Organization of speech therapy work in preschool educational institutions; consultation on speech therapy on the topic

Speech therapy service in preschool educational institutions article on speech therapy on the topic

Speech therapy service at preschool educational institutions.

Speech is beautiful when it is like a trickle

She runs among the stones, clean, unhurried.

And you are ready to listen to her flow

And exclaim: Oh! How beautiful you are!

E. Shchukina.

Modern life dictates its own laws: people’s speech becomes businesslike, even not in a business setting, laconic, dry, devoid of imagery or brightness. Good speaking is an art that takes years to learn. Both a person’s social status and professional career depend on this.

According to V.P. Vakhterov, “Human conscious speech is a synthesis of the disparate skills that make up speech:

-here are the skills that make up the pronunciation of sounds, syllables, words;

- the ability to catch with the ear every sound and every word of another;

-memory of words, both motor and auditory;

-understanding what others say, and finally, understanding what the child says himself.”(2)

It is easy to understand what difficulties a child experiences in the future if at least one of his skills is not developed.

Unfortunately, in recent years the number of children with speech disorders has increased significantly. Almost every kindergarten group needs special speech therapy help. This picture is observed not only in our country, but throughout the world. Special studies have shown that 25% of four-year-old children suffer from serious speech disorders. In the mid-70s, speech impairment was observed in only 4% of children of the same age. Over the past 20 years, the number of speech disorders has increased more than 6 times (6.) In general, children with deviations in speech development today constitute the largest group - up to 80% of all children.

And this happens not only due to the deterioration of the environmental situation, fluoride and iodine deficiency, pregnancy pathologies, birth injuries, and poor health of children, but also due to the pedagogical incompetence of surrounding adults.

Speech disorders subsequently cause various disruptions: in the emotional and volitional sphere, communication and mental functions, communication skills, and somatic health. Such children find it difficult to master the curriculum at school. They are doomed in advance to academic failure, since imperfections in oral speech tend to become fixed in the form of specific errors in reading and writing. According to L.G. Paramonova, this is 55.5% of children of senior preschool age.

It should be noted that preschool age is the most favorable for correcting speech development defects. At this age, children have especially developed sensitivity and receptivity to the phenomena of language. The sooner you start correcting speech, the faster success will be achieved and the stronger it will be, since the younger the body, the easier the nerve pathways can be translated and switched. Therefore, the fight against speech defects should begin in a preschool institution.

For many years now, 5 speech therapy groups have been operating on the basis of our preschool educational institution. Today we provide assistance to 106 children with a standard workload of 60 people. But the number of children in need of correctional assistance today is much greater.

The goal of our preschool educational institution:

— providing assistance to families with preschool children with various speech disorders in the correction of psycho-speech development (consulting, preventive and educational work, open classes, joint classes);

-protection and strengthening of physical and mental health;

-development of individual abilities based on the implementation of a set of corrective and health-improving measures, taking into account the characteristics of the psychophysical development and capabilities of each student.

The system of work on the correction and development of speech of children attending speech therapy groups is built on the basis of taking into account the individual psychological characteristics of the child, and the correction of the impact is aimed primarily at the sources and causes of developmental deviations. The activities of the speech therapy group involve a systemic impact, consisting of several interconnected blocks: diagnostic, correctional and evaluation-control. This work is carried out in stages and begins with the preparatory stage, which includes the development of the mental basis of speech: auditory, visual, tactile perception, visual and auditory memory, thinking, fine motor skills. During the same period, a course of massage of the tongue and face is carried out.

The main stage includes 5 sections: phonetic, phonemic, lexical, grammatical, coherent speech.

At the final stage, re-diagnosis is carried out.

Such consistent, systematic work creates favorable conditions for normal speech development.

Work on the correction of speech disorders and the formation of correct speech in preschool children, which fully performs the communicative function, cannot be limited to the speech therapy room. It is effective only if the skills acquired by children in speech therapy classes are consolidated by all participants in the correction process.

Key positions in correctional work belong to the speech therapist, who performs diagnostic, preventive, correctional and pedagogical, organizational and methodological, advisory, coordinating, control and evaluation functions. But throughout the entire day of a speech pathologist’s child’s stay in kindergarten, all teachers and specialists work together on the correction and development of speech. The central figure of the unified correction process is the child.

The preschool educational institution has established a “Unified Speech Therapy Regime” - a strictly defined range of requirements for the general speech culture and oral speech of children and adults.

Speech therapy requirements:

-correct, expressive speech of all members of the teaching staff;

- the teacher’s knowledge of the child’s speech capabilities in a specific period;

- all teachers need to get children to correctly pronounce new words and terms;

- every teacher is obliged to always and everywhere correct mistakes in children’s speech;

- in the presence of children, do not express doubts about the reality of correcting his speech. Instill faith in success;

-demand from children that they speak as the speech therapist teaches;

-encourage every shift in improving the child’s speech;

-monitor attendance at classes;

- seek complete, detailed answers to questions.

Implementation of the speech regime, in our opinion, contributes to the effectiveness of correctional work and prevents the occurrence of some speech deficiencies.

The interconnection in the work of all teachers makes it possible to correct speech deficiencies much faster: automate sounds, form lexical and grammatical structures, accumulate vocabulary and help the development of coherent speech.

The main forms of organization of speech therapy intervention are:

-educational classes with educators, fine arts and ecology, physical education teachers in the form of group classes;

-correctional classes with a speech therapist in the form of group, subgroup and individual classes;

— individual lessons on correcting the intellectual and mental development of children with a teacher-psychologist.

The system of correctional pedagogical activities is full of activities that contribute to the development of uniform requirements for the child of a medical and pedagogical nature, with the aim of timely correction of sensorimotor, motor, and speech abnormalities, prevention of school failure (prevention of dysgraphia and dyslexia), social maladjustment and represents a trinity of priority areas: health-preserving, correctional, intellectual and cognitive.

The surrounding space plays an important role in the development of a child with speech impairment. L.S. Vygodsky wrote: “Looking after sick children, ultimately, we see that the path to proper upbringing lies through the organization of the environment... (3 p. 320)

A specially organized living space should stimulate the child’s activity, make him the creator of his objective environment and, therefore, the creator of his personality.

When building a developmental environment in speech therapy groups in kindergarten, we relied on a number of principles for organizing space in the group. This is, first of all, a combination of familiar and extraordinary elements; openness-closedness of space; flexible zoning, stimulating the child’s independence and creativity; the opportunity to freely choose activities; the principle of stability-dynamism, which allows you to combine physical activity and creation of the environment in accordance with desires and mood.

To complete tasks that are accessible in complexity and volume, children are offered a fairly large and varied amount of visual material, which serves as “building” material for their mental growth.

A correctional and developmental environment organized in this way allows us to bring children to qualitatively new levels of speech skills, as well as set them more complex tasks in mental and mental development.

The practical significance of such work is that with an individual and personal approach to each child, the effectiveness of correctional influence increases, which helps to improve the quality and durability of work results.

One of the most important areas of correctional and educational work to overcome speech defects is working with parents. In our work, we use various forms of interaction between speech therapist and parents:

1.

2.

3.

Only close contact in the work of a speech therapist and parents can help eliminate speech disorders in preschool age, and therefore further school education.

MDOU teachers also work in close collaboration with the regional methodological office, the regional medical-psychological-pedagogical commission, the regional methodological association of speech therapists, primary teachers of municipal educational institution secondary school No. 1, municipal educational institution secondary school No. 2.

The long-term joint work of the MDOU and the Department of Special Psychology and Pedagogy of the Institute for Educational Development of the Sakhalin Region helps to improve the correctional pedagogical process and disseminate advanced pedagogical experience.

The pedagogical process organized in this way allows us to form in graduates of preschool educational institutions:

-communicative speech functions, skills in analyzing problem situations;

-enriched sensory experience; developed socially significant motives of behavior;

-techniques and skills that are significant for his safe life;

-high level of cultural behavior;

-all the prerequisites for starting systematic schooling;

- intellectual and volitional qualities;

- mental processes;

-personal qualities: creativity, curiosity, initiative, responsibility, independence.

Used and recommended literature:

1.Arefyeva Z.A., Podobed S.O. Organization of the work of a speech therapy center in a preschool educational institution.

J.-Speech therapist-2004-No. 6

2.Watchmen. V.P. Speech disorders in children and adolescents under the general editorship of S.S. Lyapidevsky, Moscow, 1969.

3.Vygodsky L.S. Educational psychology Moscow, 1991 (p. 320)

4. Kochergina O.V. Planning speech therapy work in preschool educational institutions. J.-Speech therapist.-2004-No. 6.

5. Ovchinnikova T.V. Speech therapy regime at preschool educational institutions as a condition for effective correction of children’s speech.

J.-Speech therapist-2008-No. 3.

6. Samoilova I.M. Organization of the work of a speech therapist with children 1-3 years old in a preschool speech therapy center. J.-Speech therapist.-2005-No. 2.

7.Sokolova E.V., Balashova N.F. Construction of a developmental space in specialized kindergarten groups. J.-Speech therapist-2008-No. 6.

8. Styapina L.N., Rogova E.A. Cooperation between a speech therapist and parents in the correction of speech defects in children. J.-Speech therapist-2009-No. 1.

Features of the work of a speech therapist teacher in a combined preschool educational institution.

Anna Vlasova

Features of the work of a speech therapist teacher in a combined preschool educational institution.

According to various researchers, the number of preschool children with speech disorders is growing and, the more significant and relevant the role of a speech therapist in a preschool institution becomes.

I have been working as a speech therapist with children in general development groups since 2010. During this time, I have gained positive experience in correcting speech disorders. For correctional classes with preschoolers, the preschool educational institution has a speech therapy room, in which I conduct correctional classes, individual work on sound production, and advise parents. Throughout the year, I supplement and prepare the necessary visual material: pictures, cards, diagrams, didactic games, aids for the development of thinking, fine motor skills, mnemonic tables, collages, etc.

In my work , I rely on regulatory documents and programs that regulate the activities of a speech therapist at a speech therapy center in a preschool educational institution:

I use programs:

• Filicheva T. B., Chirkina G. V., Tumanova T. V. “Correction of speech impairment”

.
compensatory preschool educational institutions for children with speech impairments (2008)
;

• Filicheva T. B., Chirkina G. V. “Education and training of preschool children with phonetic-phonemic underdevelopment. Program and methodological recommendations for a compensatory preschool educational institution " ( 2003)

.

• Letter of the Ministry of Education of Russia dated December 14, 2000 No. 2. “On the organization of the work of a speech therapy center in a general education institution”

In addition, I am guided by San PiN 2.4.1.2660-10, the job description of a speech therapist teacher , and labor safety instructions.

The main tasks of my work are :

correction of violations in the development of oral and written speech of students;

timely prevention and overcoming difficulties in students’ mastery of general education programs;

clarification of special knowledge in speech therapy among teachers, parents (legal representatives)

students.

I have drawn up a work program “Correction of speech disorders in children in general developmental groups”

. This program represents a correctional and developmental system that ensures full mastery of the phonetic structure of the Russian language, intensive development of phonemic perception, lexical and grammatical categories of the language, and development of coherent speech.

abilities in children with speech pathology , which is the basis for further successful education in public school, as well as its socialization.

Correctional and educational work with FN , FFN and ONR IV (ur.r.r.)

is built taking into account
the characteristics of the mental activity of children.
Thus, speech therapy intervention is organically connected with the development of attention, memory, and the ability to control oneself and other mental processes in preschoolers. Based on the heterogeneity of the composition of children with FN, FFN and OHP IV (ur.r.r., due to different etiologies of the disorder, it is important, as a result of the examination, to differentially assess the degree of lag in mastering the material; the program requirements of a given age should also be taken into account .

I have highlighted the main directions of correctional and developmental work with children :

1. formation of full-fledged pronunciation skills;

2. development of phonemic perception, phonemic representations, forms of sound analysis and synthesis accessible to age

3. development of attention to the morphological composition of words and changes in words and their combinations in a sentence;

4. enriching the dictionary mainly by drawing attention to the methods of word formation , to the emotional and evaluative meaning of words;

5. developing the skills to correctly compose simple and complex common sentences; use different sentence structures in independent coherent speech;

6. development of coherent speech in the process of working on retelling , with the formulation of a certain correctional task for automating in speech phonemes specified in pronunciation;

7. formation of preparation for learning to read and write and mastering the elements of literacy.

The effectiveness of correctional work in kindergarten is determined by rational and correct planning and organization of work with children , parents, teachers, and preschool education specialists. Therefore, in my teaching activities I pay special

First of all, speech therapy assistance is provided to children in the preparatory and senior groups of kindergarten. In September, I monitor speech development, draw up the necessary documentation, and compile a list of children in need of speech therapy help.

Based on the results of the examination, I fill out speech cards and draw up an individual correctional and developmental route for each child, taking into account the nature of speech pathology and intact links, since children have different starting capabilities; I’m designing a “sound pronunciation screen”

, I present the results of the examination to the group teachers. After this, I form groups for similar disorders and draw up a network of subgroup and individual classes. Taking into account the theme of the week, I include breathing, finger and articulation gymnastics in my correctional classes, as well as didactic games and exercises aimed at developing lexical and grammatical structure and coherent speech. I recommend teachers use these games and exercises in groups and write them down in children’s individual notebooks.

Twice a year, together with a speech therapist at a children's clinic, I examine children of all age groups in order to clarify speech diagnoses, timely identify children with severe speech disorders and refer them to speech therapy groups and groups with mental retardation, draw up the necessary documentation for the PMPK, and talk with parents. I try to organize my work in such a way that all preschoolers with severe speech diagnoses are sent to correctional groups.

For subgroup classes, I bring together children of the same age group who have similar nature and severity of speech disorders, 5-6 people each, the frequency of classes is 2 times a week, 30 minutes for children of preparatory age, 25 minutes for older children.

The frequency of individual lessons is determined by the nature and severity of the speech disorder, the age and individual psychophysical characteristics of the children , the duration of individual lessons is 10-15 minutes, with microgroups - depending on correctional goals.

“ABVGDeyka” club in the preparatory school group.

, the purpose of which is to lay the foundations of literacy in children of senior preschool age
(initial reading and preparation for learning to write)
.

Club program "ABVGDeyka"

includes
developed system of correctional education for preschool children with phonetic-phonemic speech underdevelopment; in September, I and the group’s teachers draw up a joint work .
Club classes are held once a week in a school preparatory group. Educational activities include a variety of visual and practical material, game tasks of varying degrees of complexity.

At all stages of training, attention is paid to composing sentences of various structures, sound analysis of words, the formation of phonemic perception and the skill of reading syllables, familiarity with letters, and the development of mental processes.

I conduct trainings, master classes, consultations, conversations and other forms of work with teachers of preschool educational institutions, and issue reminders. I present consultations for teachers of general developmental groups in two forms: oral and written, the topics of which are relevant for preschool educational institutions, the contingent of children, and the material is understandable for teachers. All activities in this direction are reflected in annual planning.

In this regard, one of the areas of my work in a speech therapy center is to involve parents of children with various speech disorders in the correction process. After a speech therapy examination, I provide parents (or persons replacing them)

complete and detailed information about speech and non-speech disorders identified in the child, I explain in detail the individual correctional and developmental program intended for classes with the child and emphasize the need for joint, coordinated
work of kindergarten teachers and parents.
I have established close contact with parents of children with speech disorders. If a child is diagnosed with a complex speech disorder, I talk about it with the parents and advise them to contact a speech therapist at the clinic to confirm the speech diagnosis. Confirmation of the diagnosis is the basis for transferring the child to a specialized speech therapy group.

At all stages of training, attention is paid to composing sentences of various structures, sound analysis of words, the formation of phonemic perception and the skill of reading syllables, familiarity with letters, and the development of mental processes.

I conduct trainings, master classes, consultations, conversations and other forms of work with teachers of preschool educational institutions, and issue reminders. I present consultations for teachers of general developmental groups in two forms: oral and written, the topics of which are relevant for preschool educational institutions, the contingent of children, and the material is understandable for teachers. All activities in this direction are reflected in annual planning.

In this regard, one of the areas of my work in a speech therapy center is to involve parents of children with various speech disorders in the correction process. After a speech therapy examination, I provide parents (or persons replacing them)

complete and detailed information about speech and non-speech disorders identified in the child, I explain in detail the individual correctional and developmental program intended for classes with the child and emphasize the need for joint, coordinated
work of kindergarten teachers and parents.
I have established close contact with parents of children with speech disorders. If a child is diagnosed with a complex speech disorder, I talk about it with the parents and advise them to contact a speech therapist at the clinic to confirm the speech diagnosis. Confirmation of the diagnosis is the basis for transferring the child to a specialized speech therapy group.

Independent website about stuttering

In our country, help for children who stutter

appears in specialized rooms or institutions in the healthcare and public education systems.

In the first case, this work is carried out by speech therapy rooms

at children's clinics, specialized hospitals at psychoneurological dispensaries, semi-inpatient facilities, nurseries, seasonal and permanent sanatoriums. In the public education system, help for children who stutter is provided in special kindergartens or special groups at mass kindergartens, at speech therapy centers at mass schools and in special speech schools.

A child who stutters in the above-mentioned institutions

or regularly attends special classes 2-3 times a week (outpatient conditions), or is admitted for a certain period of time under the constant supervision of specialists, who provide the necessary therapeutic and pedagogical influence on him (inpatient conditions).

The advantage of outpatient settings is that children who stutter do not break away from their usual social environment during treatment. From here, they have the opportunity to transfer the skills learned in the classroom into their daily lives. In addition (and this is important), child students continue their education at school. Regular classes with a specialist allow you to systematically and correctly work on speech correction

and behavior of a child who stutters. The objectives of each lesson in the classroom are: monitoring the state of the child’s speech at a given time, selecting and practicing certain new exercises for his speech and behavior, and tasks for independent work.

Parents present at classes are direct participants in these classes. Here they learn the correct approach to their child, master techniques for correcting his speech, and receive the necessary consultations. All this contributes to the development of a unified and correct approach to the child both in the office and in the family.

Along with this, outpatient conditions for stuttering treatment also have a number of disadvantages that negatively affect the effectiveness of treatment. This especially applies to children-students. The child attends speech therapy classes

during extracurricular time, at the expense of their recreation. It is known from practice that these children often also attend either a music or sports school. In addition, they must find time to participate in extracurricular activities and complete schoolwork at home.

Speech therapist L.G. Paramonova, who specifically studied the effectiveness of a complex method of treating children who stutter in a school speech therapy center, made a number of observations regarding the shortcomings of outpatient conditions. These include: insufficient contact with doctors, busy parents of the child, who are therefore unable to ensure the proper routine of his day, nutrition, activities, and control over his speech. In a number of cases, the author noted an unfavorable family environment and poor living conditions.

The observations made allowed L.G. Paramonova to conclude that in outpatient settings, schoolchildren often do not show noticeable improvements in speech. Thus, these activities only bring them unnecessary trauma or uncertainty about the possibility of curing their stuttering.

.

Observations in recent years, obtained as a result of studying the effectiveness of stuttering treatment in outpatient and inpatient settings, suggest a significant advantage of the latter.

According to our observations, the best result of treating children who stutter

in inpatient conditions is, on the one hand, the isolation of children in the hospital from everyday, often unfavorable conditions, the possibility of calm and even behavior, the purposefulness of all actions, and a firm daily routine. On the other hand, constant monitoring of children by medical and teaching staff makes it possible to enhance the complex impact on each of them. In the hospital, it is possible to create a speech regime for children, expand the scope of psychotherapy, medication and physical treatment, and sleep therapy.

Inpatient conditions in the treatment of children who stutter

and adolescents are expressed differently in public education and health care systems. In the first case, attempts are made to provide assistance to children in special speech kindergartens and boarding schools. Here they combine training in a mass kindergarten or school program with speech therapy classes.

Children who stutter are accepted into speech kindergartens

from two years old. The speech therapist conducts daily classes with them, the results of which must be consolidated by educators in the process of raising and training them according to the program of general preschool institutions.

The speech school has a special department for children who stutter

. The primary school program here must be completed in 5 years (one year for speech correction), and in the next four - year after year. This department is also distinguished from a mass school by a partial change in the curriculum (speech therapy classes, rhythmics were introduced, the number of hours in Russian was increased, etc.), a change in the duration of the lesson in 1st grade (30 minutes instead of 45), a smaller number of students in the class, the presence of staff of medical personnel: psychoneurologist, pediatrician, exercise therapy instructor, nurse.

Currently, the organization of assistance to children who stutter is widespread in medical hospitals, special departments are opened at children's hospitals or dispensaries. The main attractive property of this form of help is the opportunity to make maximum use of the therapeutic effect on a stuttering child

generally. A comprehensive study of it, a wide selection of medical means in combination with speech therapy techniques make it possible to create in practice the therapeutic and pedagogical complex necessary to overcome stuttering.

Treatment of children in a speech therapy hospital lasts on average 3-4 months. During this time, they receive daily appropriate treatment and speech therapy under the supervision of a speech therapist and staff. In addition, during treatment, school-age children study independently and with the help of a speech therapist and teachers in accordance with the school curriculum. Of course, the volume and quality of the educational material covered in this way do not sufficiently meet the requirements of this program. But nevertheless, educational classes in a hospital (in addition to helping to reinforce the correct speech and behavior of children on material that is close to them) to a certain extent make it possible for children being treated to reduce the gap in knowledge in comparison with their peers.

Comparing two types of inpatient settings for children who stutter

(boarding school and medical hospital), we see significant differences not only in the very form of these institutions, but also in the fundamental approach to solving the main problem - getting rid of a child from stuttering. At the boarding school they are trying to solve this problem by slightly modifying the school curriculum. In a medical hospital, the main thing is a therapeutic and pedagogical complex of measures aimed at improving and treating the body of a stuttering child, his nervous system, psyche and, in particular, speech function. The use of the school curriculum also takes place, but it is not of primary importance.

In recent years, a relatively broad organization of seasonal (summer) speech therapy sanatoriums and sanatorium-type pioneer camps for children who stutter has developed in our country. Their advantage is the comparative simplicity of organization (thousands of health camps for children are organized in our country in the summer) and the fact that during treatment, stuttering schoolchildren do not interrupt their studies at school and combine their treatment with rest. Here it is possible to widely use climatic and natural factors in the treatment of neurologically and somatically weakened children.

Familiarization with the work of specialized summer sanatoriums and sanatorium-type health camps shows that in the first case, attempts are made to organize comprehensive treatment for children with any form of stuttering

. In the second case, due to the peculiarities of the structure of the health camp (lack of the required number of specialists and medical equipment), there are not sufficient opportunities for comprehensive treatment of severe cases of stuttering. Therefore, the staff of these camps are faced with the tasks of the general health of children, strengthening their nervous system, preventing and eliminating mild forms of stuttering and its relapses.

If the indication for treatment in seasonal sanatoriums is the presence of stuttering in children to varying degrees, up to the most complex, as well as stuttering

in combination with other mild speech defects, then children are sent to health camps: 1) after a course of treatment for stuttering in specialized rooms or hospitals; 2) with mild forms of stuttering; 3) with other forms of disorders of fluency and tempo of speech (delayed physiological hesitation, battarism, tachylalia, bradilalia) and with other speech disorders.

Contraindications for referral to health camps for children who stutter are: 1) moderate and severe stuttering, as well as complicated by other speech defects, 2) severe hearing impairment; 3) speech disorders of central origin (alalia, aphasia, complex forms of dysarthria; 4) contraindications for ordinary children's health institutions (skin infectious diseases, organic lesions of the nervous system, urinary incontinence, etc.).

From the above it is clear that, despite the similarity of the two forms of organizing summer work with children who stutter,

, they have some differences both in the very form of organization and in the main tasks facing them. A seasonal sanatorium and a health camp for children who stutter not only do not exclude, but rather complement each other.

Thus, in our country for children who stutter

a diverse system of specialized offices and institutions has been organized. (Specific addresses of such offices and institutions are available in each regional or city department of health care and public education.)

The specialist decides which type of specialized institution to choose for the treatment of a stuttering child, based on the complexity of the stuttering, the age of the child, the conditions in which he lives, the remoteness of his place of residence, and, finally, the specifics of the speech therapy institution itself. Experience convinces us that there is no need in every case to strive only for a medical hospital, speech kindergarten or boarding school. Often, outpatient conditions are sufficient to eliminate stuttering in children, especially younger ones.

IN AND. Seliverstov “Stuttering in Children”

This is interesting:

Psychological characteristics of people who stutter

According to R.E. Levina, there is no speech disorder in itself; it always presupposes the personality and psyche of a particular individual with all its inherent characteristics. The role of speech deficiency in the development and fate of a child depends on the nature of the defect, its degree, and also on how the child relates to his defect. Understanding their speech defect, unsuccessful attempts to get rid of it on their own, or at least to disguise it, often give rise to certain psychological characteristics in people who stutter: shyness to the point of timidity, a desire for solitude, fear of speech, a feeling of oppression and constant worries about their speech. Sometimes it’s the other way around: disinhibition, ostentatious looseness and harshness.

read more

Manifestations of stuttering

In its manifestations, stuttering is a very heterogeneous disorder. It is naive to believe that it concerns only speech function. In the manifestations of stuttering, attention is drawn to disorders of the nervous system of stutterers, their physical health, general and speech motor skills, speech function itself, and the presence of psychological characteristics. The listed deviations in the psychophysical state of children who stutter manifest themselves differently in different cases. Nevertheless, one is closely connected with the other, feeds each other, and the complication of one of the listed deviations inevitably aggravates the other. Therefore, when eliminating stuttering, it is necessary to influence not only the speech of the stutterer, but also his personality and motor skills, nervous system and the body as a whole. In our country, influencing different aspects of the body, speech and personality of a stutterer using different means is called a comprehensive therapeutic and pedagogical approach to overcoming stuttering.

read more

Model of fixation on one's defect

Based on the general principles of the systems approach in psychology (L.S. Vygotsky, S.Ya. Rubinstein, A.N. Leontiev, A.R. Luria, B.F. Lomov, A.V. Petrovsky, P.Ya. Galperin , V.D. Nebylitsyn, D.B. Elkonin, etc.) and our own observations, we make an attempt to consider the model of the emergence and development of the phenomenon of fixation from the position of the integral interaction of mental processes, states, properties and actions in people who stutter. The validity of this approach, in particular, is confirmed by the results of a comparative study of adolescents conducted under our leadership by G.I. Angushev. The study allowed him to conclude that the difference between those who stutter and those who speak fluently is expressed in the former not in the degree of productivity of a particular activity, but in the specifics of its course. This specificity is manifested not in any one separate function, but in the entire totality of mental processes.

read more >>

Self-massage techniques to eliminate stuttering. General information

Massage is performed to relieve tension and stiffness of speech and facial muscles and, conversely, to increase the tone of weak and flaccid muscles. To relieve tension from your face and relax it, you can use so-called self-massage. Here we will get acquainted with its two types: hygienic and vibration. Hygienic massage is performed by stroking, which activates the nerve endings located close to the skin. This massage has a dual role: it relieves tension and stiffness in the facial and facial muscles and increases the tone of these muscles if they are weak.

read more >>

Training speech muscles

Good diction is the basis for clear and intelligible speech. Clarity and purity of pronunciation depend on the active and correct functioning of the articulatory (speech) apparatus, especially on its moving parts - the tongue, lips, palate, lower jaw and pharynx. To achieve clarity of pronunciation, it is necessary to develop the articulatory apparatus with the help of special exercises (articulatory gymnastics). These exercises help create a neuromuscular background for the development of precise and coordinated movements necessary for the sound of a full voice, clear and precise diction, prevent the pathological development of articulation movements, as well as relieve excessive tension in the articulatory and facial muscles, develop the necessary muscle movements for free use and control of parts of the articulatory apparatus.

read more >>

Muscle relaxation

Most people who stutter experience feelings of anxiety, uncertainty, and fear in the process of verbal communication. They are characterized by an imbalance and mobility between the processes of excitation and inhibition, and increased emotionality. Any, even minor, stressful situations become excessive for their nervous system, cause nervous tension and intensify the external manifestations of stuttering. Many people who stutter are known to speak freely when they are calm. A state of calm is mainly ensured by general muscle relaxation. And vice versa, the more relaxed the muscles, the deeper the state of general peace. Emotional arousal weakens with sufficiently complete muscle relaxation.

read more >>

Self-massage to eliminate stuttering

Relaxing the neck muscles Relaxing the neck muscles reflexively relaxes the muscles of the root of the tongue. Exercise 1 Slowly stroke your neck from top to bottom in the throat area with the palm of your right or left hand. Exercise 2 Slowly stroke the neck at the same time with the palms of both hands from above from the parotid area of ​​the face along the lateral surfaces of the neck to the armpits.

read more >>

‹ Organization of speech therapy classes Up Organization of independent work of the child ›

Prepared by teacher - speech therapist Marina Aleksandrovna Starostina

MBDOU Kindergarten No. 30 "Beryozka" Chusovoy

Forms of work of a teacher-speech therapist Starostina M.A. in MBDOU "Kindergarten No. 30 "Beryozka"

With parents

The tasks of speech therapist M.A. Starostina in the correctional work of MBDOU “Kindergarten No. 30 “Beryozka”

Goals:

1. Creation of a unified correctional and developmental space for children with speech impairments;

2. Promotion and explanation of special knowledge in speech therapy among teachers, parents (legal representatives), and students.

Organization of speech therapy assistance for children with speech disorders in the education system.

15

Content

p.

Introduction………………………………………………………………………………3

1.Organization of speech therapy assistance in Russia……………………………4

2. Preschool education for children with speech disorders……………………….6

3.Special institutions for school-age children………………….10

Conclusion………………………………………………………………………………….15

References……………………………………………………………16

Introduction

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

In case of severe speech disorders, early correctional and educational work with children leads to significant compensation for the defect. The main objectives of speech therapy training for children with various types of speech anomalies in special preschool institutions include not only correction of the leading defect, but also preparation for mastering literacy. The possibilities of overcoming insufficiency in the speech, cognitive and emotional-volitional spheres in all age groups of people with speech impairments depend on the timely and adequate application of a complex of medical and psychological-pedagogical interventions. Carrying out the entire complex of correctional training requires combining special classes to correct speech deficiencies with the implementation of general software requirements [3].

The problems of studying speech therapy assistance for children with speech disorders were dealt with by such scientists as O.G. Prikhodko, E.A. Artemova, O.S. Shipitsyna, E.R. Levina.

Purpose of the work: To study the organization of speech therapy assistance for children with speech disorders in the education system.

Tasks:

1.Analyze the literature on the research problem.

2..Study the organization of speech therapy assistance in Russia.

3. Analyze the preschool education of children with speech disorders.

4. Consider special institutions for school-age children with speech impairments.

1.Organization of speech therapy assistance in Russia

Speech therapy assistance (Greek logos word, speech + paideia education, training) is a type of medical and pedagogical assistance provided to persons suffering from speech disorders of functional or organic origin. Timely therapeutic and corrective measures can accelerate the development of speech in children or eliminate acquired speech disorders in adults, and prevent secondary changes in intelligence caused by speech disorders.

Currently, our country has created and is constantly improving a system of assistance to children and adults with speech pathology. Speech therapy assistance to children is provided through education, health care and social welfare.

The education system provides assistance to children with speech impairments: nurseries, kindergartens, preschool orphanages, preschool groups in special and general education schools, special groups in general kindergartens, schools for children with severe speech impairments (type V schools), speech therapy points at secondary schools [6].

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

In a significant number of cases, special preschool education and upbringing correct developmental disorders and thereby prevent children from having difficulty learning at school. In case of severe speech disorders, early correctional and educational work with children leads to significant compensation for the defect.

Each type of preschool and school institution for children with developmental disabilities is guided by its own program and methodology and carries out compensation and correction of a specific developmental defect.

Special preschool institutions accept children with speech impairments from the age of three with initially intact intelligence and hearing.

The main goal of preschool institutions for children with speech disorders is the comprehensive education of children, the development of their correct spoken language, correct pronunciation and preparation of children for school.

At the initiative of local education departments, the administration of institutions and the initiative of parents, preschool groups are currently being created at special and general education schools and special groups in general kindergartens.

These groups provide speech therapy assistance to children with pronunciation problems in order to prepare them for school.

A special (correctional) educational institution of type V is created to educate and educate children with severe speech pathology, to provide them with specialized assistance that helps them overcome speech disorders and related features of mental development.

Speech therapy centers at secondary schools are designed to correct speech disorders in school-age children.

Students who have problems with sound pronunciation, general speech underdevelopment, stuttering, and reading and writing disorders are enrolled in speech therapy centers [9].

In the healthcare system, assistance to children with speech pathology is provided in speech therapy rooms of children's clinics, in specialized nurseries for children with speech disorders, in specialized children's homes, in children's psychoneurological hospitals and sanatoriums, half-hospital hospitals and summer camps and sanatoriums.

In the conditions of medical institutions, children are provided with comprehensive medical, psychological and pedagogical assistance, which involves the correctional and educational work of a speech therapist, teacher and psychologist, medical treatment (drug treatment, physiotherapy, reflexology, physical therapy, psychotherapy, massage, medical protective regime, rational nutrition and so on.).

2. Preschool education for children with speech disorders

During the formation and development of a network of special preschool institutions, scientists and practitioners developed principles, methods and techniques for identifying, correcting and preventing deviations in the development of children, laying down many traditions of correctional education and upbringing of preschoolers, on which the system of special preschool education is built today . The organizational principles for building special preschool education were laid down. Staffing institutions based on the principle of leading developmental disabilities.

Introducing such speech pathologists as speech therapists and medical workers into the staff of special preschool institutions [2].

The educational process in specialized preschool institutions is carried out in accordance with special comprehensive training and education programs developed for each category of preschool children with developmental disabilities and approved by the Ministry of Education of the Russian Federation.

Redistribution of types of activities between teachers and defectologists. Thus, classes on speech development, the formation of elementary mathematical concepts, design, and the development of play activities in special preschool institutions are conducted not by educators, but by speech-language pathologists.

Organization of special types of classes, such as the development of auditory perception and correction of sound pronunciation, the development of visual perception, physical therapy, etc.

It is known that parents pay some fees for their children’s stay in a regular kindergarten. An exception is made for children with developmental disabilities - no fees are charged to their parents.

All work in special preschool institutions is subordinated to a single goal - to help families in raising “problem children, maximizing their potential. Group occupancy is determined depending on the type of impairment and age (two age groups: up to 3 years and over 3 years) and is compiled for children:

- with severe speech impairments - up to 6 and 10 people;

- with phonetic-phonemic speech disorders over the age of 3 years - up to 12 people;

The main form of correctional education in kindergarten is speech therapy classes, in which the development of all components of speech and preparation for school is systematically carried out. The program for raising and training children with speech impairments involves solving correctional problems in the form of: frontal (subgroup) classes; individual lessons; classes in mobile microgroups [4].

Frontal (subgroup) speech therapy classes allow you to effectively solve those problems of speech development and correction of its deficiencies that are a priority for all or most of the group’s pupils. This type of activity develops their ability to get into the general pace of work, follow general instructions, and focus on the best speech patterns.

Frontal classes, depending on the specific tasks and stages of speech correction, are divided into the following types:

1. Classes on the formation of the phonetic-phonemic side of speech.

2. Classes on the formation and development of coherent speech.

3. Lexical lessons with elements of grammar.

4. Classes on the formation of lexical and grammatical categories.

The main objectives of classes on the formation of the phonetic-phonemic aspect of speech are: the development of phonemic hearing and the formation of phonemic perception, skills in pronouncing words of various sound-syllable structures; control over the intelligibility and expressiveness of speech; preparation for mastering basic skills of sound analysis and synthesis. The specificity of this type of lesson determines the selection of lexical material rich in studied and correctly pronounced sounds [7].

The goal of classes on the formation and development of coherent speech is to teach children to speak independently. Based on the developed skills of using various types of sentences, children develop the ability to convey impressions of what they saw, about the events of the surrounding reality, to present the contents of pictures or their series in a logical sequence, to compose a story - a description.

In a lexical lesson with elements of grammar, a “lexical” approach is used. With this approach, children’s knowledge and information and their vocabulary are replenished. The speech therapist selects games that can be used to reinforce some grammatical form that is already present in the children’s speech.

In classes on the formation of lexical and grammatical categories, a lexical and grammatical approach is used. With this approach, the most typical forms of word formation are studied in the classroom, as well as the basic models of constructing phrases and sentences characteristic of the grammatical system of the Russian language.

Preschoolers with speech impairments develop grammatical concepts. The main objectives of these classes are the development of understanding of speech, clarification and expansion of vocabulary, the formation of general concepts, the formation of practical skills in word formation and inflection, the ability to use simple common sentences and some types of complex syntactic structures.

Classes in mobile microgroups provide the speech therapist with the opportunity to vary their goals and content depending on the tasks of correctional work, speech and individual typological characteristics of the pupils.

This approach helps differentiated work with children whose deficiencies are expressed mainly in the sound aspect of speech. Also during classes in mobile microgroups, lexical and grammatical categories are consolidated, work on the development of phonemic hearing and the formation of phonemic perception [5].

Individual lessons make up a significant part of a speech therapist’s working time each day. They allow for the correction of speech and other deficiencies in psychophysical development, which are deeply individual for each student.

The main task of individual lessons is the initial formation of the sound side of speech, which includes a set of preparatory articulation exercises, correction of the pronunciation of defective sounds, the syllabic structure of the word, the development of phonemic hearing and the formation of phonemic perception.

Health-saving technologies include visual gymnastics, changing static and dynamic poses, voice and breathing exercises, outdoor games of a speech nature, exercises for the correction of general and fine motor skills. Speech therapy intervention is carried out using various methods, among which visual, verbal and practical ones are conventionally distinguished.

Visual methods are aimed at enriching the content of speech, verbal methods are aimed at teaching retelling, conversation, storytelling without relying on visual materials.

Practical ones are used in the formation of speech skills through the widespread use of special exercises and games.

Practical methods include the recently widely used modeling methods and the project method.

At the end of the established period, children who need to continue correctional education are re-examined and, if necessary, can be sent to medical institutions or psychological and pedagogical centers [8].

3.Special institutions for school-age children

Depending on the severity of the speech disorder, school-age children receive different types of speech therapy assistance. Mild, partial (partial) disorders are overcome in classes in a speech therapy room.

Speech therapy classes are conducted in parallel with school teaching, in addition to it, but in no case duplicate the work of the class teacher. These are correctional and developmental classes [1].

The tasks of a speech therapy center at a comprehensive school include correcting violations of students’ oral and written speech, promoting correctional and speech therapy knowledge among teachers and parents, timely detection of violations and prevention of possible secondary violations in the structure of the child’s defect caused by an existing speech disorder.

Along with the replenishment of speech development, in speech therapy classes the child develops full-fledged knowledge, skills and abilities in the field of language. As a result of a situation of constant failure, a number of students develop a negative attitude towards learning, therefore, in remedial classes, work is carried out aimed at stimulating the development of children’s cognitive activity, at developing mental work techniques necessary for mastering grammar [6].

The development of speech activity in schoolchildren is important. Children, even with minor speech impairments, sometimes have reduced communication skills. In this regard, during speech therapy classes, different communication situations are created that activate not only the speech, but also the speech-thinking activity of schoolchildren.

Work is underway on all stages of the process of generating a speech utterance: students develop motivation for speech action, an anticipation of its final result is formed, they are taught to plan, select vocabulary, and are introduced to grammatical structuring and control operations. Children are taught to reason and give detailed conclusions and conclusions. This ensures the perfection of the communicative and generalizing functions of speech.

Corrective work with students at the speech therapy center is carried out throughout the school year in different forms: individual, frontal (with a rotating group of students who have approximately the same speech impairments). In speech therapy classes, the pronunciation of sounds is clarified, phonemic perception is developed, work is carried out on vocabulary and grammatical structure, on coherent speech, reading, and writing. At the same time, speech therapy work is imbued with a psychotherapeutic focus and is carried out taking into account the child’s personality characteristics, caused by speech disorders and the situation of persistent academic failure [9].

In cases where speech impairment is more pronounced and cannot be overcome in the conditions of a school speech center, and the child, due to an existing defect, cannot study at a general education school on an equal basis with his peers, education is carried out in special schools

for children with severe speech impairments. Typically, such schools have two departments: for children with severe speech impairments (general speech underdevelopment of various types: alalia, aphasia, rhinolalia, dysarthria) and for children with severe stuttering (neurotic or neurosis-like). In these schools, education is conducted over a more extended period of time, according to special programs with a pronounced correctional focus, using specific techniques, methods and techniques of correctional and educational influence [5].

The majority of children with speech impairments exhibit an undifferentiated understanding of speech reality, a lack of differentiation in the awareness of the elements of speech (sound, syllable, word, sentence, text), a lag in practical mastery of the skill of language analysis and synthesis, which, together with the inferiority of communication, creates a situation of unpreparedness for mastery written language.

When staffing classes in the first department of a school for children with severe speech impairments, the level of speech development and the nature of the child’s primary defect are taken into account first of all. The duration of education for such students is 12 years. Graduates of a special school receive a document on incomplete secondary education. The curricula provide for a significant number of hours for industrial and labor training. At the same time, work is considered as an important correctional and educational means of overcoming defects in development and personality formation, as a means of preparing students for independent life, social, everyday and labor integration into society [7].

Overcoming speech disorders is ensured by a rational combination of frontal, subgroup and individual lessons with students. Individual lessons are conducted by a teacher 2-3 times a week. As a rule, teachers have speech therapy education. In addition, correction of speech development disorders is also carried out in native language lessons. For this purpose, the program provides special sections: pronunciation, speech development, literacy training, phonetics, grammar and spelling, speech development. Speech development is also carried out on the material of all other subjects studied.

In the department for stutterers, children in 10 years of study receive knowledge equivalent to 9 years of study in a general education school.

An additional year is provided to deepen correctional work in the lower grades [3].

The main task of speech development lessons is to help children eliminate their speech deficiencies, increase their level of language proficiency, and teach schoolchildren to use speech as a means of communication and generalization.

The formation of speech skills and abilities in children occurs only on the basis of speech practice, therefore, during the period of training in a special school, much attention is paid to specially organized speech practice.

Thanks to speech practice, children have increased opportunities for independent accumulation of vocabulary in the conditions of direct speech communication.

In a special school, children with speech disorders receive comprehensive development in the process of correcting the deficiency of speech activity. A necessary condition for correction is a combination of therapeutic, health-improving and psychological-pedagogical work with students.

In most cases, both at speech therapy centers at general education schools and in special schools, positive dynamics of development are revealed in the course of work.

By grades 2-3, it is possible to overcome or smooth out the shortcomings that manifest themselves most clearly in grade 1. The uniqueness of the manifestations of speech underdevelopment, the low level of knowledge of the Russian language, the lack of verbal communication, the peculiarities of the emotional-volitional sphere and educational activities of children require special corrective means of influence, aimed simultaneously at non-speech and speech functions.

The work takes into account the unity of speech correction, mental processes and activity [1].

Vocabulary work with children is aimed at expanding their passive and active vocabulary, clarifying their understanding of the meaning of words, mastering the ability to clearly express their thoughts and use words to construct a coherent statement.

Specially organized lexical work develops in children the ability to operate with words, highlight their semantic side, compare, evaluate, and select words. Thus, the student develops monologue speech. The child learns to select linguistic means to construct an utterance.

Lexical work carried out with schoolchildren is closely connected, on the one hand, with the work on the formation and correction of grammatical structure, and on the other, with clarifying sound pronunciation and correcting its violations [4].

Conclusion

As a result of work on the research topic, the organization of speech therapy assistance for children with speech disorders in the education system was studied.

1. Speech therapy literature on the research problem was analyzed.

2..The issues of organizing speech therapy assistance in Russia have been studied.

3. Preschool education of children with speech disorders was analyzed.

4. Special institutions for school-age children with speech impairments are considered.

In recent years, there has been a tendency to increase the number of children with various speech disorders. Language is the main factor in communication between people. The main task of the full development of children is the development of speech. The better and more correctly a child speaks, the easier it will be for him to communicate with others. Speech disorders: dysarthria, dyslalia, dyslexia, delayed speech development, alalia, stuttering, general speech underdevelopment, etc. negatively affect the entire mental development of the child, affecting his activities and behavior.

Speech defects lead to speech negativism, self-doubt, isolation, suspiciousness, and a defensive-aggressive style of behavior. Moreover, various speech and mental disorders are often combined with pedagogical neglect of the child.

It is known that the use of a variety of non-traditional methods and techniques in correctional work prevents fatigue in children, supports cognitive activity in children with various speech pathologies, and increases the efficiency of speech therapy work in general.

The introduction of computer technology today is a new stage in the educational process. The use of presentations and computer games in joint activities with preschoolers with speech impairments helps to increase the effectiveness of the correctional educational process.

Bibliography

1. Almazova E.S. Experience in speech therapy work with children suffering from voice disorders. On Sat. "Essays on the pathology of speech and voice", vol. 2. M., Uchpedgiz, 1963. P.121

2. Wenger A.A. Selection of children for special preschool institutions / A.A. Wenger, G.L. Vygodskaya, E.I. Leonhard. - M.: Education, 2012. -143 p.

3.Volkova L.S. Identification and correction of oral speech disorders in blind and visually impaired children. - L., 2011. P.90

4. Grinshpun B.M. Speech disorders in children / B.M. Grinshpun. – M.: Education, 2009. P.92

5. Children with mental retardation / Ed. T.A. Vlasova, V.I. Lubovsky, N. A. Tsypina. - M., 2014. P.67

6. Lavrova E.V. Speech therapy. Basics of phonopedia. M., 2007. – 178 p.

7. Speech therapy: Textbook for students of defectology. fak. ped. universities / Ed. L.S. Volkova, S.N. Shakhovskaya. — M.: Humanite. ed. VLADOS center, 2008. - 680 p.

8. Fundamentals of speech therapy with a workshop on sound pronunciation: Textbook. aid for students avg. ped. schools, institutions / M.F. Fomicheva, T.V. Volosovets, E.N. Kutepova and others; Ed. T.V. Volosovets. - M.: Publishing House, 2012. -200 p.

9. Taptapova S.L. Correctional and speech therapy work for voice disorders: Book. for a speech therapist. - M.: Education, 1984. -112 p.