onto them in the form of mini-correspondence systems. Therefore, the fingertips must be massaged until a persistent sensation of warmth. This has a healing effect on the entire body. It is especially important to act on the thumb, which is responsible for the head of a person.

Foot massage. The impact on the stop points is carried out while walking on ribbed paths, massage rugs, rugs with buttons, etc.

Forms of work with children during the normalization of muscle tone and stimulation of speech areas in the cerebral cortex, pronunciation correction (sound automation), the development of lexical and grammatical categories, and the improvement of spatial orientation skills.

1. Massage Su-Jock balls (children repeat words and perform actions with a ball in accordance with the text)

I roll circles with the ball

Back and forth I drive him.

I will stroke their hands.

It's like I'm sweeping a crumb

And squeeze it a little

How a cat squeezes its paw,

I will press the ball with each finger,

And I'll start with the other hand.

2. Finger massage with elastic ring (children alternately put on massage rings on each finger, pronouncing a poem of finger gymnastics).

3. Using Su - Jok balls when automating sounds (the child alternately puts on a massage ring on each finger, at the same time pronouncing a poem to automate the delivered sound).

4. The use of Su - Jok balls in the improvement of lexical and grammatical categories (exercise "One-many", "Say it affectionately", "Say the opposite").

5. Using Su - Jok balls to develop memory and attention.

6. The use of balls when performing exercises of general motor skills.

7. Using balls of three colors: red, blue, green (for sound analysis of words).

8. Using balls to improve the skills of using prepositions.

9. Using balls for syllabic analysis of words (exercise "Divide words into syllables").

Finger game "Turtle"(in children in the hands of Su Jok).

Description

There was a big turtle

And bit everyone from fear,

(children roll Su Jok between their palms)

Bite, bite, bite, bite,

(Su Jok between the thumb and the rest, which the child holds with a “pinch”. They press rhythmically on Su Jok, shifting from hand to hand).

I'm not afraid of anyone

(children roll Su Jok between their palms).

Finger game "Hedgehog"

Description : the exercise is performed first on the right hand, then on the left.

Hedgehog, hedgehog, sly hedgehog,

you look like a ball.

(children roll Su Jok between their palms)

Needles on the back

(massage movements of the thumb)

very, very spiky.

(massage movements of the index finger)

Although the hedgehog is small in stature,

(massage movements of the middle finger)

showed us the thorns

(massage movements of the ring finger)

And thorns too

(massage movements of the little finger)

looks like a hedgehog

(children roll Su Jok between their palms).

Finger game "Finger Boy"

Description : the exercise is performed first on the right hand, then on the left.

finger boy,

Where have you been?

(put the Su Jok ring on the thumb)

With this brother I went to the forest,

(put the Su Jok ring on the index finger)

I cooked cabbage soup with this brother,

(put the Su Jok ring on the middle finger)

I ate porridge with this brother,

(put the Su Jok ring on the ring finger)

I sang songs with this brother

(we put the Su Jok ring on the index finger).

Starting position: stand up straight, raise your palms to face level, lower your elbows.

Paradoxical gymnastics A.N. Strelnikova.

Paradoxical gymnastics helps to increase the volume of inhalation and diaphragmatic exhalation. Each movement corresponds to certain phases of breathing. So, breaths are taken with movements that compress the chest. Inhalation should be maximally active, exhalation - passive. Unlike traditional breathing exercises, with slightly bent lips, a noisy short breath is taken through the nose. Exhalation is carried out freely through the mouth.

All exercises are rhythmic. Each of them is performed 8 times, after a 3-5 second break, it is recommended to move on to the next exercise. The total duration of gymnastics is 5-7 minutes. At the beginning of training, one exercise is mastered. One more is added every next day. Here are some exercises:

Exercise 1. "Palms".

Take a short noisy active breath through your nose and at the same time clench your fists. Exhalation is smooth, free through the nose or through the mouth, unclench the fingers, relax the hands.

Exercise 2. "Girdle"

Starting position: stand up straight, clench your fists, press them to your belt.

At the moment of a short noisy breath through the nose, forcefully push the fists to the floor, as if dropping something from the hands. During the push, open your fists, spread your fingers. On exhalation, return to the starting position.

Exercise 3. "Bow"

Lean forward slightly, round your back, lower your head and arms. Take a short noisy breath at the end point of the bow ("smell the floor"). Then slowly, freely exhaling through the nose or mouth, return to the starting position.

Exercise 7

Starting position: stand up straight, hands down.

Turn your head to the right, take a short noisy breath. Without stopping, turn your head to the left, again take a short breath to the left. Exhalation is passive between breaths.

Exercise 8. "Ears".

Starting position: stand up straight, look in front of you.

Slightly tilt the head to the right shoulder - a short noisy breath through the nose. Then tilt your head to the left - also inhale. Passive exhalation between breaths, do inclinations without interruption.

Exercises for children with cerebral palsy, mental retardation, mental retardation, ADHD, behavioral disorders and other neurological and psychiatric problems.

Exercise "Purge Engines" starting position - sitting. Breathing only through the left, and then only through the right nostril (at the same time, the right nostril is closed with the thumb right hand, the remaining fingers look up, the left nostril is closed with the little finger of the right hand). Breathing is slow and deep. The effect is the activation of the work of the right and left hemispheres.

Exercise " Balloon" starting position - sitting or lying on the floor. Inhale. Relax the abdominal muscles, start inhaling, inflating a balloon in the abdomen, for example, red. Pause (hold breath) exhale. Pull in your stomach as much as possible. Pause. Inhale. When inhaling, the lips are stretched out with a tube and “drink” the air with noise.

Exercise "Buzzing bees." The thumbs cover the ears, the remaining four fingers cover the eyes, while the middle and ring fingers lightly press on them. Take a deep breath and pronounce the sound "m" throughout the exhalation. turn on the vibration by gently pressing and releasing your thumbs in your ears at a fast pace. When the air runs out, immediately take a deep breath and exhale again to pronounce this sound. So 3 to 5 times. As a variant of this exercise, you can use the sound “g” (mouth slightly open) instead of the sound “m”, and also alternate them. The effect is the harmonization of the brain.

Exercise"Oh!" starting position - stand up, feet shoulder-width apart, arms down, palms facing forward. On a quick inhalation, the hands are attracted to the armpits with the palms up. On a slow exhale - descend along the body with palms down. Effect - this type of breathing has a powerful mobilizing effect, quickly relieves psycho-emotional stress.

"Puppet Therapy"

The author of the term "puppet therapy" can no longer be found, but it is known that the practice itself with puppets has existed for a long time. For example, neuropathologist Malcolm Wright from Wales as early as 1926 used puppetry and puppetry to relieve vaccine-related neuroses in children.

Modern “puppet therapists” consider puppet theater to be perhaps the most effective way of working with children.

In speech therapy classes, puppet therapy can be used in violation of the child's behavior, fears, with insufficient communicative sphere.

With a favorite image of a hero from a fairy tale, a cartoon, a favorite toy, the teacher plays with the children stories related to a traumatic situation for the child. The staging of the story should capture the child, evoke bright positive emotions in him. The plot is built on an "increasing" basis, ending with violent emotional reactions (laughter, crying), stress relief.

For the development of the emotional sphere, there is special set of six dolls of the same type with different facial expressions: sadness, joy, calmness, anger, fear, surprise. The child puts one doll on his hand, then another and, with appropriate intonations, pronounces neutral phrases like “Kind

by day" or "What time is it?".

Role-playing drama therapy - reconstruction of a behavioral reaction when playing a specially selected plot.

Psychodrama - children do not play ready-made roles, but improvise under the guidance of a teacher.

fairy tale therapy

Fairy tale therapy is the most ancient method in human civilization. practical psychology and one of the youngest methods in modern corrective practice.

Fairy tale therapy occupies a special place among non-traditional methods. It allows you to expand your horizons and form holistic ideas about the world around you. Role-playing skills develop through a fairy tale

reference. It influences the development of the cognitive and emotional-volitional sphere.

The story is used in various fields work with preschool children with speech disorders. And therefore the task of a speech therapist is to surround him with a game so that he does not notice that in fact

busy with hard work - correcting speech defects.

The fairy tale performs extremely important speech and communication functions:

Lexical-figurative, since it forms the linguistic culture of the individual;

Activates and develops the internal auditory-speech memory of the child;

When retelling, dramatization, the formation of speech culture occurs;

The main language functions are developing - expressive (verbal-figurative component of speech) and com-

communicative (ability to communicate, understand, dialogue);

Has a psychotherapeutic effect.

In the process of corrective work, the possibilities of fairy tale therapy are unique. No other type of activity can provide such a complex impact on the speech sphere of the child.

After conducting classes using fairy tale therapy with children of middle preschool age, the following results can be observed:

1. Children have improved indicators characterizing the level speech development, the state of phonemic hearing and attention, the quality of the performance of basic movements, movements of the small muscles of the hands.

2. Children have increased speech activity, emotional expressiveness, coordination of speech and movement,

the state of coherent monologue speech improved.

3. Children have learned to expressively convey simple actions of game characters, to perform movements in the rhythm of music.

Libropsychotherapy- therapeutic reading, bibliotherapy - treatment through the book (specially selected works)

This is a science aimed at correcting speech disorders, at forming moral values in children, raising the intellectual and educational level on the basis of synthesizing the situation of reading.

Practical methods of bibliotherapy is the principle of selection of books, types of texts used.

The inclusion of bibliotherapy in a comprehensive program of correctional pedagogy will contribute to the development of speech, the formation in children of a behavioral reaction and spiritual values inherent in Russian community(kindness, understanding, mercy, good work, patriotism, empathy, love for one's neighbor, etc.)

Bibliotherapy harmoniously complements other types of children's healing through art and play activities (aesthetic therapy). Bibliotherapy is the most accessible of all types of aesthetic therapy, apart from therapeutic communication with nature (natural psychotherapy).

Art therapy

The term "art therapy" (literally - art therapy) was introduced by A. Hill (1938) when describing his own work with tuberculosis patients in sanatoriums. According to M. Libman, art therapy is the use of art to convey feelings and other manifestations of the human psyche in order to change the structure of his attitude.

The Russian Encyclopedia of Social Work states that art therapy is methods and technologies for the rehabilitation of persons by means of art and artistic activity. The means of art include: music, painting, literary works, theater, etc.

The modern definition of art therapy is based on the concepts of expression, communication, symbolization, with the action of which artistic creativity is connected.

Classes are suitable for adults and children "My creations in me - all this is me!"

Art therapy is more focused on the process of creation than on the end result. In such classes, the most important topic for the participants is given, and all work is built in accordance with it. This is not only fine art, it is also a discussion of feelings, experiences, his true needs, help in finding resources to solve his problems on his own. It's like a path to yourself!

Children with hyperactivity;

Clamped and shy;

For reacting negative feelings, experiences, losses;

To relieve aggressive and depressive states;

People with psychosomatic problems.

Lesson objectives:

Removal of bodily clamps, internal barriers that prevent living in harmony with the world;

Self-discovery, knowledge of oneself through the prism of one's creations, exploration of one's Self;

Development of creativity, one's vision of the world;

Development of self-confidence;

Correction of somatic and emotional disorders through reacting to one's true feelings and experiences (losses, disappointments, depressive states, aggression);

Development of the personal sphere;

Advantages of art therapy over other forms of work:

Has no restrictions in use;

It is a means of non-verbal communication, which is especially valuable for those who do not speak well enough;

It is a powerful means of rapprochement, an intermediary between a specialist and a participant in the process.

Methods:

Actually fine art (self-portraits, collages, drawing by hand, on wet paper, etc.)

Incentive drawing through the use of ready-made images

Drawing diagnostics

Color meditation (using texts against a color background)

Relaxation (use of mondalas, harmonizing music, aromatherapy)

Music therapy

Work with clay, plasticine

Gestalt therapy methods.

FitoterapiI

Treatment with medicinal plants. Here it is more about the emotional mood in the lesson and in conjunction with other methods of influence.

restoration of mental and physical performance;

eliminate fatigue, lethargy, asthenic syndrome;

prevention of cerebrovascular accidents;

elimination of insomnia, nervousness;

prevention and elimination of memory disorders;

restoration of muscle tone.

With spastic form of dysarthria:

Pine nut shell infusions

Infusions of calendula flowers

Dill seed infusion

Decoctions of sweet clover

Thyme infusion baths

A decoction of fir branches

With paretic form of dysarthria:

Common ginseng extract

Infusions from Maryina root

Buckwheat infusions

Infusions from common mordovnik

Baths from a decoction of herbs: wheat, sweet clover, silver cinquefoil

Decoctions of thistle and soft bedstraw

To improve performance, improve memory, concentration:

Decoctions of St. John's wort, lily of the valley

Ginseng tinctures

raw cabbage juice

Rubbing juniper oil in combination with acupressure according to the method of K.A. Semenova

With neurosis-like stuttering:

Collection #1:

Heather, cudweed, motherwort, ulcer, valerian - 40 gr. Mixture pour 0.5 tbsp. boiling water, leave for 8 hours, strain and drink a day in 4-5 doses before meals and at bedtime.

Collection number 2:

Chernobyl roots, coltsfoot leaf, cyanosis roots, sweet clover, lilac - 20 gr each. For 1 st. a spoonful of the mixture, 0.5 l. water, boil for 5 minutes, leave for 30 minutes, drink 4 doses 15-30 minutes before meals.

Chromotherapy

(color therapy, light therapy).

It is a science that studies the properties of light and color.

Goals: normalize muscle tone, neutralize the negative state

The effect of light on the child's body.

Blue, blue - calming effect, relaxing effect, reducing spasms, inhibitory effect. Red, pink - increased efficiency, a feeling of warmth, stimulation of mental processes. Green - a calming effect, creating a good mood. Yellow is the color of joy and peace, the neutralization of the negative state.

Chromotherapy in individual sessions has a beneficial effect on the nervous system. So, depending on the condition of the child, you can create a color background for lighting (throw a chiffon scarf of a certain color on the lamp, which does not darken, but creates a soft light of a certain color range.)

Music therapy

Music therapy is a medicine that is listened to. Light calm music during corrective exercises has a calming effect on the nervous system, balances the processes of excitation and inhibition. In speech therapy classes, you can use the following methods of music therapy:

Listening to music, for example while shading or drawing in class.

Rhythmic movements to music.

Combining music with manual praxis development work.

Singing tongue-twisters to musical accompaniment.

The music therapy direction of work contributes to:

Improving the general condition of children

Improving the performance of the quality of movements (expressiveness, rhythm, smoothness develop);

Correction and development of sensations, perceptions, ideas

...

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"Stavropol State Medical University"

Ministry of Health of the Russian Federation

Faculty of Humanities and Biomedical Education

Department of the Russian language

Discipline: "Introduction to the specialty"

Test

Topic: "Methods of logopedic influence"

Executor

Sahakyan Yana Varuzhanovna

Stavropol 2014

Plan

Introduction

1. Practical method

2. Visual method

3. Verbal method

Conclusion

Bibliography

Introduction

Correctly chosen methods of speech therapy influence can help both in the diagnosis and in the correction of various speech disorders. This issue remains relevant to this day, both in our country and abroad. High plasticity of the central nervous system, social essence of speech, choice the right means, methods and other factors determine the generally favorable prospects for the process of eliminating speech disorders. speech therapy game child

The effectiveness of speech therapy impact is due to the following factors:

* the level of development of speech therapy as a science;

* connection between theory and practice;

* the nature of the defect and the severity of the symptoms of the disorder;

* the age of the person, the state of his health;

* mental characteristics of a person, his activity in the process of eliminating speech disorders;

* the timing of the start of speech therapy work and its duration;

* the implementation of the basic principles of correctional and speech therapy work, especially the principle of complex impact;

* skill and personal qualities speech therapist.

Further development of methods of speech therapy influence will increase its effectiveness. With the development of speech therapy as a science and the development of a system of special institutions, the relevance of developing private methods and general principles of speech therapy influence increases.

The system of speech therapy influences can be formulated in the form of the following provisions:

1. Speech therapy work should be carried out taking into account the personality of the speech pathologist, as her negative aspects, which should be re-educated, and positive, which should be used in the compensation process; in particular, taking into account the interdependence and connection of the activity of all analyzers, the involvement of healthy analyzers is used to compensate for the activity of inferior ones.

2. The speech of a person as a whole is involved in speech therapy work: a speech therapist must create a dictionary, grammatical structure and the sound side of speech (motor alalia) even with the mildest speech disorder, when there are defects in the pronunciation of only some sound groups and individual sounds, he cannot limit his work only by creating the correct isolated sound, and from the point of view of the pronunciation of this sound, rework the dictionary (not a bow, but a hand, not a scythe, but a cat). The speech therapist must not only achieve the correct pronunciation of soft and hard consonants or voiced and deaf, but also distinguish them, that is, prepare the basis for correct written speech.

3. The focus of speech therapy work should always remain the most affected link in this disorder (primarily impaired speech component). So, for example, with dyslalia and dysarthria, this will be sound pronunciation, with alalia, a dictionary, with stuttering, a calm, smooth flow of speech, etc.

4. Depending on the stages of speech development, a speech therapist must change his target methodological settings.

5. In a properly constructed speech therapy process, the regularities and sequence of normal both speech and general mental development should be taken into account.

6. The organization, the form of work, the material involved should correspond to the age of the speech pathologist: it is desirable to quickly include program material in work with a schoolchild and conduct classes in the form of school classes, and with a preschooler to use mainly game forms, but still build your work in the form of organized and planned classes.

7. The difficulties of speech therapy work and its timing will depend on the nature of each speech disorder and on its degree. For example, the gradual development of sound pronunciation in dysarthria is associated with a gradual complication of the articulatory structures of the sounds of a given language and with a gradual transition from less affected movements to more affected ones.

8. All the work of a speech therapist should be imbued with psychotherapy, which is based on an understanding of the difficulties of a speech pathologist, on the understanding that the majority of poorly speaking people are having a hard time with their speech insufficiency - ridicule of others, failure in school; many of them already doubt that they will be able to overcome their difficulties.

9. The upbringing and re-education of speech takes place under the targeted influence of a speech therapist, largely on the basis of imitation of a speech therapist, therefore the personality of a speech therapist and, in particular, his speech becomes very important. Painstaking, thoughtful work is possible only if the speech therapist sincerely loves his work and children.

speech therapy- the science of speech development disorders, their overcoming and prevention through special correctional training and education.

Speech therapy is one of the sections of special (correctional) pedagogy. The term speech therapy is derived from the Greek words: logos (word, speech) and pideo (educate, teach), which in translation means “speech education”.

Speech therapy work on the correction of speech disorders in various categories of abnormal children (mentally retarded, with mental retardation, with cerebral palsy, hearing impaired, visually impaired, blind, etc.) has its own specifics, due to the peculiarities of their sensorimotor and mental development. In the process of speech therapy influence, it is necessary to take into account the level of development of speech, cognitive activity, features of the sensory sphere and motor skills of the child.

Logopedic influence is a purposeful, complexly organized process in which various stages are distinguished. Each of them is characterized by its goals, objectives, methods and techniques of correction. Consistently formed the prerequisites for the transition from one stage to another. For example, work to eliminate dyslalia includes the following steps:

staging,

Automation,

Sound differentiation.

The speech therapist, using specific methods and techniques, achieves the correct pronunciation of the sound by the child, its automation. The main task is to consolidate the skill of correct pronunciation in the process of verbal communication.

Method(from the Greek. TeSroyoz - the path of research, theory, teaching) - a way to achieve a goal, solve a specific problem; a set of techniques and operations of practical or theoretical development of reality.

The methods of speech therapy as a science can be divided into several groups.

First group- organizational methods:

Comparative

Longitudinal (study in dynamics)

· Comprehensive.

second group make up empirical methods:

Observational (observation),

Experimental (laboratory, natural, formative or psychological and pedagogical experiment),

Psychodiagnostic (tests, standardized and projective, questionnaires, conversations, interviews),

· Praximetric examples of activity analysis, including speech activity, biographical (collection and analysis of anamnestic data).

To the third group include quantitative (mathematical-statistical) and qualitative analysis of the data obtained, machine data processing using a computer is used.

Fourth group- interpretive methods, methods of theoretical study of relationships between the studied phenomena (the relationship between parts and the whole, between individual parameters and the phenomenon as a whole, between functions and personality, etc.).

A large place in speech therapy work is occupied by the correction and education of the personality as a whole, the features of personality formation in children with disabilities are taken into account. various forms speech disorders, as well as age-related features. There are various classifications of teaching methods. Various methods are used in speech therapy work:

I. Practical

II. Visual

III. verbal

The choice and use of a particular method is determined by the nature of the speech disorder, the content, goals and objectives of the corrective speech therapy impact, the stage of work, the age, individual psychological characteristics of the child, etc. At each stage of speech therapy, the effectiveness of mastering the correct speech skills is ensured by the appropriate group of methods .

1. practical method

The practical methods of logopedic influence include game exercises and modeling.

Exercise- this is the repeated repetition by the child of practical and mental specified actions. In speech therapy work, they are effective in eliminating articulatory and voice disorders, since children develop practical speech skills or prerequisites for their development, mastering various methods of practical and mental activity. As a result of the systematic implementation of articulatory exercises, the prerequisites are created for setting the sound, for its correct pronunciation. At the stage of setting the sound, the skill of its isolated pronunciation is formed, and at the stage of automation, the correct pronunciation of sound in words, phrases, sentences, coherent speech is achieved. Mastering the correct speech skills is a long process that requires a variety of systematically used activities.

Exercises are divided into:

· Imitative performance

constructive

· Creative

Imitative-performing are performed by children in accordance with the model. In speech therapy work, exercises of a practical nature (respiratory, vocal, articulatory, developing general, manual motor skills) occupy a large place. At the initial stages of assimilation, a demonstration of actions is used, and during repetitions, as the method of action is mastered, the visual demonstration is more and more “curled up”, replaced by a verbal designation. Thus, the performance of articulatory exercises is initially carried out according to a visual demonstration, based on the visual perception of the performance of tasks by a speech therapist, in the future they are only called.

In speech therapy work, various types of construction are used. For example, when eliminating optical dysgraphia, children are taught to construct letters from elements, from one letter to another.

In the exercises of a creative nature, it is supposed to use the learned methods in new conditions, on new speech material. So, in the formation of sound analysis and synthesis, the definition of the sequence of sounds is first given based on auxiliary means, and later only in terms of speech, since the assimilation of the action of sound analysis is transferred to new conditions. And finally, the action of sound analysis is considered formed if it can be performed internally (the child independently invents words with a certain sound, number of sounds, selects pictures whose names contain sounds, etc.).

Also used in speech therapy speech exercises. An example of them is the repetition of words with set sound in the correction of violations of sound pronunciation.

Usage game exercises(for example, imitation of an action: they cut firewood, trees sway from the wind, imitation of the gait of a bear, a fox) causes an emotionally positive mood in children, relieves their stress.

Performing any exercises contributes to the formation of practical skills only if the following conditions are met:

1. The child's awareness of the goal. It depends on the clarity of the task statement, the use of the correct demonstration of the methods of execution, the dissection of the display of complex exercises, taking into account the age and mental characteristics of the child;

2. Systematicity, which is realized in repeated repetition (in speech therapy classes, outside them, in the classroom, during extracurricular time using a variety of speech and didactic material and different situations verbal communication);

3. Gradual complication of conditions, taking into account the stage of correction of the age and individual psychological characteristics of the child;

4. Conscious implementation of practical and speech actions;

5. Independent performance at the final stage of correction (although at the initial stages of correction, exercises can be performed with the help of a speech therapist, with mechanical assistance, etc.);

6. Differentiated analysis and performance evaluation.

The game method involves the use of various components of game activity in combination with other techniques:

b Showing

b Explanation

b Instructions

b Questions

One of the main components of the method is an imaginary situation in expanded form (plot, role, game actions). For example, in the games "Shop", "Call the doctor", "At the forest edge" children distribute roles, with the help of masks, clothing details, speech and non-verbal actions, create images of people or animals, in accordance with the role they enter into certain relationships during the game. . In the game method, the leading role belongs to the teacher, who selects the game in accordance with the intended goals and objectives of correction, distributes roles, organizes and activates the activities of children.

Various games are used with preschool children: with singing, didactic, mobile, creative, dramatization. Their use is determined by the tasks and stages of correctional and speech therapy work, the nature and structure of the defect, age and individual mental characteristics of children. For example, games for the development of auditory attention in children, finger games accompanied by chants, an objective environment for the development of fine motor skills of the fingers is presented. This is good. But when examining children in need of specialized speech therapy, it is revealed that often the muscles of their fingers are weak, children cannot accurately reproduce the given position, cannot hold it. Particular difficulties are caused by tasks for changing finger positions, reproducing a given tempo in movements. What is the reason for such violations? Without dwelling on the anatomical and physiological aspects, let us consider the pedagogical reasons. When conducting finger games, children collectively perform movements inaccurately, they are not aware of the discrete (individual) positions of the fingers, and the speech accompaniment of the game is also a distraction. In this regard, it seems appropriate, along with the use of finger games, daily finger gymnastics with children, which includes a complex of separate or alternating postures and movements for the fingers in a certain order and pace. This will allow more comprehensive work on the development of fine motor skills of fingers in children.

Modeling is the process of creating models and using them to form ideas about the structure of objects, about the relationships and connections between the elements of these objects.

The effectiveness of their use depends on the following conditions:

· The model should reflect the main properties of the object and be similar in structure to it;

Be accessible to the perception of a child of this age;

· Should facilitate the process of mastering skills, abilities and knowledge.

Sign-symbolic modeling has received wide application. For example, when forming sound analysis and synthesis, graphic schemes of the sentence structure, syllabic and sound composition of the word are used.

The use of the model involves a certain level formation of mental operations (analysis, synthesis, comparison, abstraction, generalization).

2. visual method

Visual methods are those forms of mastering knowledge, skills and abilities that are significantly dependent on the visual aids and technical teaching aids used in teaching. The use of manuals facilitates the assimilation of materials, contributes to the formation of sensory prerequisites for the development of speech skills. Reliance on sensory images makes the assimilation of speech skills more specific, accessible, conscious, and increases the efficiency of speech therapy work. Visual methods include observations, viewing drawings, paintings, layouts, viewing filmstrips, films, listening to records, tape recordings, as well as showing a sample task, a method of action, which in some cases act as independent methods.

Visual aids should:

Be clearly visible to everyone;

· Selected taking into account the age and individual psychological characteristics of the child;

Correspond to the tasks of speech therapy work at this stage of correction;

Be accompanied by accurate and specific speech;

· Verbal description object should contribute to the development of analytical and synthetic activity, observation, speech development.

Benefits can be used for various purposes:

Correction of violations of the sensory sphere (perceptions of color, shape, size, etc.)

· Development phonemic perception(in the picture, find objects in the names of which there is a practiced sound)

Development of sound analysis and synthesis (find objects in the plot picture, in the name of which there are 5 sounds)

Consolidation of the correct pronunciation of sound, the development of vocabulary, grammatical structure, coherent speech (composing a story based on a plot picture, on a series of plot pictures).

Playback of tape recordings, records on plates are accompanied by a speech therapist's conversation, retelling. Tape recordings of the speech of the children themselves are used for analysis, to identify the nature of the violation, to compare speech at various stages of correction, to instill confidence in the success of the work.

Filmstrips, movies are used to automate the sounds of speech during a conversation when retelling the content, to develop the skills of continuous smooth speech while eliminating stuttering, to develop coherent speech.

3. verbal method

Features of the use of verbal methods in speech therapy work are determined age characteristics children, the structure and nature of the speech defect, goals, objectives, stage of corrective action.

In working with preschool children, verbal methods are combined with practical and visual ones. When eliminating dyslalia, stuttering and other speech disorders in preschool age, the speech therapist relies on the use of gaming and visual methods with the inclusion of verbal ones.

At school age, it is possible to use only verbal methods without reinforcing them with visual and practical ones. For example, when eliminating stuttering in children of senior school age, conversations about books read, memorization of poems, retelling of what has been read, a story from personal experience, discussions are used.

The main verbal methods are storytelling, conversation, reading.

Story- this is a form of teaching in which the presentation is descriptive. It is used to create in children an idea of a particular phenomenon, to evoke positive emotions, to create a model of correct expressive speech, to prepare children for the next independent work, to enrich the dictionary, to consolidate the grammatical forms of speech.

The story involves the impact on the child's thinking, his imagination, feelings, encourages verbal communication, the exchange of impressions. It is desirable to accompany the story with a demonstration of a series of plot pictures (especially at preschool age). Before playing the text, you can conduct a short preliminary conversation that will prepare the children for its perception. After the story, a conversation is held, an exchange of impressions, retelling, dramatization games, depending on the tasks of speech therapy work. In addition to the story, a retelling of fairy tales, literary works (short, selective, detailed, etc.) is used.

Depending on the didactic tasks, preliminary, final, summarizing conversations are organized. During the preliminary conversation, the speech therapist reveals the knowledge of children, creates a mindset for mastering a new topic. For example, when differentiating sounds c -- in the pre-conversation, the sound is highlighted With, then c, clarifies their articulation based on the children's experience. Then the sounds are compared, the existing knowledge is summarized. The final conversation is held to consolidate and differentiate speech skills and abilities.

On the basis of analysis, synthesis, comparison, generalization, the essential properties of speech and its elements are singled out. In the inductive form of conversation, facts are first reproduced, analyzed, compared, and then generalized (from particular to general). In the deductive form, a generalization is first given, and then specific facts are sought to confirm it.

The use of conversation in speech therapy work must comply with the following conditions:

1. Rely on a sufficient amount of ideas, the level of speech skills and abilities, be in the zone of proximal development of the child;

2. Correspond to the logic of the mental activity of the child, take into account the peculiarities of his thinking;

3. Activate the mental activity of children using a variety of techniques, including leading questions;

4. Questions should be clear, precise, requiring an unambiguous answer;

5. The nature of the conversation should correspond to the goals and objectives of the correctional work.

During the conversation, different tasks are set: the development of cognitive activity, fixing the correct pronunciation, clarifying the grammatical structure of sentences, consolidating the skills of smooth continuous speech, etc.

In the process of logopedic influence, various verbal tricks: sample display, explanation, explanation, pedagogical assessment.

Explanation and explanation are included in visual and practical methods. For example, when staging a sound, along with a demonstration, a speech therapist uses an explanation of its correct articulation, draws attention to the position of the tongue, lips, and accompanies the demonstration with explanations.

Logopedic influence is carried out in the following forms of education: frontal, subgroup, individual lesson, lesson.

According to the nature of the orientation, the methods of speech therapy work are divided into:

l methods of "direct influence" (for example, the impact on articulatory motility in the elimination of dyslalia)

l methods of "workarounds" (for example, the creation of new functional connections bypassing the broken links of the speech functional system in aphasia).

Conclusion

Timely mastery of correct speech has great value for the formation of a full-fledged personality of the child and his successful education at school. Miscellaneous Violations oral speech, making it difficult to master the correct reading and literate writing - one of the common reasons for student failure primary school.

According to statistics, the number of speech disorders in recent years tends to increase, so work on speech correction should be given more attention.

Most often, speech defects are observed in pronunciation, which is quite difficult to form correctly, since the child needs to learn how to control his speech organs, control his own speech and the speech of others. Defects in sound pronunciation do not disappear by themselves.

Violations that are not detected and eliminated in a timely manner are fixed and become persistent.

Preschool age is most favorable for the development and formation of speech in children, and its shortcomings at this time are more easily and quickly overcome. This creates favorable conditions for the full speech and mental development of a growing person. On how effectively the work is carried out in speech therapy group preschool educational institution, the further education of the child at school depends.

Individual speech therapy classes are the main form of correctional education, contributing to the gradual development of all components of speech and preparation for school. Teaching correct speech requires regular, consistent classes that allow the child to form a certain dynamic stereotype. Often speech therapists, and not only beginners, sigh as soon as it comes to individual lessons. Indeed, repeated repetitions of the same material tire not only the child, but also the adult. But repetitions are very important when you need to work out the correct articulation pattern, teach the child to hear, recognize the sound, and then pronounce it correctly. And if the stage of sound automation stretches for a long time, then the speech therapist, in the truest sense of the word, has to puzzle over how and with what to diversify the classes so that the speech material worked out day after day does not get bored with the baby, was interesting for him. After all, only positive motivation will contribute to effective work, which will subsequently lead to the desired result.

In conclusion, I would like to note that the difficulty of highlighting the main methods of speech therapy influence lies in the fact that people of various ages (preschoolers, schoolchildren, adults) need speech therapy help; speech disorders are very diverse, the reasons for their occurrence, their role and significance for the usefulness of the communicative function of human speech, for his general development and training, character formation and for his participation in work and social life.

As the modern philologist L. Sukhorukova said: “Our speech is the most important part not only of our behavior, but also of our personality, our soul, mind.”

Bibliography

1. Speech therapy: Textbook for students defectol. fak. ped. universities / Ed. L.S. Volkova, S.N. Shakhovskaya

2. Fundamentals of speech therapy with a workshop on sound pronunciation: A textbook for students. avg. ped. studies, institutions / M.F. Fomicheva, T.V. Volosovets, E.N. Kutepova and others; Ed. T. V. Volo-Sovets

3. Chirkina G.V. Fundamentals of speech therapy work with children: Textbook for speech therapists, kindergarten teachers, primary school teachers, students of pedagogical schools. / Under the total. ed. d.p.n., prof. G. V. Chirkina

4. http://festival.1september.ru/articles/593634/ (“Prevention of speech disorders in preschool children”, Cheshuyakova Ekaterina Petrovna, speech therapist teacher).

5. http://aplik.ru/10-klass/frazy-o-iazyke/

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Productive teaching methods in speech therapy. Innovative methods and techniques in speech therapy practice. Ministry of Education of the Moscow Region

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2. Fundamentals of speech therapy with a workshop on sound pronunciation: A textbook for students. avg. ped. studies, institutions / M.F. Fomicheva, T.V. Volosovets, E.N. Kutepova and others; Ed. T. V. Volo-Sovets

3. Chirkina G.V. Fundamentals of speech therapy work with children: Textbook for speech therapists, kindergarten teachers, primary school teachers, students of pedagogical schools. / Under the total. ed. d.p.n., prof. G. V. Chirkina

4. http://festival.1september.ru/articles/593634/ (“Prevention of speech disorders in preschool children”, Cheshuyakova Ekaterina Petrovna, speech therapist teacher).

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