The role of speech therapist in the modern world. The function of the speech therapist: the study of the level of speech, cognitive and. Essay "Pedagogue in the modern world!"

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Contemporary-speech therapist. What is he?
The great Russian classic Lion Nikolayevich Tolstoy is the saying that I really like: "If the teacher has only love for business, he will be a good teacher. If the teacher has only love for a student, like a father, mother, - he will be better than a teacher who read all the books, but does not have love either to the student. If the teacher connects love of business and to the disciples, he is a perfect teacher. " For more than a hundred years, they have been particularly relevant today. In the days when there are so many changes and innovations in education, in spite of any innovations, innovative, fashionable educational systems and technologies, love of business and to students remain the main measure of the teacher's activities. This is especially true of such a profession as a teacher. A modern speech therapist teacher is an intelligent and versatile developed person. In the sphere of mental labor, he is a skillful master. What can a teacher-speech therapist? Who is he? First, he is a teacher, he is a teacher who, working with children and, correcting their flaws today, makes a great contribution to their tomorrow, because it raises various opportunities for pupils to a higher level, forms the skills of ownership of the right speech, giving prospects for interesting and successful life. Secondly, in the profession of a teacher-speech therapist there is a mercy of medicine. He doctors speech and subtly effect on mental processes, he has medical knowledge and can work not only in educational, but also in medical institutions. Thirdly, the modern speech therapist teacher owns psychology secrets, because the relationship between speech, intelligence and mental processes is undeniable. By the nature of his profession, a logoped teacher is a connoisseur of human psychology. After all, sometimes the intelligibility of the child's speech, his intelligence is so badly violated that he does not understand him. The teacher-speech therapist has to take on the role of a kind of translator from the vague language of "all sorts of speech and intellectual violations" to our understandable language. A modern speech therapist teacher reminds the librarian, since it collects, keeps and uses many books in work, and useful information will always recommend parents of pupils, and special literature to colleagues. Speech is akin to music, feelings and ideas of which are expressed by rhythmically and intonationally organized sounds. And in speech there is similar. A modern speech therapist teacher uses it because he knows that the music occupies an important place in the correctional work. The modern teacher-speech therapist often becomes a poet and writer, self-configuration in his profession. Poems, the stories of their own essay come to the aid in the work of many colleagues. The most advanced logoped teachers share their experience with others, covering it in journalistic articles and books. And not only in writing, but also visually - at meetings, meetings, consultations. Creating, organizing and conducting a lesson with children, a logoped teacher combines professional skill with a scriptwriter and director's ability. The artistic inclinations of the teacher-speech therapist are manifested when creating benefits, design a variety of projects, i.e. It becomes an artist, an artist-photographer. The use of project activities in defectology makes it similar to architecture. Creativity - the basis of both the profession of architect and
Teacher's profession speech therapist. The architect creates, creates or rebuilds the buildings consistently, systemically, carefully. Also, the teacher-speech therapist reconstructs flaws. Adjusts the right levels, improving the knowledge, skills and the inner world of their pupils. Modern teacher-speech therapist is modern in everything, various technical means are subject to him: a voice recorder, a camera, camcorder, computer. After all, the most important thing in the work of the speech therapy is the development of a child, i.e. The beginning of his search for herself, his unique "I". This is the path of becoming individuality. Especially if we are talking about children with disabilities that need to be raised so that they feel with full-fledged members of society, so that they were not in this life ballast, and could benefit others. Training and education of children with problems of both physical and mental development is not easy, painstaking, but interesting and fascinating work, requiring patience, creativity, hard work, sense of humor, professionalism from the teacher. After all, this profession and children with whom the speech therapists work are taught to be an optimist, look at life with other eyes, rejoice at least a little, insignificant, but victory. Involuntarily remembered from the youngest to the words of another great Russian writer Fyodor Mikhailovich Dostoevsky: "Love us with black, and everyone will love us with white." Indeed, it is very easy to love children who themselves stretch to knowledge, they easily assimilate them and give us a positive result. Working with children with various violations in the development, which every new step is given with great difficulty, you understand that it is the people of this noble profession that no one can love "black" and make full-fledged people. Thus, it can be concluded that the profession of a teacher-speech therapist is multifaceted and concerns all spheres of life of society, for which he and "grinds" the trusted and discontinuled children's souls. In his work, pedagogy and psychology, sociology and art, medicine and philology, sociology and art, medicine and philology are involuntarily unwitting,

The word "speech therapist" in many people is associated with a kindergarten, with a violation of sound-proof. After all, it is there that the kids are taught correctly and purely pronounce sounds, memorable poems, cleanrs and patter.

Why do you need a speech therapist at school?
As a rule, children should come to school with a clear and intelligible pronunciation of sounds. But for various reasons (frequent colds, the inattentive attitude of adults to the speech of the child, later speech development and much more) Not all first-graders can pronounce sounds right enough.

The first task of the speech therapist - Correction of soundness of younger students. Parents need to know than before the child will learn to correctly pronounce sounds, the faster it will occur their fixation, the easier it will be more successfully the development of speech as a whole. Therefore, in the first class, the speech therapist pays special attention to correcting sound-proof.

Sometimes the speech therapist has the need to fix work on sound suspension and in the second grade. This happens because of the complexity of the violations of the schoolchildren, as well as due to the insufficient work of the parents to consolidate the skills received on the speech therapy occupations, especially during the summer.

If parents wish the good to her child, want to see His successes in school, it is very important to make every effort, clearly and constantly work at home, to fulfill all the requirements of the speech therapist. Some lessons with speaking copyright in school are not enough. Need the interested job of parents to consolidate school speech therapy material.

The second task of the speech therapist is the replenishment of gaps in lexico-grammatical speech. The vocabulary is vocabulary, its wealth, diversity. The grammatical system of speech is the ability to properly use words in the proposal, change them. If the child says "a lot of pencils" instead of "many pencils", then this is one of the violations of the grammatical system of speech. Reading children in preschool childhood fiction contributes to the harmonious development of speech, enrichment of the vocabulary stock.

On speech therapy lessons, the schoolboy learns to change words (ear-ears, mouth-mouth), to form new forms of words (wood-wooden, plum-plum). Game moments in classes increase the interest of the child to learning, make him remember, correctly call words.
All of the above is the work of the speech therapist in kindergarten. If the child came to school without this knowledge, the speech therapist will help them assimilate them. Consignment of the house will strengthen the result of the work of the speech therapist.

Next task of speech therapist - Development of phonderatic hearing. Such work goes both in kindergarten and school. Phondematic hearing is the ability to hear and call the sound in the Word (is there any sound about the word cat?), Turn the sounds in the word in order (the hand is the first - r, the second - y, the third one, fourth - a), invent the word On a certain sound (R - river, rose, rocket) and more.

When schoolchildren begin to write under the dictation, the ability to determine the sound sequence in the word, hear the sound is a very difficult and difficult job for children. Therefore, to develop a phonmematic hearing is constantly in kindergarten and school. This work is long, since the child gradually takes on to listen to the word, the sounds of which is the word.

Significant help provides schoolchildren ability to draw up schemes of words. The sound of the word is fixed in the audience. Certain sound has a color designation.
This work is necessary for the correct writing of words without specific errors.

Warning and elimination of specific errors when reading and writing is the main and main task of the school speech therapist.

What are specific errors?
Very often, the phonmematic hearing develops in schoolchildren is long and hard, despite all the efforts of the speech therapist. In such cases, in written works and when reading, ridiculous, "stupid" errors that cause bewilderment of parents appear. Such violations are called Dysgraphy - Violation of Letters and Dysxia is a violation of reading.

Disgaffe and dyslexic errors are manifested in the following:
. Skipping letters, syllables (Machine - Mashin, Manna)
. Rearrangements of letters and syllables (cow - carpet)
. Replacement Letters (Ice Cream - Material, Beetles - Wockets, Luba - Luba)
. Fusion writing words (children)
. Differenceing syllables and words (road - roads, turtle - skull)
. and other

Sometimes mistakes acquire such a character that it is written to read and it is impossible to understand. The speech therapist, conducting systematic and systematic work in classes, eliminates such errors. Often it takes no one year, since specific errors are very resistant.

I would like to recall that without the interested participation of parents in speech therapy work, a positive result cannot be achieved. Only the joint work of the speech therapist and parents will ensure the successful, joyful and interesting life of your child at school.

Kulikova TD, teacher-speech therapist GDOU D / s № 62, St. Petersburg

Economic, social, environmental events conducted in society have not led to a decrease in the number of children with health problems. According to a detailed diagnosis in preschool institutions, up to 60% of children have certain problems:

Various speech violations;

Hearing impairment;

Hyperactivity with a defect of attention;

Bilingualism.

In this situation, it is necessary to increase attention to the health of children's health, a personality-oriented approach to training and education, active differentiated assistance to specialists, comprehensive psychological and pedagogical support of the child for its further successful socialization.

The relevance of this problem is determined by the peculiarities of a modern social and educational situation: an increase in the fertility of children, a reduction in the 1990s. the number of pre-school educational institutions and, accordingly, competition among them; The employment of the parents and the remoteness of a special kindergarten from the place of residence, as well as the reluctance of the parents to recognize the problem of his child important and work on it together with specialists.

At the present stage, there are no spectologists, defectologists, psychologists in many kindergartens, which creates difficulties in organizing qualitative support for children with problems in development. Experience shows that in a conventional kindergarten, you need to look for new educational technologies, use more flexible forms of work to achieve more efficient results and help all children to reveal their potential as much as possible.

The most advanced training system introduced currently, the so-called inclusive (including) education implies accessibility for all children, including children with special needs. The speech therapy assistance as an additional educational service is a private example of inclusion in the activities of a modern kindergarten.

According to the results of the diagnostics conducted in GDDOU No. 62 of St. Petersburg, 75% of children have problems in the formation of speech, violation of the hearing function (I-II of the degree of hearing loss), stuttering in non-unheated form, hyperactivity, bilingualism. Parents were invited to apply to special pre-school institutions, but 50% of them preferred to remain in this institution, so the correctional support for children through the system of additional education was organized.

One of the links of this system has become classes with a logop-proof defectologist (a specialist has two specialties) according to the correctional programs "From the letter to the Word" and "speak correctly", aimed at correcting deficiencies in pronunciation, the development of higher mental functions, individual speech correction and general speech development . The number of classes consists of two group (for 20-25 minutes) and two individual (15 minutes).

The main task of classes is the maximum development of speech function based on the possibility of a child in close connection with the formation of all mental processes: attention, perception, memory, thinking, internal speech involved in intellectual identity development.

Correctional events are aimed at forming the psychic functions of the child and enriching its practical experience along with overcoming the existing violations of motor skills, speech, sensory functions and behavior. Efficiency of classes depends on the selection of forms and methods of their conduct.

Each lesson is a mini-project that includes problems of a specific group, ways to implement them through games, dramatization, phonetic rhythm, vocal exercises, inventing fairy tales with their toys, discussion and show practical experience, drawing up mini-poetry with support for rhyme words, All sorts of puzzles, lotto, role-playing games in the "duty" speech therapist, closed pictures. The results of classes are to summarize the projects of the children who actively expressed a desire to participate in the game, reason, encourage each other to dialogue (based on their own experience). Very often, the guys themselves prepared drawings and crafts themselves, fastening the topic of past classes and guessing, what will be about the new lesson.

Approbation of this type of work was held in all age groups, an interesting obvious-didactic material has been accumulated. It is planned to introduce informational technologies in both group work and individual classes.

A special role in this work belongs to parents, for which the garden has a feedback system through the interaction notebook, tasks, job-specific, participation in joint holidays. It is indicative of this example: a girl of 5 years happily told the speech therapist, which he taught her mother to correctly pronounce the sound, and passed the lesson who spent with her. Such examples demonstrate the positive development dynamics, good personal qualities and communicative competence. At the same time, the specific features of speech therapy assistance as an additional service listed below appear.

• The entire contingent of kindergarten is covered by the speech therapy diagnostics, but not all parents choose the services of a speech therapist from the list of additional educational services and, as a rule, do not pay for free correctional help to other institutions.
• Part of the parents express the desire to pay for the services of the speech therapist, even if their child has no deviations in speech development.
• In difficult cases, the speech therapist can recommend the entire complex of its services, but a parent for consideration of savings agree to pay only its part, thereby making the correction process is not fully effective.
• There is a risk of parental failure from speech therapy assistance in any subsequent month. As a rule, this situation is found when the sound is put, worked in an isolated position, and it seems to the parent that after that speech therapy classes lose meaning. At the same time, often tasks to automate sound at home are ignored.
• The difficulties of organizing interaction with educators of mass groups: Many teachers refuse to work out with children speech material under the pretext "I don't pay for it."

The final diagnosis is carried out according to the results of working with the definition of further individual educational routes or the correction of the current one. Experts of the educational institution are involved in building a holistic picture, including teachers of additional education.

The correct, rationally planned work of the spectabula speech therapist, the adjusted system of interaction with all participants in the educational process, parents, as the main participants, the selection of modern methods, innovative forms allow you to laid in each child a solid foundation that will help him successfully master knowledge and Become a truly healthy.

Currently, the system of assistance and support for children in the conditions of a mass kindergarten through the introduction of innovative technologies, the organization of consultations of specialists create serious prerequisites for the development of inclusive education in a preschool institution, its widespread and discussion.

In modern conditions, a huge growth of speech pathology in children a leading figure in overcoming them, a teacher-speech therapist associated with this failure to prevent them is capable of preventing them. Even before the start of primary education, each child must master the right sound, to acquire sufficient vocabulary and learn how to grammatically correctly build phrases in oral speech. In the absence of these conditions, it turns out to be not ready for training in a mass school, starting with the inability to fully master the certificate and ending with persistent difficulties in the practice of even well learned grammatical rules. Each of the three of the above "partitions" (sound-proof, vocabulary, grammatical system of speech) requires a separate conversation. Start this conversation is most convenient with sound readings, since its formation ends in quite a period of time and the degree of it is amenable to a strict quantitative assessment.

The child's ability to correctly pronounce all the sounds of speech and differentiate them for hearing is an indispensable condition for successful mastering, the training of which in Russian is held precisely on the sound analytical synthetic method.

Normally, mastering the right pronunciation of all sounds of speech in children ends to five, less often - by six years, as a result of which this problem would seem to be the beginning of school learning. However, in practice it is different, and in recent decades in connection with well-known reasons, the situation in this respect deteriorated sharply, as evidenced by inexorable statistics. In confirmation, we give the appropriate comparative digital data.

In the 50s, the number of children with pathological forms of impairment of sound-pronunciations filed by various authors (A.N. Omelchenko, M.E. Grbetz), averaged from 7-8 to 17%. Moreover, the second figure, seemed incredibly big and at first, even caused the perplexity of specialists. She was legitimately explained by the negative influence of the blockade by the inhabitants of this city, which could not but affect the next generation of people.

But what we celebrate in our years. As a result of the survey of 868 children of kindergartens, the following data was obtained. Among children of all age groups (younger, middle, senior and preparatory), normal sound testing was only in 28.2%, and the smallest percentage (6%), as expected, came to the younger groups. From among the remaining children with a still not established sound-proof on "physiological obliqueness" accounted for only 22.4%, while the remaining 49.4% accounted for pathological forms that are not stacked in the framework of normal ontogenesis and requiring the help of specialists. The special sustainability of this kind of defects is evidenced by the fact that even in children of preparatory groups, they amounted to 40.5% (against 52.6%, which had a place in junior groups).

A particularly disturbance is a clear predominance of polymorphic forms of disorders (76%) over monomorphic (24%), and even in the preparatory groups, precisely polymorphic forms amounted to 54.5%.

As for the distribution of pathological species of impairment of sound suspension for their causal conditionality, the largest percentage sets for erased and pronounced dysarthria caused by the pareticity of articulatory muscles (60%). Mechanical disliers associated with defects in the structure of the peripheral department of the speech apparatus, in the "pure" form amounted to 6.7%; Sensory functional disliers associated with impaired hearing differentiation of sounds - 11.2%. Mixed forms of violation of sound suspension took place in 21.2% of cases, and here a dysaritric component was always present. Thus, in general, dysarthria of varying degrees of severity amounted to 81.2%.

The imperfection of sound prechanges among children coming to school (especially since 76% of it falls on polymorphic forms!) Leads to the appearance of three of the five species currently allocated in the current specimen - on the basis of violation of phonam recognition, articula-acoustic and, as a result The child's backlog in phonetic-matical development, to dysgrafy on the basis of various forms of violation of language analysis and synthesis of words.

As the sad experience of learning such children, eliminate these gaps during the early school learning has been quite difficult. Many students are not able to overcome the difficulties in distinguishing acoustically close sounds to the senior school classes. This is what the presence of preschool age mean and what they turn into the further imperfection of sound testing! (Recall that in the norm, children differentiate all sounds of speech on rumor since the 2nd age, and the sound replacements in pronunciation completely disappear by 5 years).

Taking into account the foregoing about the state of sound suspension in children, the priority task of the teacher-speech therapist of the preschool institution should be, perhaps the earlier separation of the so-called "age obliqueness" from the pathological forms of its forms from everyone without exceptions to children visiting the kindergarten. The need for this is dictated by the fact that it is these recent forms that are currently prevailing - they constitute 49.4% against 22.4% percentage of children's speech.

To distinguish between these two types of incorrect pronunciation of sounds, which means, to identify children who need speech therapy assistance, is quite possible, already in the younger groups of kindergarten.

Inadmissibility of such a delay, it is possible to convincingly prove such permanently observed by the phenomenon. When the child has 3-4 years old remains unbearable, and hence also unreared, violation of the hearing differentiation of certain speech sounds, then the sound replaces characteristic of early ontogenesis are delayed in oral speech, which only externally similar to "physiological obliqueness" (after He has to call it five years already "detainee"). If the time continues to be overlooked and these replacements are not eliminated in preschool age, then during the graduation period, they are inevitably reflected in the letter. And this is already the third defect - articulatory-acoustic dysgraphy, but the saddest is that when trying to overcome this type of disgrave, it is still necessary to start upbringing the audio differentiation of sounds. So it would not be easier to do this in the younger group of kindergarten, without exposing a child, and then a teenager almost constant stress associated with everyday difficulties in school?

The only possible way out of the currently complicated existing one is very difficult, or rather, we see the catastrophic situation as follows:

1. Given the greater prevalence of dysarthria (81.2% of the total number of sound-proof disorders!) And the presence of mechanical disliers in some children, already in the younger groups of kindergarten, each child needs to explore the speech motility and identify possible defects in the structure of the speech apparatus, putting it in Fame of parents. This will give them the opportunity to take the appropriate medical and preventive measures to develop the mobility of articulator muscles and to correct the existing anatomical defects, which will further greatly facilitate the work of the speech therapist.
2. No later than 3-4 years of age, each child should investigated the state of the auditory differentiation of sounds, in case of violation of which it is necessary to immediately take appropriate measures. If there are now many popular speech therapy benefits, the education of this differentiation is quite possible to instruct parents themselves.
3. No child should be "released" from the preparatory group of kindergarten and go to school with unreared full sound replacements, inevitably reflected in the letter.
4. All children of preparatory groups must necessarily seize the simplest types of phonderatic analysis of words, without which they will meet very large, and sometimes insurmountable difficulties in the period of learning a diploma that not only abruptly overshadows their very first school days, but will lead to further "layering" learning problems.
5. To begin the correction of pathological forms of sound-proof disorders should not be in high and preparatory groups, but significantly earlier, as long as the defect is less hardening, which means it is easier to be corrected, and until the secondary and tertiary deviations have time to be formed on its basis. Otherwise, instead of one defect will have to eliminate two or three.
6. Correctional work needs to be widerly involved parents, giving them the necessary advice and sending to the appropriate specifically for them written popular literature. This applies to teachers.

All these "events" who do not require any additional costs will significantly change the situation for the better and will allow most children to avoid many school problems.

In conclusion, I would like to emphasize once again that it was the speech therapists of pre-school institutions that should now play their extremely important and completely indispensable role! It is necessary to fully understand that it is possible to help today a huge number of children with disgrave, only by simultaneously improving speech therapy work on two interrelated areas.

First of all, this can be done due to timely overcoming the disabilities available in preschoolers in speech development. This will allow the bulk of children successfully mastering the certificate and proceed to the assimilation of school programs, resorting if necessary for the help of school speech therapists.

The second direction, which is a logical continuation of the first, will be subsequently significant and, in fact, to an invalid increase in the efficiency of school speech therapists. This will happen both because of the sharp reduction in students who need their help and in connection with the fact that they will finally receive a real opportunity to engage in their direct business, without spending the main time and effort on the development of more than half of school students of those functions who had to be formed in their preschool age.

The third is also very important for the exit of the current further, the direction of the first two in the need for even elementary speech therapy in educational institutions of future teachers of primary schools - we are not talking about the need for at least elementary speech therapy preparation in educational institutions of future teachers.

It can be said that both in our city is brewing the problem - students of primary classes with violations of speech more and more, but no conditions for its correction. The continuity between children's gardens and schools is lost. After the release of preschool educational institutions from speech groups, children (with a dysarthria of secondary degree, ONR 2, 3 levels), which were recommended by classes for 3 years in a five-year-old (and even in the 6-year) age nowhere to improve speech skills. Also, many parents ignore the recommendations of the teacher-speech therapist of kindergarten, refuse to translate the child to a specialized kindergarten for children with speech impairment, and also not rare cases when they give a child with speech pathology in grade 1 of the secondary school.

The need for schools for children with severe speech violations is increasing, since speech therapy assistance in other conditions they cannot receive. Since only the speech school provides special pronunciation lessons; Lessonology of grammar, spelling; speech development; Reading on a special program that allows you to adjust and eliminate the existing shortcomings, special speech therapy classes of a child with a logopian teacher create a foundation for speech development. To improve the pronunciation side of speech, correction of motor skills, the development of spatial representations, lersions of the rhythm in speech schools have been introduced.

The situation is complicated by the receipt of children from the so-called dysfunctional (asocial) families in the first classes of children. These students, most often, who did not attend kindergartens, have a slowdown pace of intellectual and psychophysical development, have poor vocabulary, underdevelopment of phonderatic hearing, violation of sound suspension, insufficiently developed fine motility. If such children do not receive qualified speech therapy assistance, speech defects may interfere with the full absorption of software material, inhibit their overall development, and often contribute to the emergence of negative characteristic features, which in the future creates difficulties in social and labor adaptation.

In our OU, the diagnosis of graduates of preschoolers for 4 years of work was carried out:

General statistics for 4 years.

Most of the children entering the speech therapy group of preschool institutions Municipal special (corrective) educational institution for students, pupils with disabilities "Special (Correctional) Primary School - Children / Garden No. 235" have a diagnosis: dysarthilation of the average severity of OSR II, III level.

Implementing a correctional program "Organization of corrective activities on the basis of the relationship of all specialists of the preschool institution" which is designed to train children from 3 years of age. For 4 years, we came to the conclusion that as a result of 4-year-old correctional work in most children, speech development reaches Norms.

Among children engaged in the speech therapist within 3, 4 years, according to statistics, 53.1% (52.5%) continue to be trained in classes with an increased content of education. And only about 5.9% (7.5%) children in the future are studying in a speech school - this is due to the fact that in the process of work the child is revealed by rude, persistent disorders allowing to talk about more complex speech pathology.

However, children visiting the pre-school educational institution of the V form shorter (1-2 years) The term for frequent fails to achieve a normal level of speech development (due to the complex diagnosis or small learning time) and they are recommended to continue learning in school for children with severe Violations of speech (According to statistics - it is 33.3%)

There is also such a category of children who are enough 2-year stay in the speech therapy group and they are also able to study in classes with an increased level of education (According to statistics - it is 55.5%).

After analyzing the work of teachers-speech therapists in schools it is clear what difficulties do on their way:

• an increase in the number of students with speech impairment;
• the inhomogeneous composition of speech pathologies in schoolchildren (which creates the problem of configuration of groups);
• there is no proper continuity of the development of pre-school and school speech therapy services;
• misunderstanding by the school administration (as a result, very few open school logopunks in the city);
• reduction of personnel composition of teachers-speech therapists (loss of jobs)

And in our enlightened time, creating conditions for children who have problems in the development of speech must be a priority.

Motivation of students Determining the source of motivation (what is important to you? What helps?) A targeting of the result (Board of success ...) Looking for a game element learning Use the role of a good / bad police Promotion (diplomas ...) Development of friendly relationships Environmental education

Diagnostics Deployed Survey of Speech and Non-Functions Deployed Survey of Speech and Nerest Functions Express Diagnostics Express Diagnostics Innovative Computer Program "Logodiacorr" Innovative Computer Program "Logodiacorr"

Development Oral and Written Speech Oral and Written Speech Reading Phonetic - Fontorematic Processes Phonetic - Interconnection Processes Higher Mental Functions Higher Mental Functions Soundless and Other Types Analysis Sound and Other Types Analysis Lexico-Grammatical Story Speech Lexico-Motor Skills Grafomotor skills Spectatical orientations Spectatical orientations

Scheme of the lesson mental functions Rhythmic UPR. Retrospective Lesson Breath Articulation Gymnastics Correction Grammatical Topic Calligraphy Reading (pattering) Fisminet metaphor Fastening grammatical theme in UPR. Word Words Sound and Language Analysis Fingering Gymnastics Results Resets Metaphors Relaxation Individual Work

Innovative Computer Technology "Cicero Logodiacorr 1" Prevention of Disorders Prevention Disorders Diagnostics Correction Development Prevention of Disorders Prevention Disorders Diagnostics Correction Prevention Disorders Prevention Disorders Diagnostics Development Correction Prevention Disorders Prevention Disorders Diagnostics
The results of the use of computer technologies that gives the program to pedagogue 1. Getting an individual child profile. 1. Increasing cognitive activity and motivation for learning. 2. Motivation tool.2. Provides methods for the development and correction of higher mental functions and speeches. 3. Creating a single information space for the maintenance service. 3.Lust of the emotional volitional sphere. 4. Monitoring. Arming the knowledge, skills and skills of the right oral and written speech. 5. Reducing the timing of diagnosis, correction and development. 5. Helps in the assimilation of the items of the school program.