Innovative technologies in the work of a speech therapist teacher

Innovative technologies and their importance for speech therapy practice

Definition 1
Innovative technologies are new ways and methods of carrying out various types of activities aimed at improving its quality and effectiveness.

The use of innovative technologies in speech therapy practice is aimed at increasing the efficiency of this process and achieving its intended purpose - correction and prevention of speech disorders in preschool children.

Innovative technologies in speech therapy have the following characteristics:

1. They act as an addition to already used work technologies in order to achieve specific results.
2. They are new methods and means, tools of speech therapy practice, which are more appropriate, rational and effective options for organizing speech therapy classes.
3. Reflect new methods of building interaction between a child and a speech therapist teacher.
4. They have a stimulating nature, manifested in the formation of a favorable learning environment and the activation of the work of disturbed mental processes of the body.

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The following innovative technologies are used in modern speech therapy practice:

• ICT technologies.
• Kinesiotherapy.
• Art therapy.
• Mnemotherapy.
• Cryotherapy.
• Finger massage.
• Sujok therapy.
• Touch technologies.
• Bioenergoplasty.

Any innovative technology used in speech therapy is usually used in conjunction with other methods of speech therapy. They do not change the fundamental principles of speech therapy, but only complement it, making the process more effective.

Project “Use of innovative technologies in the correctional work of preschool teacher-speech therapist”

Municipal budgetary preschool educational institution "Kindergarten No. 73 "Baby"

Project “Use of innovative technologies in the correctional work of preschool teacher-speech therapist”

Authors:

teacher-speech therapist Cherenkova T.S.

teacher-speech therapist Shcherbakova E.V.

Relevance of the problem.

In modern conditions, a teacher is, first of all, a researcher of new technologies and methods for implementing teaching and educational processes. Only a teacher capable of introducing innovations can carry out the educational process efficiently.

In the work of a speech therapist, it is also important to use modern technologies. The need for this is determined by the fact that children with speech impairments are increasingly experiencing combined disorders, such as delays in physical, mental and social-personal development.

MBDOU "Kindergarten No. 73 "Malysh" has an extensive material and technical base, on the basis of which it is possible to introduce innovative technologies in working with children with disabilities. This served as the basis for the creation of this project.

Project topic:

“The use of innovative technologies in the correctional work of a speech therapist at a preschool educational institution”

Objective of the project -

increasing the effectiveness of speech therapy work with children with disabilities in preschool settings by introducing innovative technologies into the correctional process.

Project objectives:

• increase the level of knowledge about the types of innovative technologies and their impact on the development of children with disabilities;
• create conditions and introduce innovative technologies into the correctional process;
• attract the attention of educators and parents to the use of innovative technologies aimed at increasing the effectiveness of teaching and raising children with disabilities.

Implementation methods:

• study and systematization of innovative pedagogical technologies, a real assessment of the possibilities and prospects for their application in MBDOU;
• acquisition of necessary equipment and materials for the use of innovative pedagogical technologies;
• holding various methodological events - pedagogical councils, consultations, master classes, workshops, open events, participation in competitions aimed at developing the transformative activities of teachers and introducing them into the practice of MBDOU;
• integration of various types of activities using innovative pedagogical technologies;
• professional development and self-development of teachers.

Implementation deadlines:

1 year

Project participants:

• children with disabilities who have speech impairments;
• speech therapists;
• group teachers;
• parents of children with disabilities.

Expected results:

• Increasing the competence of participants in the educational process in using innovative technologies in their work;
• Increasing the efficiency of the quality of the educational process in preschool educational institutions through: the software used; increasing interest in the cognitive activity of preschool children using information resources (use of didactic material, developments, computer programs by teachers in the learning process).

Areas of work:

1. Creating conditions for project implementation

• creation of a subject-development environment and conditions for the use of innovative technologies in the activities of a speech therapist teacher;
• accumulation (collection, production, acquisition) of methodological and didactic material on this topic.

2. Diagnostic direction

• determination of indicators on the basis of which the effectiveness of the work carried out on the project will be checked;
• diagnostics and identification of individual psychological and pedagogical characteristics of children with disabilities participating in the project.

3. Introduction of innovative technologies

• systematization, study and implementation of innovative technologies in speech therapy classes.

4. Interaction with the teaching staff

• increasing the competence of the teaching staff of preschool educational institutions on the use of innovative technologies in the education and upbringing of children with disabilities;
• formation of interaction between specialists in the implementation and use of innovative technologies in their activities.

5. Interaction with parents

• consulting parents on the use of innovative technologies in the education and upbringing of children with disabilities;
• involving parents in activities within the project.

Project implementation stages:

Preparatory stage:

prognostic, diagnostic.

At this stage, diagnostics was carried out for children enrolled in the compensatory group for children with SLI and at the speech center. The individual psychological and pedagogical characteristics of each child were also identified. Individual educational routes were created.

Main stage:

organizational, practical.

At this stage, the literature on the topic of the project was studied and those innovative technologies were selected that a speech therapist teacher can introduce into the correctional process, namely: health-saving and information and communication technologies.

Based on this choice, card indexes were created for the following types of technologies:

• Sand therapy;
• Chromotherapy;
• Sujok therapy;
• Self-massage;
• Relaxation;
• Educational games on PC;
• Didactic games on a tablet computer.

During the diagnostics, typical difficulties of children with disabilities were identified, such as:

1. Lack of motivation for cognitive activity;
2. Low pace of task completion;
3. Low level of development of higher mental functions;
4. Difficulty understanding instructions;
5. Impaired coordination of movements;
6. Low self-esteem;
7. Low level of development of fine and gross motor skills;
8. Increased fatigue or increased excitability.

, notes for speech therapy sessions were developed

using innovative technologies, which were subsequently carried out during the academic year:

• 15 series of notes for individual lessons on correcting sound pronunciation and phonemic processes.
• 30 notes of subgroup and frontal lessons on the formation of lexical and grammatical categories and coherent speech.

Also at this stage, cooperation between specialists took place and consultations, round tables, and workshops were held for preschool teachers on the following topics:

• “Innovative technologies in preschool educational institutions”;
• “Techniques for using su-jok balls in speech development classes”;
• “Relaxation as an effective method of reducing fatigue”;
• “Use of ICT in speech development classes.”

3 open integrated classes on speech development were conducted in the preparatory school group:

• "Winter sports";
• "Spring came";
• "Victory Day".

As part of this stage, a parent meeting was held on the topic “Health-saving technologies as an effective means of correcting speech disorders”

Also, consultations, a master class, and a workshop on the following topics were held for parents:

• “Speech therapy rainbow: the influence of color on the development of children’s speech”;
• “Su-jok massagers in the correction of children’s speech”;
• “Self-facial massage for various forms of dysarthria.”

At the end of this stage, a master class was held for speech therapists at preschool educational institutions in Smolensk on the topic “Use of innovative technologies in working with children with disabilities,” which summarized the experience gained.

The final stage:

generalizing.

At the last stage, a final diagnosis of the children was carried out and conclusions were formulated based on the results of the project activities.

Based on the results of the final diagnostics, we can draw a conclusion about the effectiveness of using innovative technologies in the correctional work of a speech therapist with children with disabilities. It is worth noting that positive results were achieved thanks to the systematic, comprehensive and consistent use of innovative technologies, continuity in the activities of all specialists of the preschool institution.

The use of a system of innovative technologies and the cooperation of specialists made it possible to ensure the full development of children with disabilities and to achieve the goals set. A properly organized subject-development environment contributed to the personal, intellectual and speech development of the child.

The result of the diagnostic data allows us to conclude that the use of innovative technologies in the activities of a speech therapist teacher is becoming a promising means of correctional and developmental work with children with disabilities, as it contributes to:

• increasing speech activity;
• development of speech skills;
• relieving stress, restoring performance;
• activation of cognitive interest;
• improving concentration, reducing the difficulty of switching from one type of activity to another;
• creating a psychophysiologically comfortable environment for children in classes that provide “success situations”;
• organizing classes is more interesting and varied.

List of used literature:

1. Apatova N.V. Information technologies in school education. – M., 1994
2. Bezrukikh M.M., Paramonova L.A., Slobodchikov V.I. and others. Pre-school education: “pros” and “cons”//Primary education.-2006.-No. 3.-P.9-11.
3. Horwitz Y., Pozdnyak L. Who should work with a computer in kindergarten. Preschool education, 1991, No. 5.
4. Ezopova S.A. Pre-school education, or Education of children of senior preschool age: innovations and traditions // Preschool pedagogy. - 2007. - No. 6. - P. 8-10.
5. Zakharova I.G. Information technologies in education: Textbook. aid for students higher ped. textbook establishments. – M., 2003
6. Zubov A.V. Information technologies in linguistics. – M., 2004
7. The use of modern information and communication technologies in the educational process: educational manual / Authors and compilers: D.P. Tevs, V. N. Podkovyrova, E. I. Apolskikh, M. V. Afonina. – Barnaul: BSPU, 2006
8. Kalinina T.V. DOW management. “New information technologies in preschool childhood.” M, Sfera, 2008.
9. Korablev A. A. Information and telecommunication technologies in the educational process // School. – 2006. – No. 2. - With. 37-39
10. Ksenzova G.Yu. Promising school technologies: educational and methodological manual. - M.: Pedagogical Society of Russia, 2000.
11. Motorin V. “Educational capabilities of computer games.” Preschool education, 2000, No. 11.
12. Novoselova S.L. Computer world of a preschooler. M.: New School, 1997.
13. Robert I.V. Modern information technologies in education: didactic problems, prospects for use. – M.: Shkola-Press, 1994.- 204 p.
14. Management of innovation processes in preschool educational institutions. – M., Sfera, 2008.
15. Shaehova R.K. Pre-school education: relevance, problems, development strategy / R.K.Shaekhova // Primary school plus before and after.-2006.-No.7.-P.54-57.

Smolensk 2021

Bioenergoplasty

Bioenergoplasty is a technology for speech development based on the interaction of three components: the child, his energy resources and the motor system.

In fact, bioenergoplasty is a type of articulatory gymnastics based on the simultaneous performance of some movements and the operation of the articulatory apparatus (for example, sticking out your tongue and raising your hand). This allows you to distribute the body’s energy resources naturally, activates blood circulation and strengthens the articulatory apparatus, which ultimately has a positive effect on the child’s speech development.

Finished works on a similar topic

Course work Innovative technologies in the work of a speech therapist teacher 480 ₽ Abstract Innovative technologies in the work of a speech therapist teacher 280 ₽ Test paper Innovative technologies in the work of a speech therapist teacher 250 ₽

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When performing this gymnastics, several systems of the body actively work: the articulatory apparatus, the motor apparatus, the thinking and the speech apparatus.

Through bioenergoplasty it is possible to solve the following speech therapy problems:

1. Strengthening facial muscles and forming more stable articulatory processes.
2. Activation of the strength and mobility of the organs of the speech apparatus, their development.
3. Formation of movement coordination skills.
4. Development of motor functions of the body.
5. Activation of memory.
6. Development of voluntary attention and improvement of visual and auditory perception of information.

The organization of this gymnastics is carried out in a playful way. It captivates the child and makes the process of speech therapy work invisible to the child and more successful.

Speech therapy massage technologies

Oksana Strizhevskaya

Speech therapy massage technologies

Modern Speech Therapy is in a constant active search for ways to improve and optimize the process of learning and development of children at different age stages and in various educational conditions that are typical for children with special health needs.

Modern speech therapy practice has in its arsenal technologies aimed at timely diagnosis and the maximum possible correction of speech disorders. These include well-known to specialists:

• Speech therapy examination technology.

• Sound pronunciation correction technology

• Technology for the formation of speech breathing for various disorders of the pronunciation side of speech.

• technology for various pronunciation disorders of speech.

• Technology for developing the intonation side of speech.

• Technology for correcting the tempo-rhythmic side of speech.

• Technology for the development of the lexical and grammatical aspects of speech.

• Speech therapy massage technology.

Being on the border of contact between pedagogy, psychology and medicine, speech therapy uses in its practice, adapting to its needs the most effective, non-traditional methods and techniques of related sciences that help optimize the work of a speech therapist .

SLIDE 2

Massage is a method of treatment and prevention, which is a set of techniques of mechanical influence on various areas of the surface of the human body. The mechanical effect changes the condition of the muscles, creates positive kinesthesia necessary for normalizing the pronunciation aspect of speech.

Speech therapy massage is a method of active mechanical influence that changes the condition of muscles, nerves, blood vessels and tissues of the peripheral speech apparatus. Numerous studies show that massage increases the elasticity of muscle fibers, volume, strength and contractile function, and muscle performance.

SLIDE 3

Speech therapy massage is used in cases where there are disturbances in the tone of the articulatory muscles. By changing the state of the muscles of the peripheral speech apparatus, massage ultimately indirectly helps to improve the pronunciation side of speech.

SLIDE 4

Massage can be carried out at all stages of correctional speech therapy , but its use is especially important in the initial stages of work, when the child does not yet have the opportunity to perform certain articulatory movements.

Differentiated speech therapy massage can be carried out by a speech therapist , defectologist, exercise therapy instructor who has undergone special training.

SLIDE 5

There are the following types of speech therapy massage :

• Manual, called classic, is performed next to the problem area or directly on it using stroking, kneading, rubbing and vibration. When performing a manual massage, the speech therapist uses a spatula , pacifier, and toothbrush.

• Hardware massage is performed using devices designed for this purpose (vibration, vacuum and more)

.

• Acupressure has a stimulating and relaxing effect on the child, separately affecting biologically active points that have the largest number of nerve endings and blood vessels.

• Probe massage is a type of massage , the principle of which was developed by E. V. Novikova. It is recommended for use in children with speech motor impairment. Using probes , areas of the oral cavity such as the soft palate, tongue and lips are massaged

• Self-massage . The name of this species speaks for itself. These are actions that the child does independently. It consists of exercises in which it is necessary to perform hand movements and massage the tongue with the help of teeth.

It is necessary to take into account that when using one type of massage , its course will be longer than when using a complex one. In addition, speech therapy massage together with other types of treatment: fairytale therapy, sound production, aromatherapy.

SLIDE 6

Contraindications for massage are any somatic disease or infectious disease in the acute period, conjunctivitis, acute and chronic skin diseases, gingivitis, stomatitis, the presence of herpes on the lips or other infections of the oral cavity, the presence of enlarged lymph glands, pronounced pulsation of the carotid arteries. Before conducting a course of massage, a conclusion from a neurologist and pediatrician is required about the absence of contraindications.

SLIDE 7

without therapy massage , especially those for whom correction by pedagogical methods does not bring significant results. There are the following indications for such a procedure:

• unclear pronunciation of speech sounds;

• stuttering, which has a neurotic origin;

• violation of the tone of the muscles involved in articulation;

• unclear origin of speech development delay up to 3 years;

• alalia (complete absence or insufficient development of speech without deviations in mental development);

• acceleration of the effectiveness of classes with a speech therapist ;

• involuntary salivation;

• tension when pronouncing sounds;

• rhinolalia (sound pronunciation defect, which is characterized by excessive or insufficient resonance in the nasal cavity);

• dyslalia (impaired pronunciation in the absence of hearing impairment, resulting from a short hyoid frenulum.

SLIDE 8

In no case can speech therapy massage It is carried out only after a thorough examination of the muscles of the speech apparatus. During this procedure, the speech therapist makes a preliminary assessment of the work of all muscles necessary for the correct functioning of articulation. The results of such a study help to establish the nature of the pronunciation disorder.

SLIDE 9

Ideally, speech therapy massage is prescribed by a medical specialist. However, not everyone has the opportunity to visit it, so light exercises can be done at home on your own. First, you need to create favorable conditions - peace and quiet so that the child is not distracted. The room should be bright and ventilated. hands are warm and clean .

massage cycle consists of 10-20 sessions. They need to be carried out 2-3 times during the week. The first lesson is no more than five minutes; the child should get used to the procedure, which is unusual for him. At first, the massage should be no more than 10 minutes, after a week the time can be increased to 25-30 minutes. The time varies depending on age: the smallest children can only withstand 10 minutes, preschoolers up to 15-20, but schoolchildren can fully endure 25 - 30 minutes.

SLIDE 10

The choice of massage depends on the state of muscle tone, motor capabilities and pathological symptoms.

The main methods of traditional massage are stroking, rubbing, moving the damaged areas or near it. To relax the muscles involved in articulation, light stroking movements are used. To acquire active muscle tone and strengthen it, you need to use fast and energetic movements.

SLIDE 11

Massage for low muscle tone

The emphasis in the work concerns those muscles that do not allow the child to make certain articulatory movements. For example, movement disorders can be localized in the area of ​​the masticatory muscle, zygomatic muscles, and buccal muscles. It is necessary to carry out movements quite actively in these areas.

The direction of massage movements is from the center to the periphery. The force of pressure should increase gradually. The pressure should not cause pain in children.

SLIDE 12

Relaxing speech therapy massage is prescribed for children with increased tone of articulatory muscles. When performing this, the child chooses a position in which tonic reflexes would manifest themselves to a lesser extent.

Muscle relaxation is achieved by light massage movements from the periphery to the center with a slight pressure force. All movements are sliding. Lightly pressing. Repeat each 8 times. Slow movements reduce tissue excitability.

SLIDE 13

Probe massage requires the use of special devices developed by the author of the technique. Moreover, each probe from the kit is unique and performs its own function. Using these devices in a certain order, a speech therapist can effectively influence only those areas and areas that need correction.

Also, during a speech therapy massage for stuttering or other reasons for delayed speech development, the specialist varies the strength of pressure in the area of ​​the tongue, cheeks, soft palate, lips, facial and masticatory muscles. All this creates optimal conditions for the child’s speech development. Novikova's method also helps to cope with more serious speech defects that are caused by dysarthria or cerebral palsy.

SLIDE 14

It is worth noting that probe massage is almost painless. Only a child with increased muscle tone may experience some discomfort. That is why it is very important that the baby takes the most comfortable position before the session, which will allow him to relax as much as possible.

SLIDE 15

Hardware speech therapy massage is characterized by the use of special devices, including vacuum and vibration massagers .

SLIDE 16

Typically, a vibration massager consists of a handle in which a battery is placed, and three attachments that can be used to perform the vibration

in
speech therapy massage .
SLIDE 17

Self-massage is a massage performed by the child himself (a teenager or an adult suffering from speech pathology.

Self-massage is a means of complementing the effects of the main massage , which is performed by a speech therapist .

The purpose of speech therapy self-massage is primarily to stimulate the kinesthetic sensations of the muscles involved in the work of the peripheral speech apparatus, as well as, to a certain extent, to normalize the muscle tone of these muscles.

SLIDE 18

In the practice of speech self-massage techniques is very useful for several reasons. Unlike speech therapy massage performed by a speech therapist , self-massage can be performed not only individually, but also frontally with a group of children at the same time.

In addition, self-massage can be used repeatedly throughout the day, including it at various scheduled times in a preschool setting. Thus, self-massage can be performed by children after morning exercises, relaxation classes (autogenic training, daytime sleep. Self-massage can also be included in a speech therapy session , while self-massage can precede or complete articulatory gymnastics.

self-massage session for preschool children can be 5–10 minutes. Each movement is performed on average 4 – 6 times. Only a few techniques can be included self-massage session Moreover, they can vary throughout the day.

SLIDE 19

Children learn self-massage techniques under the guidance of a speech therapist . Before performing self-massage , children should take a calm, relaxed position. They may sit on chairs or be in a lying position (for example, in a crib after a nap)

.
When teaching children self-massage , the speech therapist demonstrates each technique on himself and comments on it.
Children perform massage techniques on their own, first with visual control (a mirror, and then without it. When self-massage are mastered by children, it is possible to carry out movements accompanied by a poetic text or specially selected quiet music in a slow rhythm. This method is especially useful because it provides tactile - proprioceptive stimulation in a certain rhythm, which generally contributes to the formation of a sense of rhythm, which is basically motor in nature.

procedure is carried out , as a rule, in a playful way according to the scheme recommended by the teacher: massage of the head , facial muscles, lips, tongue.

While performing the movements, the child should not feel any discomfort; on the contrary, all self-massage should bring pleasure to the child.

SLIDE 20

Spoons are an effective, interesting and affordable assistant for speech therapy self-massage

So, why are spoons an effective, interesting and affordable assistant for speech therapy self-massage ? Let's start answering this question with history.

Metal spoons began to be used for other purposes than for their intended purpose by Rene Koch in cosmetology as a cosmetic massage with spoons . Then, the massage using spoons began to be used in speech therapy .

In the use of spoons in speech therapy , the following areas of work are distinguished:

Exercises with spoons.

The goal is to memorize the parts of a spoon; securing various positions of the spoon in the hand; mastering massage ; development of fine motor skills, synchronization of hand work.

Self-massage with spoons.

The goal is to learn how to independently perform massage movements of the face , tongue, palate, and cheeks.

Resistance exercises (isotonic)

.

The goal is to strengthen the muscles of the lips, cheeks, tongue, and lower jaw; development of more accurate movements.

SLIDE 21

Let's take a closer look at using spoons for self-massage . It will require two spoons plus 1-2 more in case of a fall. Spoons should be made of stainless steel with a minimum of decoration on the handle and a round, non-sharp tip.

Depending on age and size, the following types of spoons are used: for adults – dessert spoon, teaspoon. For older preschoolers and large children – a teaspoon. For younger preschoolers and small children - a coffee spoon.

SLIDE 22

A teaspoon is used for the face. To perform movements in the mouth, on the tongue, behind the cheek, etc. - a coffee spoon.

If you have muscle hypertonicity, you should periodically dip the spoon into a glass of warm water. And for muscle hypotonicity, place it in a glass of cold water.

Self-massage place in several stages. At the initial stage, an adult helps the child perform massage movements while sitting in front of a mirror, which helps the child control the movements. In self-massage with spoons, the classic scheme of speech therapy massage : the same sequence of zones, the same directions of movements.

Further movements are made independently. The child performs movements with a pleasant effort and will never hurt himself. Spoon movements are quite simple and quickly learned. It should be noted that the area of ​​influence of a spoon is much larger than the area of ​​influence of a finger, which means this effect is more productive.

SLIDE 23

Children's reaction to spoons is usually positive; self-massage arouses the child's interest and involvement, thereby increasing the effectiveness of classes. Summarize. Benefits of speech therapy self-massage with spoons :

• The spoons are easy to use and safe, they do not require sterilization - just wash them.

• Pleasant sensations and associations are associated with a spoon, which causes a positive attitude in children.

• There are spoons in every home, which means that parents can be taught how to perform such a massage .

SLIDE 24

In conclusion, I would like to note the positive dynamics after even one session of logomassage , as a result of which blood flow to the affected area increases, and the muscles become active, elastic, capable of stretching and contracting in the desired direction. In addition, children like massage , it tickles pleasantly, relaxes muscles and brings positive emotions.

Mnemotherapy

Definition 2

Mnemonic therapy is a technology for developing information memorization skills through its schematic representation.

There is a schematic representation of individual words, phrases, texts, scenes from fairy tales and cartoons. They are expressed schematically by writing individual symbols. Children see symbols in which some information is encrypted and strive to unravel it. This already activates their interest in the activity.

The specificity of this technology lies in the presentation of information not through images, but through symbols that promote indirect memorization. Thus, words are memorized much faster and are more stable in memory.

Through the use of mnemotherapy you can achieve:

1. Formation of coherent speech in the shortest possible time.
2. Development of associative thinking.
3. Activation of visual and auditory perception.
4. Development of visual memory.
5. Development of auditory and visual attention.
6. Staging sounds in a short period of time.
7. Bringing sound pronunciation to automaticity.
8. Mastering the skills of distinguishing and separating sounds and their positions in a word.

Figure 1. Benefits of using ICT technologies. Author24 - online exchange of student work