Organization

Speech therapy

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Baby

These institutions admit children with visual impairments aged 2 to 7 years (in nursery schools - from 2 years old, in kindergartens - from 3 years old), who have a pronounced decrease in vision and need intensive treatment.

The number of preschool groups for blind children is 10 people, for the visually impaired, including amblyopia and strabismus, 12-15 people.

The need for systematic speech therapy work with this category of children is due to the presence of pronounced violations of oral speech. Initial acquaintance with children begins with a detailed examination and assessment of speech and non-speech processes (the state of coherent speech, the formation of grammatical structure, vocabulary, phonetics, perception; a study of general and speech motor skills, etc.).

Correctional work is planned taking into account the results of the survey.

The system of differentiated education provides for different levels (there are 4) of speech development of children. So, in groups with the first level of speech development, the main attention is paid to the formation of sound pronunciation. In groups for children with a second or third speech level, speech therapy work provides for the elimination of gaps in the formation of the background-phonemic and lexical-grammatical structure of the language. Speech therapy classes are conducted with children on the formation of coherent speech, correction of all components of the speech system.

In terms of form, speech therapy classes can be individual and undergrowth. Correction of the speech development of blind and visually impaired children is carried out by the joint efforts of all specialists working in this preschool institution.

With a well-developed system of kindergartens for children with visual impairments, it becomes possible to more effectively solve the issues of continuity in teaching preschool and school children.

School for children with severe speech impairments (type V)

A school for children with severe speech impairments is a type of special school institution designed for children suffering from alalia, aphasia, rhinolalia, dysarthria, stuttering with normal hearing and initially preserved intelligence. The successful formation of speech and the assimilation of the training program for this contingent of children is effective only in a special-purpose school, where a special system of corrective action is used.

With the direct participation of the speech therapy sector of the Research Institute of Defectology, the first school was organized in Leningrad in 1954.

In 1956, separate classes for children with a severe form of speech underdevelopment were organized at the school for hearing-impaired children (Moscow). On the basis of the school, in 1958, a special boarding school was opened with a special regime for children with severe speech impairments.

After 1958, similar schools appeared in other cities (Moscow (second school), Leningrad, Sverdlovsk, etc.).

Initially, these schools provided education in the amount of 4 classes of a mass school.

In 1961, a network of special boarding schools for children with severe speech impairments began to develop.

Along with the tasks of a general education school of a general type in this institution, specific tasks are put forward:

a) overcoming various types of violations of oral and written speech;

b) elimination of the associated features of mental development in the process of correctional and educational work in the classroom and extracurricular time;

c) vocational training. The school has two branches.

In the 1st department of the school, children are admitted with a diagnosis of alalia, aphasia, dysarthria, rhinolalia, stuttering, having a general underdevelopment of speech of a severe degree, which impedes education in a comprehensive school. When completing classes, first of all, the level of speech development and the nature of the primary defect are taken into account.

The II department enrolls children suffering from a severe form of stuttering with normal speech development.

In the I and II departments, the educational process is carried out in accordance with the level of education of the programs of the two departments. In the I department - I stage - primary general education with a standard term of development - 4-5 years; Stage II - basic general education with a standard development period of 6 years.

In the II department - I stage - primary general education in 4 years, II stage - basic general education in 5 years.

The maximum occupancy of classes is 12 people.

Graduates of special schools receive a certificate of incomplete secondary education.

The educational process provides for a large number of hours for industrial and labor training. At the same time, two tasks are being solved: labor as an important correctional and educational means of overcoming developmental defects and personality formation, and as the main condition for preparing children with a psychophysical developmental disability for life and work in society.

Correction of speech and writing disorders in students is carried out systematically throughout the entire educational process, but to the greatest extent in the lessons of their native language. In this regard, special sections are highlighted:

pronunciation, speech development, literacy, phonetics, grammar, spelling and speech development, reading and speech development. Overcoming various manifestations of speech defects in children is provided by a combination of frontal (lesson) individual forms of work.

Individual speech therapy classes are conducted by a speech therapist outside the classroom. Each student is additionally engaged in speech work 3 times a week (15-20 minutes each). For children with motor impairment, therapeutic gymnastics classes are held. The second department of the special school is intended for students with a severe form of stuttering, an additional year in comparison with the mass school is devoted to special speech work in the younger grades.

When teaching children with a severe form of stuttering, textbooks for general education schools, special speech therapy aids and technical teaching aids are used. In a special school, correctional and educational measures are systematically carried out, aimed at overcoming the peculiarities of mental development.

The composition of students in special schools is reviewed at the end of each school year. As the speech defect is eliminated, students are transferred to a general education school. Graduates of the special school for children with severe speech impairments can continue their education in a general education school or in vocational schools.

In addition to a speech therapist, teachers and educators work to overcome speech impairments in children, in addition, the educator works to consolidate the knowledge gained in the classroom, as well as to develop verbal communication, self-service skills and sanitary and hygienic skills.

The teacher constantly works with one group of students and is obliged to study well the individual characteristics of each child and the characteristics of his speech defect.

Teachers, educators and a speech therapist of the school, together in the process of educational and work activities, correct the general and speech development of children. Adequate general education and work training allows persons with speech impairments to become full-fledged members of society, participating in both work and other activities.

Literature

1. Volkova L.S.Revealing and correction of oral speech disorders in blind and visually impaired children. - L., 1991.

2. Education and training of mentally retarded children of preschool age. - M., 1983.

3. A guide to preschool education. - M., 1980.

4. Children with mental retardation / Ed. T. A. Vlasova, V. I. Lubovsky, N. A. Tsypina. - M., 1984.

5. Yastrebova A. V., Bessonova T. P. Instructive and methodological letter on the work of a speech therapist teacher at a speech therapy center at educational institutions. - M., 1996.

Organization

Speech therapy

Help

CHAPTER 20. SYSTEM OF SPECIAL INSTITUTIONS FOR CHILDREN WITH SPEECH DISABLES

The system of correctional assistance to children with developmental disabilities in Russia took shape gradually.

In the period before 1917, institutions for anomalous persons existed at the expense of private charitable funds, in which special education was based on the isolation and differentiation of the most pronounced defects (deafness, blindness, mental retardation). There was no organized speech therapy assistance to people with speech impairments.

Systematic all-round assistance to people with various types of speech pathology began to develop only in the 1920s.

Prominent figures of the pedagogical and medical community have repeatedly pointed to the negative influence of speech pathology on the formation of the psyche and personality as a whole.

In 1911, a congress of Moscow teachers was held, where for the first time the need for organizing special assistance to children suffering from speech disorders was emphasized. Such assistance was provided in two auxiliary schools under the guidance of the deaf teacher F. A. Pay. And in 1915, speech therapy courses were created.

In 1918, on the initiative of V. Bonch-Bruevich, speech therapy courses, obligatory for all teachers and doctors of preschool institutions in Moscow, were organized. A year later, a resolution of the Council of People's Commissars was issued, which defined the functions of the People's Commissariats of Education and Health in relation to the upbringing and protection of the health of abnormal children. The education of abnormal children was made a national task.

The First All-Russian Congress (1920) on the fight against child defectiveness determined the principles of building a system of upbringing and teaching children with various types of abnormal development.

In 1922, at the All-Russian Congress of Gubon Heads, the importance of creating institutions for these categories of children was discussed.

In 1924, the II Congress on the Social and Legal Protection of Minors (SPON) was held. L. S. Vygotsky, speaking at the congress, proposed a new approach to the analysis of the structure of the defect, its correction and compensation, identified the goals and objectives of special education, proceeding from the principles of raising children that are common with the mass school.

It is difficult to overestimate the importance of the creation in 1929 of the scientific center for the development of the problems of defectology, the Experimental Defectological Institute (EDI), now the Research Institute of Correctional Pedagogy of the Russian Academy of Education, which contributed to a comprehensive study of abnormal children, the development of scientific foundations of a differentiated network of special schools and a system of education, training in them. children.

The Institute participated in the adoption (early 30s) of the law on the compulsory education of abnormal children.

A scientific analysis of the development of the state system of special education in Russia was carried out by N.N. Malofeyev (1996). The stages of the formation and functioning of various types of institutions, their gradual differentiation in connection with the change in the attitude of the state and society towards persons with special needs are highlighted.

A comprehensive study of children based on clinical and psychological diagnostics of various types of anomalies has made it possible to create a fundamental scientific base for the development of an extensive network of special preschool and school institutions in the country.

A correct understanding of the complex structure of a speech defect made it possible not only to establish the correct diagnosis, to determine the type of special institution and methods of correctional and educational work with a child, but also to predict violations of the secondary order.

The educational and health authorities carried out organizational and methodological work aimed at identifying and accounting for toddlers, preschool and school children in need of special training and correction.

The close collaboration of theory and practice made it possible to provide a scientific basis for the training and education of children and adolescents with speech pathology, to establish the need for the development of a network of special institutions.

Introduction to the nomenclature of one type or another of special institutions is preceded by a wide complex clinical-neurophysiological and psychological-pedagogical study of children, the organization of a system of experimental education.

At present, the structures of various types of institutions, the content of correctional and educational impact have been determined. Continuity is provided, providing, if necessary, the possibility of transferring the child to an institution corresponding to the level of his general and speech development.

Help for abnormal preschool children increases every year.

After the adoption of the decision "On the nomenclature of preschool institutions for children with disabilities in physical and mental development," a network of special preschool institutions was significantly developed.

The improvement of the system of school and preschool education of children with speech disorders continues.

Adults, adolescents and children with speech impairments receive comprehensive medical and speech therapy assistance in a polyclinic, hospital, dispensary, sanatorium.

State care for children with developmental disabilities is expressed not only in the creation of a differentiated network of special schools, but also in a systematic increase in the level of education of children with developmental disabilities. The overwhelming majority of special schools are boarding schools, and all the maintenance of children in them is provided by the state.

In our country, differentiated speech therapy assistance to adults and children is widely developed. It is carried out in the area of ​​education and health care.

LOGOPEDIC ASSISTANCE IN THE EDUCATION SYSTEM

Modern socio-economic conditions in Russia determine the need to improve the content of special education, taking into account the requirements of society, aimed not only at the comprehensive development of the personality of persons with special needs, but also their wider adaptation.

Preschool for children with speech impairments

Scientific research in the field of defectology has proven the extremely important importance of early recognition of a defect and its early correction.

In a significant number of cases, special preschool education and upbringing corrects developmental disorders and thereby prevents children from having difficulties in school (T.A. Vlasova, 1972).

With pronounced speech impairments, early correctional and educational work with children leads to significant compensation for the defect.

The network of preschool institutions for children with speech impairments began to develop in 1960. At first, these were separate experimental groups organized at mass kindergartens, and then - separate kindergartens and day nurseries for children with speech impairments.

Initially, groups for children with only mild speech impairments (underdevelopment of the phonetic side of speech) were opened in kindergartens. Then groups were organized for children with more complex disorders (stuttering children, for children with general speech underdevelopment). On the basis of the order of the USSR MP of November 21, 1972 No. J25, the nomenclature of special preschool institutions for abnormal children of the educational system was approved.

Kindergartens, nursery schools for children with speech impairments and the corresponding preschool groups in kindergartens and general nursery schools are completed directly by those departments of public education that are in charge of these preschool institutions.

Children who have mastered normal speech, who have successfully completed their studies and have not reached the age of 7, are transferred to general preschool institutions.

The main tasks of speech therapy teaching children with various types of speech anomalies in special preschool institutions include not only correction of the leading defect, but also preparation for literacy.

In preschool institutions for children with speech impairments, a clear organization of the entire correctional process is provided. It is provided by:

timely examination of children;

rational scheduling of classes;

planning individual work with each child;

the presence of plans for frontal classes;

equipping them with the necessary equipment and visual aids;

joint work of a speech therapist with the group educator and parents.

The possibilities of overcoming the deficiency in the speech, cognitive and emotional-volitional spheres in all age groups of persons with speech impairments depend on the timely and adequate application of a complex of medical and psychological-pedagogical influences.

Conducting the entire complex of correctional education requires combining special classes to correct speech deficiencies with the implementation of general program requirements. For preschool groups of children with speech disorders, a daily routine has been developed that differs from the usual one. The speech therapist provides for frontal, subgroup and individual lessons. Along with this, special hours are allocated in the evening for the teacher to work with subgroups and individual children to correct speech on the instructions of a speech therapist). The teacher plans his work taking into account the program requirements and speech capabilities of the children. He must know the individual deviations in the formation of the child's speech, hear the defects of the pronunciation and lexical-grammatical aspects of speech, in the process of educational and extracurricular activities, take into account the speech capabilities of each child. Together with a speech therapist (in groups of OHR, FFN), classes are planned on the development of speech, familiarization with others, preparation for writing, etc. Continuity in the work of a speech therapist and educator is recorded in a special notebook.

Preschool institutions for children with speech disorders are a promising link in the general system of education and training of abnormal children, ensuring the prevention of further development of the defect.

The weak link in the activities of special kindergartens is inadequate medical care for children, inconsistency in the timing of speech therapy and recreational activities, late identification of children, and incomplete coverage.

With the development of the network of preschool institutions that provide the need for speech therapy assistance, further differentiation of children with various speech anomalies (stuttering with a normal level of speech

development - stuttering with speech underdevelopment; children with mild dysarthria; children with rhinolalia, etc.).

Recently, in a number of regions of the country, preschool speech therapy rooms have been opened in general kindergartens. The speech therapist provides consultative and corrective assistance to children, mainly with pronunciation impairments, by the type of outpatient appointment.

Speech therapy assistance in special preschool institutions is provided to children with speech impairments in other nosological forms (mental retardation, visual impairment, musculoskeletal system), as well as children with mental retardation.

According to the regulation "On typical staffs of special-purpose preschool institutions for children with mental and physical disabilities and on the remuneration of teachers-defectologists and speech therapists" (from the order of the Minister of Education dated October 14, 1975 No. 131) in kindergartens (nurseries- kindergarten) for children with visual impairment, musculoskeletal system and intellect, the position of a teacher-defectologist is introduced at the rate of 1 unit per group.

Baby preschool institutions for children with musculoskeletal disorders

Groups of a preschool institution for children with musculoskeletal disorders are completed, taking into account age, as follows: nursery group - children aged 2-3 years; younger group - children aged 3-4 years; middle group - 4-5 years old; senior group - 5-6 years old; preparatory group for school - 6-7 years. The group occupancy is 10-12 people.

Reception of children is held annually from August 1 to September 1. Children who have reached the age of 7, by decision of the medical-psychological-pedagogical commission, are transferred to the corresponding types of schools.

The speech therapist teacher conducts all educational and correctional work on the mental development of children, on teaching correct speech, correct pronunciation. He works in close contact with a neuropsychiatric doctor, group educators, conducts frontal, subgroup and individual lessons with children, and maintains relevant documentation.

Preschool institutions for mentally retarded children

The main type of preschool institution for mentally retarded children is a kindergarten (orphanage). The groups are completed taking into account the age: the younger group - children aged 3-4 to 4-5 years; middle group - from 4-5 to 5-6 years old; older group - 5-6 years old; preparatory group for school 6-7 years. The number of people in groups, regardless of the degree of intellectual impairment, is 10-12 people.

A significant number of mentally retarded preschoolers have pronounced speech disorders, therefore, systematic speech therapy work is envisaged in the general system of correctional education. It is held in frontal speech development classes in accordance with the schedule 2 times a week in each age group (in the 1-3rd years of study, the group is divided into subgroups, in the 4th year, frontal classes are held with all children). Individual speech therapy sessions with each child are organized at least 3 times a week.

The content of correctional education includes the formulation and automation of the sounds of the native language, work on the fluency of speech, breathing, stress, on the clarification and expansion of the vocabulary, the practical use of grammatical structures, and the formation of coherent speech. Daily work on the development of children's speech is carried out by the entire team of a special preschool institution.

Preschool institutions (groups) for children with visual impairments

The specificity of speech therapy work in an auxiliary school is determined, on the one hand, by the nature of the violation of higher nervous activity, psychopathological characteristics of a mentally retarded child, first of all, by a decrease in the level of analytical and synthetic activity, on the other hand, by the peculiarities of speech development and the structure of a speech defect.

The following features of speech therapy work in an auxiliary school can be distinguished.

1. Due to the fact that in mentally retarded children the leading violation is the underdevelopment of cognitive activity, the whole process of speech therapy ^ work in an auxiliary school should be aimed at the formation of mental operations of analysis, synthesis, comparison, abstraction, - generalization. So, when eliminating violations of sound pronunciation, a large place is given to the differentiation of phonetically close sounds. The pronunciation of each sound "is carefully analyzed from the point of view of its auditory (comparison with a non-speech sound), visual, kinesthetic image. The sound, articulation of two sounds is compared, their similarity and difference is established; for example, it is specified that the pronunciation of some sounds involves a voice, and the pronunciation of others - no. In the process of differentiating sounds, work is needed to analyze the sound structure of a word, to determine the place of sounds in a word. Words are compared by their sound structure, by the presence of practiced sounds in them. Comparison of graphic schemes of words, finding one or other sounds.


2 C taking into account the nature of speech disorders, speech therapy work in an auxiliary school should be carried out on the speech system as a whole. At each speech therapy lesson, the tasks of correcting violations of not only the phonetic-phonemic, but also the lexical-grammatical side of speech are posed. For example, the correction of the violation of the pronunciation of the sound from (at the stage of automation), taking into account the program in the Russian language, should be combined with work on the preposition with (with brother, with mom), clarifying the semantics of the preposition (the meaning of the compatibility of the action), highlighting with as an independent word of the sentence. At the same time, the analysis of the structure of the proposal is being worked out.

In the process of audio automation with it is possible to recommend (also taking into account the program) and work on the prefix c- ( ran - ran, wrote - copied). In this case, it is necessary to work on comparing the two words both in semantics and in sound design. For the development and clarification of vocabulary, tasks are recommended: name words denoting actions, signs of objects, including sound with.

3. In the process of speech therapy work in an auxiliary school, it is important to be based on the principle of the stage-by-stage formation of mental actions (P.Ya. Galperin, D.B. Elkonin, etc.). This is necessary in order to move from visual-effective and visual-figurative thinking to the organization of action in the internal plan.The formation of speech actions should be carried out in the following stages:


1) Materialization of action based on auxiliary means. So, work on the development of the differentiation of sounds at this stage involves the use of pictures, the names of which are analyzed, as well as graphic schemes of words. The child, highlighting sounds from a word, lays out chips of different colors in the cells corresponding to a particular sound.

2) Performing an action in terms of speech. At this stage, the child pronounces the word and, on the basis of his auditory and kinesthetic image, without relying on aids, determines the presence of one or the other sound in the word.

3) Performing an action in the inner plan. At this stage, the child carries out the differentiation of sounds without material and speech supports, according to the idea.


In speech therapy work with mentally retarded children, a gradual, sequential transition from one stage to another is necessary, which is associated with the peculiarities of the mental activity of these children.

4. The features of speech therapy work in an auxiliary school are the maximum inclusion of the analysis-toroa, the actualization of sensations of different modality, as well as the use of maximum and varied visibility. So, the production of sound is helped by visual perception of articulation, tactile perception of a dummy, kinesthetic sensations from the movement of the hand, reproducing the position of the tongue when pronouncing a given sound, reliance on the kinesthetic sensations of the tongue, lips, which are installed in the correct position using a probe, a spatula.

In the process of speech therapy work in an auxiliary school, schemes, dummies of correct articulation of sounds, split alphabet, game exercises, and technical teaching aids are widely used.

5. Of great importance is a differentiated approach, which involves taking into account the characteristics of higher nervous activity (for example, the predominance of the process of excitement or the process of inhibition): the mental characteristics of the child, his working capacity, the peculiarity of motor development, the level of speech imperfection, the symptoms of speech disorders, their mechanisms, etc. etc.

6. Correction of speech disorders (especially violations of sound pronunciation) must be linked to general motor development and predominantly fine manual motor skills of a mentally retarded child. Considering the close connection in the development of manual and articulatory motor skills, speech therapy classes, especially in grades 1-2, should include exercises for fine hand movements, tasks for performing actions, and elements of speech therapy rhythmics.

7. The content of speech therapy work should be in accordance with the program of teaching literacy, learning the native language. In the process of speech therapy work, speech disorders are corrected, correct speech skills are consolidated, and a practical level of language acquisition is formed. Formation of the practical level of language proficiency is a prerequisite for


studying linguistic phenomena and patterns of mastering knowledge of the language. Thus, speech therapy work should prepare children for mastering the Russian language program. This fact makes it necessary to build the content of speech therapy work in an auxiliary school, taking into account the Russian language program in this class. At the same time, the goals and objectives of speech therapy work (practical language acquisition) are different from the goals and objectives of Russian language lessons (awareness and analysis of linguistic phenomena),

8. Due to the fact that the old conditioned reflex connections in mentally retarded children are very conservative and change with difficulty, it is necessary to work out the stages of consolidating correct speech skills especially carefully.

9. A characteristic feature of speech therapy work in an auxiliary school is the frequent repetition of speech therapy exercises, but with the inclusion of elements of novelty in content and form. This is due to the weakness of the closure function of the cortex, the difficulty of forming new conditioned reflex connections, their fragility, and rapid extinction without sufficient reinforcement.

10. The correct speech skills mastered in the speech therapy room in mentally retarded children disappear in other situations, on different speech material. In this regard, it is very important to consolidate the correct speech skills in various situations (dialogue with children, adults, talking on the phone, retelling what has been read, independent retelling, etc.).

11. Taking into account the rapid fatigability, the tendency to protective inhibition of mentally retarded children, it is necessary to carry out a frequent change of types of activity, switch the child from one form of work to another.

12. A feature of speech therapy work in an auxiliary school is a careful dosage of assignments and speech material. The specificity of the cognitive activity of mentally retarded children necessitates a gradual complication of tasks and speech material, any task should be maximally decomposed into the simplest tasks. One and the same task is performed first on a simple speech material, then on a more complex one. The complication of the task, the introduction of a more difficult task is proposed at the beginning on a simple speech material. The simultaneous complication of the task and speech material leads to the impossibility of its implementation by mentally retarded children.


13. When conducting speech therapy classes, it is necessary
a clear understanding by the child of the purpose of the lesson. Due to this
the objectives of the lesson should be stated to the mentally retarded
the child is extremely specific, in an accessible form.

14. For effective assimilation of correct speech
development of mentally retarded children must be defined
not very fast pace of work.

15. Should be supported in a mentally retarded child
interest in correcting speech, influencing his emotions
nal sphere.

16. Due to the fact that speech disorders in mentally
mature children are persistent, speech therapy work
that in a special school is carried out in a longer
more time than working with normal children.

17. Lack of control, weakness of strong-willed pro
processes in mentally retarded children determines the need for
the bridge of a close connection between the work of a speech therapist, teacher, educator
and parents. It is necessary to organize the pedagogical pro
process in a special school, so that not only on the logo
pedagogical activities, but also in the classroom and during extracurricular activities
the correct speech skills were consolidated,
control and assistance of teachers and parents in speech correction
out disorders.

18. The speech therapist should work in close connection with
medical personnel to implement the complex
ny medical and pedagogical approach to the elimination of speech
violations and correct speech pathology for
favorable background. For example, classes to eliminate
stuttering will be more effective if carried out on
the background of relaxation after taking the appropriate physician
cops. In the presence of excessive excitability, even work
the one above the sounds will be more effective if it
is performed against the background of sedative therapy.

19. Speech therapist of an auxiliary school with a promising
planning, taking into account the need to participate in speech therapy
work with children of teachers, educators and give birth
lei, should pay great attention to working with teachers
the school's team and parents to promote
speech therapy knowledge.

Topic: Organization of speech therapy work in a special (correctional) educational institution.

The development of the speech of students of a special (correctional) institution of the VIII type is characterized by a number of deviations. For the majority of mentally retarded students, a delay and a slow pace of speech development, a limited active and passive vocabulary that does not correspond to age norms, deviations in

the formation of a phonetic, phonemic and grammatical structure. Education in a correctional institution has a decisive impact on the mental development of mentally retarded children. Under the influence of it, both general and speech development of students occurs: the vocabulary is increased and refined, the skill is improved

to use the already existing grammatical forms and the mastery of new ones occurs, the sound composition of the word is clarified, the skills of sound analysis and synthesis are developed.

But in addition to the peculiarities of speech development, characteristic of all mentally retarded children, a significant part of the students of the correctional institution have one or another speech disorder: incorrect pronunciation of sounds - phonetic defect, dysarthria, rhinolalia, alalia, aphasia, stuttering. Violations of oral speech further aggravate the underdevelopment of the cognitive activity of mentally retarded students, complicate the process of mastering literacy and in most cases lead to impairments

written speech.

Correction of speech disorders of mentally retarded students requires the organization of special speech therapy work. Therefore, the curriculum of a special (correctional) educational institution of the VIII type provides for hours of speech therapy classes, which are conducted by a speech therapist teacher who has the appropriate education.

Examination of the speech of students

and their selection for speech therapy classes

At the beginning of the school year, all newly admitted students (regardless of the grade in which they are enrolled) must be surveyed. Students who studied with a speech therapist in the previous year and left to continue their studies (in order to identify the state of speech by the beginning of the school year) are also subject to examination.

Speech assessments should cover pronunciation, tempo, fluency and comprehension, vocabulary, grammar, reading and writing skills. Outwardly similar manifestations of speech impairment can be of a different nature and affect various components of speech activity.

For example, pronunciation disorders can affect only pronunciation processes and be expressed in speech intelligibility disorders. Other components of spoken language, as well as written language, appear to be intact.

In some cases, pronunciation disorders appear together with violations of the phonemic system of the language, which entails reading and writing disorders.

And finally, pronunciation disorders can appear against the background of general speech underdevelopment, covering the phonetic-phonemic and lexical-grammatical aspects.

The speech therapist must, through a thorough special examination, before starting corrective work, find out the nature of the speech impairment and the potential capabilities of the student.

The initial examination of students' speech can be carried out in a classroom setting. Each student is invited to answer several everyday questions, read a poem by heart or repeat one or two specially selected phrases after a speech therapist. The study of the state of writing in students previously trained in other educational institutions is carried out with the help of dictations, texts

which must meet the conditions of speech therapy and meet the requirements of the program of each class.

All students with speech disorders detected as a result of the initial examination are noted by the speech therapist in a special register (Appendix 1).

The oral and written speech of students, identified during the initial examination, is studied in detail by a speech therapist in the context of an individual examination of students using traditional speech therapy techniques. To examine the pronunciation, phonetic albums can be used, in which words of different syllable structures are given, and the sounds to be tested are offered in different positions (at the beginning,

middle, end of a word).

When studying the skills of sound analysis, the ability of students to recognize and distinguish by ear isolated sounds, sounds in syllables and words, the ability to count the number of sounds in a word, to produce sequential and selective selection of sounds are tested.

Individual examination data are recorded in a speech card filled in for each student with speech impairment (Appendix 2).

The examination of the speech of students who studied with a speech therapist in the previous year may not be carried out completely, but only according to those parameters that were outlined by the speech therapist for continuing classes.

The speech card is filled in accordingly.

From the number of students with speech disorders, those who are in dire need of speech therapy are selected. The rest are enrolled by candidates and called by the speech therapist to classes as soon as speech impairments are eliminated in previously admitted students.

The main criterion for enrolling in classes is the nature of speech impairment and its importance for the student's progress and communication. Students with pronunciation disorders that interfere with their speech communication, mastering reading and writing, as well as students, are subject to priority admission to speech therapy classes.

speech deficiencies which are caused by rhinolalia, dysarthria, alalia, aphasia, severe stuttering and some others. The speech card of each student enrolled in speech therapy classes is accompanied by a lesson plan with him. Plan

is compiled on the basis of a speech therapy conclusion, summarizing all the survey data.

The organizational period preceding the start of systematic speech therapy classes and including examination of students, recruiting groups and preparing primary speech therapy documentation is designed for two to three weeks of the academic year.

Organization and conduct of speech therapy classes

Speech therapy classes are held according to a schedule drawn up taking into account class schedules and approved in accordance with the established procedure. The 5th, 6th lessons, free from class activities, and extracurricular time (in particular, regime moments in the afternoon) are allocated to speech therapy classes. By agreement with the administration of the institution and

class teachers, a speech therapist can take students from some lessons.

The work on correcting speech disorders is based on age characteristics, the program in the native language and the characteristics of the speech defect of students.

Speech therapist conducts individual and group lessons. Classes of each group and individual classes are held 2 - 4 times a week. For individual lessons, as a rule, 20 minutes are allocated for each student. For classes with a group of students, as a rule, 20 - 45 minutes are allotted.

As a rule, individual lessons are conducted with students who need to formulate or correct sounds, regardless of the reasons that caused the violation of pronunciation.

The speech therapist completes groups based on the homogeneity of speech disorders among students, if possible, from students of one class or two parallel or adjacent classes (for example, 2 - 3 grades).

In the first grades, groups are completed only from students of the first grades, since working with them requires the selection of special educational and didactic material.

If necessary, a speech therapist can redistribute students into groups. So, in order to consolidate and differentiate the sounds set in individual lessons, it is advisable to combine students into groups, which significantly increases the efficiency of work. Conversely, at a certain stage, part

trainee groups can be allocated for individual work. Speech therapy classes are recommended to be carried out in a speech therapy office. An isolated room equipped with the necessary educational and didactic material is allocated for a speech therapy office (Appendix 3).

Attendance at speech therapy classes is mandatory for all students enrolled in the class. Responsibility for attending speech therapy classes rests with the speech therapist, the class teacher and the head of the institution.

The speech therapist maintains a class attendance journal, which can be used either with a regular class journal or a class journal-style journal. At the end of the academic year, the speech therapist draws up a report on the work done (Appendix 4).

Contact of a speech therapist with teachers, educators,

teacher - psychologist

The speech therapist should work in close contact with teachers and educators who, in the classroom, in the preparation of homework, in everyday life, can help to consolidate the speech skills acquired by students in the process of speech therapy classes.

Contact of a speech therapist with teachers can be carried out at all stages of speech therapy work, starting with the initial examination, the results of which the speech therapist is recommended to notify the teacher and educator of this class, and ending with the release of the student.

If necessary, the teacher and educator must create, on the recommendations of the speech therapist, certain conditions for the student (individualization of tests in the native language in especially severe cases of writing disorders, organization of the speech regime for stuttering students, etc.).

For information about the state of pronunciation of students attending speech therapy classes, a pronunciation table can be used, from which you can see which sound is delivered and what should be required from students in pronunciation.

To work on correcting the speech of students at. Speech therapists are available in auxiliary schools. Class teachers with a speech therapist qualification should conduct speech therapy work with students in their class themselves, using the hours designated for this.

The speech therapist is a member of the selection committee. He must, through a detailed special examination of speech, establish whether the child has any speech disorder, determine its nature and, on the basis of comparing his material with the data of the entire examination material of the selection committee, give his conclusion about what is primary and what is secondary - a speech disorder or underdevelopment of cognitive activity.

At the beginning of the school year, the speech therapist must first examine all students in grades I-III. Many of the newly admitted children are already examined by the admissions office. All other children of I, II and III grades are examined by the speech therapist fluently, the children repeat several phrases after the speech therapist, including, if possible, those sounds whose pronunciation suffers most often (for example, Grandma was drying wet clothes - sounds s, w, l, r; softening and iota tion: A black puppy was sitting on a chain - sounds c, h, w).

The survey can be conducted in the classroom, but each child is interviewed individually. During the survey, there is a teacher who makes his own additions.



Senior students are examined by a speech therapist at the request of class teachers, with the presentation of written works of students. The speech therapist makes lists of students in the form indicated in the regulation (Appendices 1-2).

Children with identified speech defects are examined in more detail (Appendices 8-11).

From among the children examined in detail, the speech therapist selects those in need of speech therapy first of all, the rest are enrolled as candidates and are called by the speech therapist to classes as the previously accepted speech pathologists graduate (Appendices 1, 2).

The criterion for such a distribution of students in terms of priority is the nature of speech impairment and its significance for the performance of a speech pathologist. For example, cases of mild, partially incorrect sound pronunciation that are not reflected in the student's writing (throat pronunciation of the sound p, interdental pronunciation of sibilants, isolated cases of lateral pronunciation, etc.), cases of mild stuttering that do not traumatize the student may be considered as those that do not require urgent speech therapy assistance. (These children can be further included in a group in which they work on similar defects.)

Pupils whose pronunciation interferes with their verbal communication and the assimilation of reading and writing are subject to first-priority inclusion: children suffering from nasal sounds, dysarthria, severe forms of stuttering, and alaliki.

Not later than a week after the start of training sessions, the speech therapist begins classes with the children of the classes already examined by him (first of all, he examines the I and II grades). At the same time, he continues to examine the children of the other classes.

At the beginning, classes are conducted mainly individually, which helps the speech therapist to better know the composition of his students. Gradually, the speech therapist creates small groups (from 3 to 8 people) on the basis of pupils belonging to the same classes and the homogeneity of speech impairment.

The group form of work helps to overcome negativism, isolation and other character traits in mentally retarded children, to arouse their interest in classes by organizing various games. This form of work allows you to vary special exercises and, thus, lengthen the training time for each child, without overworking him. All this improves speech therapy work. Against the background of group work, it is necessary to individualize the approach and nature of tasks for individual members of the group; in addition, a speech therapist should practice transferring children from one group to another, since the pace of progress of students, despite a homogeneous speech disorder, is often different.

The work to correct the pronunciation is carried out in three sequential stages: the setting of the defective sound, its automation and differentiation with the mixed sound.

At all stages, the work is carried out simultaneously in oral and written speech.

For secondary school students, each stage is more time-consuming than for mainstream children; the stage of differentiation of sounds is especially long, since it requires stable attention and a sufficiently high level of differential inhibition.

Work with stutters is usually carried out in a group manner.

Cases of open nasalism are quite common in a special school. Work with these children should go through three main sections: a) development of a targeted air jet; b) activation of the palatine curtain; c) setting sounds. The speech therapist should carry out work both in the preoperative and postoperative periods.

Cases of pseudobulbar dysarthria are also common in secondary schools. With these children, articulatory exercises should be regularly carried out for systematic preparation and consolidation of the necessary articulatory movements; during the period of automation of sounds, children should be included in groups. It should be borne in mind that all pronunciation skills in children with pseudobulbar dysarthria require a longer and more thorough training than in working with ordinary dislalik students - students of a mass school.

Children with motor alalia require long-term systematic work, special help from a speech therapist in passing all sections of the Russian language (initial literacy, mastering grammatical rules, mastering both oral and written retelling, etc.). With them, a speech therapist must simultaneously work both individually and frontally, temporarily including either in a group with a violation of sound pronunciation, or in a group of dysgraphics, depending on the stage of work. All the time, the speech therapist must remember the need to develop the vocabulary of these children, and in the future to form phrasal speech, for which it is necessary to give them as much speech practice as possible.

Among the speech pathology students in auxiliary schools, there are many children who have great difficulties in learning to read and write - the so-called dysgraphics and dyslexics. These children have difficulty memorizing letters, with difficulty mastering sound-letter analysis and synthesis. They are characterized by errors in mixing sounds and distortion of the structure of words, that is, omissions and rearrangements of letters and even whole syllables and parts of words.

When conducting classes with these children, in addition to working on their pronunciation, it is very important from the very beginning to link sound with its articulation and exercise them in writing based on sound analysis and synthesis. It is necessary to teach them how to correctly isolate individual elements (words in a phrase, syllables in a word, sounds and letters in a syllable), while maintaining their correct sequence. The most important aid in carrying out this work is the cutting alphabet and the typesetting canvas for it.

Work with a split alphabet should take place in work with these children, not only in I, but also in II and III grades.

From all that has been said, it is clear that a speech therapist should conduct his work in close contact with educators and teachers who would consolidate the skills he forms: the first in educational work, and the second in everyday life and when preparing homework. The creation of such a contact is a very important link in the work of a speech therapist.

Contact with teachers and educators should be carried out at all stages of the speech therapist's work with students, starting with the initial examination, the results of which the teacher or educator should be notified of. The speech therapist should systematically inform the teacher and educator about the progress of their students. Teachers and educators in the classroom and in the boarding school should make demands on the student's speech that are feasible for him at each given stage of work, and thus contribute to the speedy consolidation of correct speech skills. When a student graduates who has finished his work with a speech therapist, his successes are demonstrated so that the teacher and educator bring the consolidation of the achieved skills to full automation both in oral and written speech. In addition to such a direct connection in the current work, a speech therapist should help teachers of grades I and II in organizing frontal work on speech technique. The need for lessons in speech technique with the whole class (in grades I, II, III, once or twice a week, and from IV to VII - once a week) is dictated by those general features of speech of students of an auxiliary school, which are disclosed above, and is located in close dependence on the state of speech of students and the material of the school curriculum in the Russian language and other subjects. So, mastering the rule about the use of a soft sign denoting soft consonants requires sufficient differentiation among students of hard and soft syllables, the mastering of dubious consonants requires stable differentiation in the speech of students of voiced and voiceless consonants, the section of dubious vowels requires the presence of correct and conscious use of stress, not to mention already that the initial teaching of literacy, like all the indicated sections of grammar, requires students to have a sufficiently developed vocabulary and sound pronunciation. Independent lessons are aimed at preparing the speech of all students in the class for mastering a particular section of the Russian language program, to consolidate the skills of correct speech on the program material.

Frontal lessons are planned in accordance with the program material, and they should precede the passage of a particular topic in the Russian language; lessons that serve to consolidate are conducted on the material of articles read in the class, learned poems, immediately after the lessons in which the specified material was passed. Both of these lessons have their own, narrower, special goals: to clarify the pronunciation of individual sounds, to differentiate them from sounds similar to them both in oral and written speech, and to consolidate the correct pronunciation on the given material worked out in the classroom. The forms of work in these lessons can be very diverse: general articulatory exercises, which serve to strengthen and clarify the sluggish diffuse motor skills of students, syllabic exercises, reading texts worked out in class, clarifying the pronunciation of poems learned in class, retelling what was read, dictations, self-writing according to specially selected pictures, etc.

Conducting these lessons requires at least elementary knowledge of the teachers of the basic principles and techniques of speech therapy work and familiarization of the speech therapist with the program material.

In this regard, the school's speech therapist conducts systematic classes with teachers and educators. The best form of work is a seminar, during which a speech therapist, together with teachers and educators, conducts classes both with individual children and with groups of children (of a particular class or with certain speech impairments) and explains in detail speech disorders and speech therapy techniques. The work of a speech therapist with teachers and educators can take other forms: individual conversations, messages at methodological meetings, open classes. A speech therapist should check the effectiveness of speech therapy work carried out by teachers and educators, attending their lessons and classes about one to three times every six months, depending on the composition of the students in the class and the qualifications of the teachers.

The speech work of educators with children of auxiliary boarding schools can be much more varied than the work of a teacher: during the hours of preparing homework, speech therapy techniques can be used. Front-end lessons and all work should be linked to the teaching material as much as possible; in addition, the educator can include certain requirements for the child's speech at all regime moments, of course, coordinating his requirements with the speech therapist. Preparation for the holidays, matinees must necessarily include work on the speech of speech pathologists. Such work is very important as a speech training, as well as a powerful educational stimulus that includes speech pathologists in the general life of the children's collective.

The teacher, with the help of a speech therapist, can develop and systematically conduct so-called speech games, which will be useful for all students in a special school. Games can be both tabletop (various lotos, dominoes, etc.) and mobile. Their essence lies in the fact that the teacher, together with the speech therapist, sets himself a certain goal of these lessons in advance (automation of the delivered sound, sound analysis, the development of a slow tempo, clarity, vocabulary consolidation, the skill of reading expressiveness, etc.) and during the game presents to the students appropriate requirements, using the emotional interest of children.

A speech therapist takes part in pedagogical councils, where he makes reports on his work. Such reports are of great importance for the promotion of speech therapy knowledge among teachers.

Of great importance for improving the progress in correcting the speech of students is the contact of the speech therapist with the parents of his students. These connections are carried out both in personal contacts with individual parents and at parent-teacher meetings. In this way, it is very often possible to involve parents in speech therapy work, that is, to ensure the correct approach to the student's speech at home and to help with homework given by a speech therapist.

Correction of speech disorders of mentally retarded students requires the organization of special speech therapy work. The curriculum of auxiliary schools provides for hours of speech therapy classes, which are taught by a speech therapist teacher. The speech therapist is a member of the medical-psychological-pedagogical commission. He must, through a special examination, establish whether the child has a speech disorder and determine its nature. In difficult cases, give a reasoned conclusion about what is primary: underdevelopment of cognitive activity or speech impairment of the child.

At the beginning of the school year, a speech therapist examines all students who enter school, regardless of the grade in which they will study.

The speech examination covers pronunciation, tempo, fluency of speech, as well as its understanding, vocabulary, grammatical structure, reading and writing skills in accordance with the child's school experience.

The primary examination of the children's oral speech is carried out during the lessons in the classroom. The study of the state of writing (in previously studying children) is carried out with the help of dictations, the texts of which meet the conditions of speech therapy examination and correspond to the requirements of the program of this class.

All children who, as a result of the initial examination, have a speech disorder, the speech therapist notes in a special register. In addition, for each student with speech disorders, after an individual examination of his state of speech and writing, a speech card is filled out.

The examination of the speech of children studying with a speech therapist in the previous year is not carried out completely, but only according to those parameters that were outlined by the speech therapist for the continuation of classes. The speech card is filled in accordingly.

The most urgently needed students are selected for classes with a speech therapist. The rest are enrolled by candidates and called by the speech therapist to classes as the previously admitted students graduate after the elimination of their speech disorders.

The main criterion for enrolling in classes is the nature of the speech disorder and its importance for the child's academic performance.

An individual lesson plan with him is attached to the speech card of a student enrolled in speech therapy classes.

The plan is drawn up on the basis of a speech therapy opinion, summarizing all the survey data.

The speech therapist also gets acquainted with the data of the medical examination in order to clarify the etiology and nature of the student's speech disorder and in order to find the most correct and effective corrective approach.

The beginning of systematic classes is preceded by an organizational period (the first two weeks of the academic year).

Work to correct speech disorders is built taking into account the age characteristics, the school curriculum in the native language and the characteristics of the speech defect. The 5th and 6th lessons are allocated for speech therapy classes, free from class activities, and extracurricular time (in particular, regime moments after lunch). By agreement with the school administration and class teachers, a speech therapist can take children from reading lessons.

Individual and group lessons are held 4 times a week with students in grades 1-4 and 3 times a week with students in grades 5-6. As a rule, 15 minutes are allotted for an individual lesson with each student. The duration of the group lessons is 45 minutes. Classes with subgroups of 20-25 minutes are allowed.

As a rule, individual lessons are conducted with children in need of sound production or correction.

The speech therapist completes groups on the basis of the homogeneity of speech impairment among students, if possible within one or two adjacent classes (for example, second or third grades). Pupils of the first grades are allocated to a separate group, since working with them requires the selection of special educational and didactic material.

Subgroups are completed in cases where the peculiarities of speech impairment in some students require working with them according to a special plan that does not coincide with the group plan. Groups for speech therapy classes are completed in the amount of 4-6 people, subgroups - of 2-3 people.

If necessary, a speech therapist can redistribute children into groups. So, in order to consolidate and differentiate the sounds set in individual lessons, it is advisable to combine children into groups or subgroups, which significantly increases the efficiency of work. And vice versa, at a certain stage, the group can be divided into subgroups or some of the children can be allocated for individual work.

Responsibility for accurate attendance by students of speech therapy classes rests with the speech therapist and the teacher of the given class, in the senior grades of boarding schools - on the educator, in schools without boarding schools - on the class teacher. Speech therapist:

Keeps a register of attendance in classes, which briefly reflects the content of the material passed in the classroom (daily);

Organizes work in close contact with teachers and educators who, in the classroom, in the preparation of homework, in everyday life, should contribute to the consolidation of the speech skills acquired by students in the process of speech therapy classes;

Systematically informs teachers and educators about the successes and shortcomings of students, so that during and after lessons, feasible demands are made on the speech of children;

At the end of speech therapy classes with a child, instructs the teacher and educator on methods of bringing the achieved skills to full automation in classroom conditions and after school hours;

Attends lessons in the native language, speech development, reading and others to test the speech abilities of students with speech disorders (in their free time from speech therapy classes). In turn, teachers and educators should also periodically attend speech therapy classes in order to keep abreast of the work being done with students in this class;

He is well versed in the program requirements, in the methods and techniques of teaching the native language, takes them into account in his work, uses didactic material in accordance with the theme of the program that is studied in the lesson;

Helps educators in organizing speech work with students;

At the end of the school year, he conducts a matinee, where children who have graduated from speech therapy classes demonstrate their success. All children who have speech disorders and who are engaged with a speech therapist should take part in the matinee, regardless of the stage of work with them (except for the initial one). In these cases, the appropriate material is selected for them;

He takes part in pedagogical councils, where he speaks with reports and reports on his work. Such performances are of great importance for the promotion of speech therapy knowledge among teachers.

The work of a speech therapist with teachers and educators can take different forms: individual conversations, open classes,

messages on methodological associations with demonstration of tape recordings of students' speech upon admission and graduation, comparison of written work at different stages of work, etc. At the end of the academic year, the speech therapist prepares text and digital reports on the work for the year.


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