The use of information and communication technologies in the correctional work of a speech therapist teacher.

Any speech therapy session begins with an organizational moment. Riddles, puzzles, and anagrams can be used here. By solving such “problems,” students develop an algorithm for overcoming difficulties.

In the main part of a speech therapy lesson, various (depending on the topic and goals of the lesson) ICT materials can be used.

It is very convenient for a speech therapist to create and then use presentation classes on specific topics. These presentations include visuals, word and sentence diagrams, reading texts, flashcards, animated crosswords and puzzles, anagrams and much more.

A physical education session for students can also be conducted on a computer. Schematic images of men in different gymnastic poses appear on the monitor screen. There are also computer eye training programs that allow you to give your child's eyes a rest.

The final part of the lesson can contain problematic questions on the topic of the lesson in a text file (for summing up) or become an incentive for good work (children’s favorite computer games).

Thanks to the sequential appearance of images on the screen, children are able to complete the exercises more carefully and fully. The use of animation and surprise moments makes the correction process interesting and expressive. Children receive approval not only from the speech therapist, but also from the computer in the form of prize pictures accompanied by sound design.

The introduction of modern computer technologies into speech therapy practice makes the work of a speech therapist more productive and efficient. Computer technologies are another effective way to form correct speech and correct its deficiencies. The use of ICT organically complements the traditional forms of work of a speech therapist teacher, expanding the possibilities of organizing interaction with other participants in the educational process, which can significantly increase the efficiency of correctional work.

The main advantages of using ICT in the work of a speech therapist:

Development of coherent speech - retelling (composing) a text based on a series of plot pictures. Teaching literacy – developing phonemic analysis skills. Formation of visual-spatial relationships. Work on sound pronunciation - articulatory gymnastics, automation of sounds, differentiation of sounds and letters. Formation of lexical and grammatical categories – word formation, inflection. Correctional and health direction - games for the development of general, fine motor skills of the hands.

Article:

Relevance, problem of mass practice.
Currently, the problem of sound pronunciation disorders is especially relevant due to the increase in the total number of children with speech disorders. This dictates the need to carry out targeted and systematic work on the formation of sound pronunciation.

Timely formation of a child’s sound pronunciation is the most important condition for his full speech and general mental development, since language and speech perform a leading function in the development of thinking and verbal communication, in planning and organizing the child’s activities, self-organization of behavior, and in the formation of social connections.

The formation of correct, lexically rich and phonetically clear speech in children, which provides the opportunity for verbal communication and prepares them for learning at school, is one of the important tasks in the overall system of teaching a child their native language in preschool educational institutions and in the family. A child who cannot speak correctly and beautifully in the preschool period will have difficulty learning grammar at school.

The richer and more correct a child’s speech, the wider his opportunities for understanding the surrounding reality, the more meaningful and fulfilling his relationships with peers and adults, the more active his mental development is.

But, unfortunately, every year there is a steady trend of deterioration in the speech development of preschool children.

After analyzing the general situation and diagnosing the children in my group, I concluded that the children’s defects in the very structure of speech had become more complex. Not only sounds and phonetic-phonemic discrimination of sounds are impaired, but also grammar and coherent speech. In addition to all this, children experience: attention deficit (the child cannot concentrate); low level of development of self-control and cognitive activity; rapid fatigue and, as a result, low performance; low level of motivation to learn.

Modern children require special attention and an individual approach. And in order to interest children and make learning conscious, we need non-standard approaches, new methods of working to correct sound pronunciation.

While studying information on the Internet and the methodological developments of my colleagues on this issue, I was attracted by computer technology.

The introduction of computer technology today is a new stage in the educational process. One of the means that has a unique opportunity to increase motivation and improve the learning of a modern preschooler.

The practice of preschool educational institutions indicates the need to expand the use of ICT in the organization of the educational process. Modern information technologies are a promising means of correctional and developmental work with children with speech impairments. Modern society is actively creating an information culture in which our children already live. And we speech therapists should not stand aside.

The main idea of the experience

The use of information and communication technologies in combination with traditional methods that allow optimizing the correctional and developmental process and making it more effective.

Theoretical basis

The theoretical justification for the need to use information technology for the development and education of children has been continued in the research of domestic scientists. A.V. Zaporozhets in his work “Problems of preschool play and its management for educational purposes” gave detailed examples of the use of a computer as a means of cognitive development of a child. S. L. Novoselova in her book “Problems of informatization of preschool education” argued that the introduction of a computer into the system of didactic means of a kindergarten can become a powerful factor in enriching the intellectual, aesthetic, moral and physical development of a child. D. B. Bogoyavlenskaya showed that children who work with computer game programs using a specially built system have a high potential for intellectual and creative development.

Modern research in the field of preschool pedagogy by K. N. Motorina, S. P. Pervina, M. A. Kholodnoy, S. A. Shapkina, Yu. M. Gorvits and others indicate the possibility of children aged 5-7 years mastering a computer . As is known, this period coincides with the moment of intensive development of the child’s thinking, preparing the transition from visual-figurative to abstract-logical thinking. At this stage, the computer acts as a special intellectual tool for solving problems of various types of activities.

K. Yu. Beloy, P. I. Tretyakova, P. T. Frolova, A. G. Asmolova and others note that in modern conditions of development of the educational system it is impossible to do without ICT technologies.

Novelty

With the introduction of a new education system and the implementation of the Federal State Educational Standard for Preschool Education, changes are taking place in the pedagogical theory and practice of preschool institutions. A search is underway for new, more effective psychological and pedagogical approaches to the process of organizing preschool education and training. Certain conditions are created for the individual development of all preschool children, as well as a variety of organizational forms and effective methods of educational technologies. One of these technologies is information and communication technology, which is a promising means of correctional and developmental work with children with speech impairments.

Experience technology

Goal: increasing the efficiency of correctional work through the introduction of information and communication technologies in work with children, parents and teachers of preschool educational institutions.

In accordance with the goal, I defined tasks:

— Create conditions for the use of ICT in working with children.

— Form and develop linguistic and speech means, higher mental functions, communication skills.

— Taking into account the educational needs of each child, individualize the correction process.

— To help reduce the time it takes for children to acquire full speech activity.

— Development of a system for using ICT in the activities of a speech therapist teacher.

— Creation of a media library for the correctional work of a speech therapist teacher.

— Development and implementation of visual material on sound automation using ICT.

— Establishing close relationships with parents and actively involving them in joint correctional and developmental activities.

The use of ICT in my work with children provides a wide opportunity to use a variety of activities. Having a computer in the office allows me to use special educational programs and cognitive-speech games when working with children:

“Speech development. Learning to speak correctly" Consists of the following blocks: Non-speech sounds. Sound pronunciation. Speech sounds. Development of coherent speech. Includes more than 1000 pure twisters, tongue twisters and poems for pronouncing whistling, hissing and sonorant sounds.

“Games for Tigers” A comprehensive speech therapy program designed to correct speech in children of senior preschool and primary school age. The program consists of blocks: Phonematics Prosodics Vocabulary Sound pronunciation. Games for Tigers contain: Breathing exercise (producing a long and strong air stream) Lessons on the rhythmic repetition of a given sound (syllable, word) Tasks on voice modulation (volume and pitch control) Exercise on sound analysis and synthesis. Lexical exercises - more than 50 exercises in total. This game is indicated for the correction of dyslalia, dysarthria, rhinolalia, and stuttering.

Speech therapy interactive and board games of the Mersibo portal

The use of computer technologies in the correctional educational process is an accessible and convenient way to quickly select the necessary speech and literary material and its design using various information and electronic resources, creating presentations on sound automation, lexical and grammatical topics. I have developed presentations on lexical topics: “Space”, “Transport”, “Vegetables”, “Fruit”, “Furniture”, “Dishes”, “Animals of the North”, “Wild and Domestic Animals”, etc., which I use with children in frontal classes. These presentations are used in the work of our preschool educational institution and speech therapists in our city. At methodological associations in the city, we present presentations compiled on one or another lexical topic and share our experience with colleagues.

A harmonious combination of traditional means with the use of presentations, games, and interactive exercises can significantly increase children’s motivation for classes and, therefore, significantly reduce the time to overcome speech disorders.

I use ICT at different stages of speech therapy work. Preparatory stage: When performing articulation gymnastics. For the development of speech breathing. Like a visual simulator. When preparing your hand for writing. To be included in the lesson. Automation stage: To continue the game, you need to pronounce the sound correctly. Differentiation stage: Tasks for classifying words with the sound being studied.

In logorhythmic classes I use multimedia technologies, which provide a number of advantages: children perceive the material better, their interest increases, learning is individualized, and creative abilities develop.

As practice shows, almost all students in the speech therapy group have difficulties at the stage of automating the sounds given. Automation of assigned sounds often takes a long time; if consolidating the correct pronunciation of a sound is difficult and delayed, children may lose interest in this process and in speech therapy classes in general.

I often face the need to diversify my work methods and keep children's attention during the lesson. For preschoolers, classes with a speech therapist on automating sounds are often difficult and monotonous, and besides, children with speech disorders have unstable attention, and they quickly get tired. In this regard, in my classes I use various games and exercises that I developed myself with the help of ICT. At the stage of consolidating the correct pronunciation of sounds in syllables, speech-pathic children experience certain difficulties, since the syllables are meaningless, and an individual syllable does not evoke a specific image in the child and is not recognized by him as a structural component of a speech utterance. In this regard, I have developed a block of visual material on automating sounds in syllables for all broken sounds: “Cartoon songs”, “Funny letters”, “Visiting the sounds”, “Count the syllables”, “Pure sayings with pictures”, “Fairy fingers” "

"Cartoon songs"

The song “Leopold the Cat” (we sing the song of Leopold the Cat)

ra-ra-ra ro-ro-ro ru-ru-ru ry-ry-ry re-re-re

A picture appears on the screen with a cartoon character (Lion Cub, Antoshka, Winnie the Pooh, Leopold the Cat, etc.), a backing track plays and the children sing the syllables sa-sa-sa, sya-sya-sya, sha-sha-sha, zha-zha -zha, etc. based on the heroes’ songs.

"Funny letters"

The screen has fun, colorful vowel letters in the corners, and letters to automate in the middle. Children move the mouse along a path from one letter to another and automate forward and backward syllables.

"Visiting the Sounds"

On the screen there are pictures in the corners that begin with vowels, and in the middle with a consonant sound. We need to determine the first sound in a word and help Dunno follow the path from a consonant to a vowel and back, automating the syllables.

"Count the syllables"

Pictures with different numbers of objects appear on the screen. Children pronounce a syllable with a given sound according to the number of objects.

"Pure sayings with pictures"

The game was developed by me in the form of animation. For example, sa-sa-sa - runs in the forest (a fox appears on the screen, sy-sy-sy - we are not afraid (a wasp appears on the screen), etc. I also invite the children to compose their own proverbs and together with them we select or the children draw pictures themselves.

“Fairy Fingers” (finger theater)

This is a multifunctional game that can be used to automate sounds, syllables, words, sentences and text. For example,

a) the speech therapist suggests naming the hare’s favorite sound (the sound is z, then the child pronounces the sound z-z-z for a long time...; the fox’s favorite sound is l-l-l, etc.

b) “Tease” , the teacher pronounces the syllable sha-sha-sha, and the child, putting a mouse on his finger, repeats the syllables.

c) Game “1-10” Children have fairy-tale characters on their fingers. Preschoolers each consider their own hero, then change their characters.

d) “Write a pure saying” Sa-sa-sa, a fox is running in the forest, etc.

d) “Make a proposal.” The child composes a sentence with his character, using one or another automated sound in the sentence.

f) “Come up with a fairy tale in a new way” Children come up with their own fairy tale, and also a group of kids can compose a fairy tale using roles.

I film games with “Fairy Fingers” on camera, and we watch the recording with the children, where they are the main characters of the plots, which gives them and other children an incentive to effectively correct their sound pronunciation. I also demonstrate these stories using an interactive whiteboard at parent-teacher meetings, which helps them competently engage with their children at home.

I have developed and systematized material on automating sounds in syllables, words and sentences, where a certain picture is drawn on cards with automated sounds, which helps children pronounce this or that speech material in a playful way. For example, I suggest playing with the fox and pronouncing syllables and words. Children really like the game played in this form, and they try to pronounce sounds correctly and beautifully. These cards are used by both the teachers of our group and the parents of my students. This work can be done using a laptop, as well as in printed form.

To automate sounds in words, I have selected and used picture material in blocks for all disrupted sounds. The laptop provides ample opportunities for developing various visual materials and games and makes it possible to complicate or simplify the task depending on the capabilities of each child.

To develop coherent speech, I have developed a presentation “Visiting a fairy tale.” Each slide depicts a plot from fairy tales familiar to children. For example, the fairy tale “Kolobok” Which fairy tale did you find yourself in? What will you tell Lisa? Come up with a new ending to this fairy tale. Fairy tale “Three Bears”, “Teremok”, “Rock Hen” , etc. An educational game with a fairy tale known to a child allows him to show his creativity, consolidate the ability to form new words, coordinate nouns with adjectives, train attention and memory.

My children and I take photos and mini-videos using ready-made products from LEGO construction sets and demonstrate to parents at parent-teacher meetings how they can engage their children at home in a playful way, automating sounds and developing speech.

The games presented in the work experience give children the opportunity to apply their knowledge, skills and abilities in working on the formation of correct sound pronunciation. Based on the method of play variation, they give children a feeling of joy in following instructions with the characters and form their ability to achieve maximum clarity in correct pronunciation.

From the above, we can conclude that in-depth work on correcting sound pronunciation using ICT can speed up the process of automating sounds, arouses interest in speech therapy classes, increases the level of speech development of older preschoolers and allows them to qualitatively prepare them for school.

Today, among modern technical innovations, a special place is occupied by the interactive whiteboard, which is available in our group. The use of an interactive whiteboard in speech therapy classes allows you to optimize the pedagogical process, individualize the education of children with speech disorders, promotes the positive state of children during classes, and significantly increases the efficiency of the speech therapist teacher.

Slideshows and video clips allow you to show those moments from the outside world that are difficult to observe: for example, the growth of a plant, the movement of waves, it’s raining, snowing. You can also simulate life situations that are impossible or difficult to show and see in everyday life (for example, the voices of animals and birds; the operation of transport, etc.).

The range of use of ICT in the educational process is quite wide. One of the most successful forms of preparing and presenting educational material for joint organized activities in kindergarten is the creation of multimedia presentations. It facilitates the process of perceiving and remembering information with the help of vivid images, because it combines dynamics, sound and image, i.e. those factors that hold the child’s attention for the longest time. In addition, fragments of classes in which presentations are used reflect one of the main principles of creating a modern lesson - the principle of attractiveness.

Thanks to the presentations, children who were usually not very active in the classroom began to actively express their opinions and reason.

I have created presentations ( “My favorite city of Ruzaevka”, “Mother’s holiday”, “February 23 – Defender of the Fatherland Day”, etc., didactic and interactive games, manuals ( “One is many”, “What’s missing? “What’s what?” ?" “Words are relatives”, etc.) Video films were selected ( “Professions”, “Victory Day”, “Capital of Our Motherland”, etc., individual lessons were developed ( “Bunny’s Favorite Sound”, “Let’s Teach Lola to Speak Correctly”, “Smart Owl” and others, frontal lessons ( “Journey to the Land of Knowledge”, “Cheburashka goes to school”, “Let’s help the Puppy find his home”, etc.)

Presentation materials are used for: conducting articulation gymnastics; development of speech breathing; automation of delivered sounds in syllables, words, phrases and coherent speech; differentiation of acoustically similar sounds and graphically similar letters; development of phonemic awareness; mastering lexical topics;

development of word formation and inflection skills; development of coherent speech and cognitive abilities, individual and frontal classes, etc.

The use of ICT in the work of a speech therapist makes it possible to expand the creative abilities of the teacher himself, which has a positive impact on the upbringing, training and development of children with physical disabilities.

Speech therapy work with preschoolers involves the active involvement of parents in the correction process and the consolidation of new speech skills in the family environment. The use of ICT makes it possible to expand the awareness of parents in matters of raising and training children with speech pathology and allows them to demonstrate any documents and photographic materials; provide an individual approach; promptly submit and receive information. Using electronic equipment, I prepare and conduct parent-teacher meetings, consultations in a non-traditional form, show presentations, record games and assignments on disk for home study, etc.

For parents, instead of traditional recommendations, I prepared materials on articulation gymnastics and sound automation in the form of a multimedia presentation. This way of implementing the speech therapist’s recommendations aroused the interest of not only children, but also parents, who began to more diligently encourage their children to do their homework.

I would like to note that the use of ICT in every correctional lesson is not realistic, nor is it necessary. We should not forget that computer teaching aids should complement the teacher, and not replace him.

Effectiveness of experience

Real contribution

My use of this experience in practice has shown an increase in effectiveness and efficiency. The introduction of ICT has significantly reduced the time to achieve sustainable positive results in correctional work without overloading children with additional classes.

As a result of the use of IR technologies, parent-child relationships have developed. Joint experience of what is happening, the formation of interest in completing tasks developed a positive attitude towards classes, improved the emotional background, increased overall activity, and made it possible to develop stable forms of behavior. The pedagogical literacy of parents has increased: they can clearly become familiar with the methods and techniques of correcting speech disorders.

Comparing the results of practical activities based on the diagnosis of children, we can say that the work being carried out in this direction indicates that over 2 years of study, qualitative changes have occurred in the compensatory group.

The results of the final diagnostics showed that positive results were achieved thanks to the competent use of IR technologies in correctional work with children.

This experience is effective and has given good results in the formation and development of all components of speech in children in the speech therapy group.

Based on the results of this experience, it becomes obvious that the use of information and communication technologies in correctional work is a modern, productive and relevant means of developmental education.

Stability

The introduction into practice of the experience “Use of information and communication technologies in the correctional work of a speech therapist teacher with children with physical disabilities” has been producing sustainable high results in the training, education and development of children-speech therapists for two years.

Difficulty

Starting to work on this experience, I experienced difficulties in creating multimedia presentations using animation. During the implementation of this experience, these difficulties were overcome by me.

Prospects for applying experience

The use of this pedagogical experience can be recommended for use in the work of teachers of speech therapy groups, speech therapists, and parents of preschool children.

Bibliography:

1. Garkusha Yu. F., Cherlina N. A., Manina E. V. New information technologies in speech therapy work. Speech therapist. 2004. No. 2.

2. Gorvits Yu. M. Computer and children / Gorvits Yu. M. // Help yourself. - 1996. - No. 9.

3. Komarova T. S., Komarova I. I., Tulikov A. V. Information and communication technologies in preschool education. – M.: MOSAIC-SYNTHESIS, 2011.

4. Lizunova L. R. Computer technology for the correction of general speech underdevelopment in children of senior preschool age. - Perm, 2007.

5. Lynskaya, M. I. Organization of speech therapy assistance using computer programs /M. I. Lynskaya // Speech therapist in kindergarten. – 2006.-No. 6.

6. Novoselova S. L. Problems of informatization of preschool education / Novoselova S. L. // computer science and education. — 2010. No. 2.

7. Robert I.V. Modern information technologies in education: didactic problems, prospects for use. – M.: Shkola-Press, 2014.

8. Tomilina S. M. “Speech therapy and the Internet.” Magazine - “Speech therapist” No. 3/2006.

The relevance of the use of ICT by a speech therapist teacher at school

Increasing interest in classes. Educational practice shows that neither the high level of training of a speech therapist, nor his professionalism and experience are able to motivate a child, encourage him to learn and develop;
Individualization of training. Special educational computer programs help choose an individual strategy for each child, which will have a positive effect on the formation of the necessary skills.

Information technology is an important component of successfully improving speech in children in preschool educational institutions and schools. In accordance with the Federal State Educational Standard , a school where a speech therapist must be equipped with progressive interactive devices. With their help, the teacher will be able to involve schoolchildren in the educational process, which will allow them to achieve more effective results.

MAGAZINE Preschooler.RF

Information technologies in the work system of a speech therapist teacher

Everyone knows that the majority of preschoolers attending speech therapy groups have problems in the development of perception, attention, memory, mental activity, varying degrees of motor underdevelopment and sensory functions, spatial concepts, and features of receiving and processing information. These children experience a decrease in interest in learning, a reluctance to attend additional classes, and increased fatigue. The use of developmental computer programs makes the work of a speech therapist more effective.

The use of computer technologies in the classroom helps make correctional and developmental work interesting and exciting for children, develops their horizons and creativity, allows them to create a situation of success for each child, and therefore helps to increase the child’s self-esteem.

Communication with a computer arouses keen interest among preschoolers, first as a play activity, and then as an educational activity. This interest underlies the formation of such important structures as cognitive motivation, voluntary memory and attention, and it is these qualities that ensure the child’s psychological and verbal readiness for school.

In the process of studying using a computer, children learn to overcome difficulties, control their activities, and evaluate results. When solving a problem situation specified by a computer program, the child strives to achieve positive results and subordinates his actions to the goal. Thus, the use of computer teaching aids helps to develop in preschoolers such volitional qualities as independence, composure, concentration, perseverance, and also introduces them to empathy and helping the hero of the program.

Computer classes are also of great importance for the development of voluntary motor skills of the fingers, which is especially important when working with preschoolers. In the process of performing computer tasks, they need, in accordance with the assigned tasks, to learn how to press certain keys with their fingers and use the mouse .

. In addition, an important point in preparing children to master writing is the formation and development of joint coordinated activity of the visual and motor analyzers, which is successfully achieved in classes using a computer.

Examples of tasks using computer technologies used at various stages of correctional work with children.

During classes on production and automation of sounds, children really enjoy doing articulatory gymnastics and performing tasks together with the little man from “The Tale of the Merry Tongue
,” when the exercises appear on the monitor in a bright form. Articulation models reflect the position of the organs of the articulatory apparatus at the moment of sound pronunciation and correspond to its characteristics, i.e. play the role of visual supports, which, of course, contributes to the active development of children’s own pronunciation skills, develops attention and memory. At the same time, we develop spatial concepts.
When automating sounds, as well as in classes on the formation of lexical and grammatical categories, didactic games in the computer version are used: “The fourth odd one”
,
“What is missing”
,
“Say the opposite”
,
“Call it kindly”
, etc.
Sound differentiation tasks. The screen shows a number of objects whose names contain differentiable sounds. The child needs to select an image of only those objects that have a given sound.
Models of the sound and syllabic composition of a word, the verbal composition of a sentence are used in classes on the formation of lexical and grammatical categories. Such diagrams and models help accustom children to observing language, increase interest in the sound side of speech, the word, its semantic meaning, which creates the prerequisites for the formation of phonemic perception.

Exercises like “continue the pattern”

,
“find pairs”
,
“find a figure”
,
“fill in the square”
are already somewhat complicated and contribute to the development of attention, visual memory, improve hand-eye coordination, and awaken combinatorial creative thinking. This type of task takes little time and can be used to encourage preschoolers.

The advent of a computer and its active use in educational activities significantly saves the teacher’s energy when preparing for a lesson, because many tasks can be prepared in advance on the computer and demonstrated at the right time for preschoolers to complete. Previously, it was necessary to prepare them as handouts or demonstration material for each student individually.

In addition, thanks to the high speed of updating didactic material on the screen, time during the lesson is significantly saved and it becomes possible to get better results.

Classes using a computer are conducted in fragments, and the following conditions are required to preserve the child’s health, i.e. compliance with SanPiNov:

use of new computer models;
working with a computer in one lesson for a short time (5-10 minutes)
and no more than twice a week
(individually, depending on the age of the child, the characteristics of his nervous system)
;
Carrying out gymnastics for the eyes; during work, it is necessary to periodically move the child’s gaze from the monitor every 1.5-2 minutes. for a few seconds.

Advantages of using ICT in work for a speech therapist:

compiling reports and schedules of all types of classes in electronic form reduces the work with paper media;
allows you to create visual and didactic accompaniment for classes;
The computer in speech therapy classes is not a goal, not a subject, but a means that activates correctional work.

Benefits of using ICT at work for a child:

increases the child’s motivation to study;
forms in the child an active position as a subject of learning;
learns some basic computer operations.

Thus, the use of computer technologies in the process of correcting general speech underdevelopment in children of senior preschool age makes it possible to combine correctional and educational and developmental tasks of speech therapy, taking into account the patterns and characteristics of the mental development of preschool children.

Bibliography

Gargusha Yu.F. Cherlina N.A. New information technologies in speech therapy work. Magazine "Speech therapist"
No. 2 2004
Ivanova E.V. Increasing ICT competence of teachers. Magazine "Handbook of a senior preschool teacher"
. No. 12 2009
Korolevskaya T.K. Computer interactive technologies and oral speech as a means of communication: achievements and searches. //Defectology. - 1998. - No. 1.
Kuzmina E.V. The use of information technology in the work of a speech therapist in a secondary school. Magazine "Speech therapist"
No. 5 2008
Timofeeva Zh. A. On the ability of children with developmental disabilities to extract information from communication with the hero of a computer program // Defectology. 1997. - No. 2.
Tomilina S.M. Speech therapy and the Internet. Magazine "Speech therapist"
No. 3 2006
Fedorovich L. A. Information technologies in the educational process of training future speech therapists. Speech therapist in kindergarten. - L, 2005- No. 5-6

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Benefits of Information Technology Integration

Systematization of the learning process. ICT tools allow a speech therapist in primary school to summarize and analyze the collected material, which helps to significantly improve the quality of teaching;
Independent work. During classes, schoolchildren can independently perform various exercises on the computer, which allows them to be involved in the correction process;
Attractive form of correction. It is easier for children to remember any information or learn something when classes are held in a playful and relaxed manner. When a child receives approval from the computer in the form of various prize pictures, he experiences even more positive emotions.

A speech therapist in elementary school must combine both traditional and innovative teaching methods. This will increase the productivity of the correctional educational process, as well as reduce the risk of social maladaptation of schoolchildren.

A systematic approach using modern progressive techniques and information technologies is the key to successful correction of children’s speech.

GO TO THE CATALOG OF EQUIPMENT FOR Speech Therapists

Types of art therapy in the work of a speech therapist

Music therapy. Includes listening to various pieces of music that promote relaxation and awaken positive emotions;
Sand therapy. This includes working with sand. Children learn to create their own creations in a relaxed way. Classes help you express your inner world;
Isotherapy. The most common technique involves drawing using pens, pencils, paints, including 3D pens. The latter help to embody their own works in three-dimensional form.

Additional art therapeutic activities include fairy tale therapy, phototherapy, and dance and movement therapy. Entertaining active activities allow the child to throw out negative emotions and promote positive psychocorrection of the emotional state.

ANRO Technology company offers a wide selection of equipment for the implementation of innovative technologies in the work of a school speech therapist. From us you can order the “Wunderkind” speech therapy complex, which will help improve speech skills, the “Castle”, which allows you to eliminate speech pathologies, and many others. All of them are aimed at effective psychocorrection of behavioral pathologies. In combination with traditional teaching tools, they help achieve the greatest possible success in overcoming speech difficulties.

VIEW INTERACTIVE EQUIPMENT FOR Speech Therapists

ICT tools in correctional and developmental work

Audio programs. Indispensable for the formation of a sense of rhythm, auditory attention, memory;
Multimedia presentations. Allows you to most productively organize and conduct individual and group classes with children in primary school;
Ready-made interactive programs. Promotes effective correction of skills of recognition and correct pronunciation of sounds of the Russian language. With their help, it is easy to keep the child's attention throughout the entire lesson.

A modern speech therapist’s office at school should be equipped with interactive devices that allow children to develop their intellectual and creative potential in a playful way. The introduction of computer technology into the structure of traditional individual speech therapy classes is an integral component of successful training.