Individual plan of work with a child with ODD levels 1–2, motor alalia

Individual plan of work with a child with ODD levels 1–2, motor alalia

Elena Tokarczuk

Individual plan of work with a child with ODD levels 1–2, motor alalia

Areas of work 1st period

(September-November)

2nd period

(December-February)

3rd period

(March-May)

Correction of sound pronunciation

Activation of movements of the articulatory apparatus and facial muscles in the process of performing game exercises in imitation (the tale of the “Merry Tongue”

,
“Monkey”
, etc.).

Speech breathing training (calm short inhalation and smooth long exhalation)

without speech accompaniment (
“Let’s smell the flower”
,
“Boats”
,
“The butterfly flies”
, etc.) and with speech accompaniment based on vowel sounds and their combinations, 3) Development of voice strength
(quiet - loud)
and voice modulations
(high - low)
; correct moderate speech rate.

Activation of movements of the articulatory apparatus and facial muscles in the process of performing game exercises in imitation (the tale of the “Merry Tongue”

,
“Monkey”
, etc.).

Speech breathing training (calm short inhalation and smooth long exhalation)

without speech accompaniment (
“Let’s smell the flower”
,
“Boats”
,
“The butterfly flies”
, etc.) and with speech accompaniment based on vowel sounds and their combinations, 3) Development of voice strength
(quiet - loud)
and voice modulations
(high - low)
; correct moderate speech rate.

Production and automation of hissing sounds.

Speech breathing training (calm short inhalation and smooth long exhalation)

without speech accompaniment (
“Let’s smell the flower”
,
“Boats”
,
“The butterfly flies”
, etc.) and with speech accompaniment based on vowel sounds and their combinations, 3) Development of voice strength
(quiet - loud)
and voice modulations
(high - low)
; correct moderate speech rate.

Vocabulary development Learn to name words with a one-, two-, three-syllable syllable structure (cat, poppy, fly, vase, shovel, milk)

.

Learn to differentiate the names of objects according to the category of animate/inanimate.

Teach the skill of using quality adjectives in speech (big, small, tasty, sweet, beautiful, etc.)

.

Teach the skill of using masculine and feminine possessive adjectives “my - mine”

and their agreement with nouns.

Continue to develop skills in using nouns with diminutive meanings.

Teach children to select homogeneous subjects, predicates, objects in response to a question (For example: Who is sleeping? Dog, cat)

.

Learn to name the parts of an object to determine the whole (back - chair, branches - tree, hands - clock)

.

Learn to select words for the named word according to the associative-situational principle (sleigh - winter, ship - sea)

.

Learn to select nouns for the name of the action (ride - bicycle, fly - airplane, cook - soup, cut - bread)

. Teach children to guess the names of objects, animals, birds from their descriptions.

Teach children to use in independent speech some names of geometric shapes (circle, square, oval, triangle, primary colors (red, blue, green, black)

and the most common materials
(rubber, wood, iron, stone, etc.)
.

Development of sound analysis Recognition of a given sound (corrected)

among other phonemes, determining its presence or absence in a syllable or word.

Emphasizing the stressed vowel at the beginning of a word.

.

Sound analysis of the vowel series: AU, OU, OA, OUA.

Coming up with words with a given sound

Determining the place of a given sound in a word.

Sound analysis of the reverse word (based on preserved sounds)

.

Sound analysis of a straight syllable.

Sound analysis of words like: house, poppy.

Formation of the grammatical structure of speech Teach children the initial skills of word formation: teach them to form nouns with diminutive suffixes -ik, -k (house, forehead, ball, mouth; arm, leg, paw, fur coat, etc.)

.

Teach the skills of using grammatical categories in speech: numbers of nouns and adjectives.

Teach the skill of using masculine and feminine possessive adjectives “my - mine”

and their agreement with nouns.

Continue to develop skills in using nouns with diminutive meanings.

To consolidate the initial skills of agreeing adjectives with nouns in children’s independent speech.

To consolidate in independent speech the initial skills of coordinating numerals with nouns with productive endings (many tables, many mushrooms, many cows, etc.)

.

Develop initial skills in coordinating personal pronouns with verbs (I’m sitting, he’s sitting, they’re sitting)

.

Improving motor development and graphic hand skills. Development of fine motor skills of the hand and fingers:

-laces , mosaics, fasteners. Development of hand-eye coordination :

-work on visual-motor trajectories;

- drawing by points. Development of fine motor skills of the hand and fingers: the same with complication

-hatching in different directions, coloring;

- tracing along the contour.

Development of coherent speech Strengthen children’s skills in composing simple sentences using the model: “Who? What is he doing? What?"

Teach children to memorize short couplets and nursery rhymes.

Develop dialogue skills, the ability to listen to a question, understand its content, adequately answer the question asked, redirect the question to a friend (I’m walking. What about you? Misha is eating. And you)

.

# noun im. p. + agreed verb +2 nouns dependent on the verb in indirect cases: “Whom does mom sew a dress for? Daughter, doll"

,
“What does mom use to cut bread? Mom cuts bread with a knife"
.

To consolidate in children the skill of drawing up simple sentences on questions, demonstrating actions, using pictures, using models:

noun im. n. + agreed verb + direct object: “Mom (father, brother, sister, girl, boy)

drinks tea
(compote, milk)
”, “reads a book
(newspaper)
”;

Drawing up a descriptive story according to plan . To consolidate in children the skill of drawing up simple sentences on questions, demonstrating actions, using pictures, using models:

noun im. p. + agreed verb +2 nouns dependent on the verb in indirect cases: “Whom does mom sew a dress for? Daughter, doll"

,
“What does mom use to cut bread? Mom cuts bread with a knife"
.

Drawing up a descriptive story according to plan .

Work program for correcting general speech underdevelopment in 1st grade students

Explanatory note

The program of speech therapy work with 1st grade students with general speech underdevelopment was developed on the basis of the recommendations set out in the book by E.N. Efimenkova, G.G. Misarenko “Organization and methods of correctional work of a speech therapist at a school speech therapy center”, instructional 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”, instructional and methodological letter “On the work of a speech therapist teacher at a general education school”, ed. A.V. Yastrebova, T.B. Bessonova (Moscow, 1996), in accordance with the requirements of the Law “On Education”, the Federal State Educational Standard for Primary General Education.

Characteristics of students with general speech underdevelopment Children in this category experience persistent difficulties in mastering the primary education program of a comprehensive school due to insufficient development of speech function and psychological prerequisites for mastering full-fledged educational activities. The structure of the defect includes:

1. Defective pronunciation of sounds. Substitutions and mixtures (often distorted sounds) predominate.
2. Insufficient formation of phonemic processes.

As a result, children in this category experience:

• insufficient formation of prerequisites for the spontaneous development of skills in analysis and synthesis of the sound composition of a word;
• insufficient development of prerequisites for successful mastery of literacy;
• difficulties in mastering writing and reading (the presence of specific dysgraphic errors against the background of a large number of various others).

II. Violations of the lexico-grammatical component of the speech system.

1. The vocabulary is limited to everyday topics and is qualitatively defective (illegal expansion or narrowing of the meanings of words; errors in the use of words; confusion in meaning and acoustic properties).
2. The grammatical structure is not sufficiently formed. There are no complex syntactic constructions in the speech; there are multiple agrammatisms in sentences of simple syntactic constructions.

As a result, children in this category experience:

• insufficient understanding of educational tasks, directions, and teacher instructions;
• difficulties in mastering educational concepts and terms;
• difficulties in forming and formulating one’s own thoughts in the process of academic work;
• insufficient development of coherent speech.

III. Psychological characteristics.

1. Unstable attention.
2. Lack of observation in relation to linguistic phenomena.
3. Insufficient development of switching ability.
4. Insufficient development of verbal and logical thinking.
5. Insufficient ability to memorize predominantly verbal material.
6. Insufficient development of self-control, mainly in the field of linguistic phenomena.
7. Insufficient formation of voluntariness in communication and activity.

Consequence:

• insufficient development of psychological prerequisites for mastering full-fledged skills of educational activities;
• difficulties in developing educational skills (planning upcoming work; determining ways and means to achieve a learning goal; monitoring activities; ability to work at a certain pace).

Thus, children with general speech underdevelopment need special correctional classes according to a specific program. Taking into account the structure of the speech defect, the goal and objectives of this program were determined.

The goal of the program is to overcome deviations in speech development and conduct speech therapy work to prevent and correct all types of dysgraphia and dyslexia in children for further successful socialization.

Program objectives:

• formation of full-fledged ideas about the sound composition of a word based on the development of phonemic processes and skills of sound-syllable analysis and synthesis
• development of vocabulary and grammatical structure of speech
• formation of coherent speech
• development of non-speech mental processes:

• development of breathing, articulatory and manual motor skills
• improvement of visual analysis and synthesis
• development of auditory and visual perception and recognition
• expansion of visual and auditory memory
• development and improvement of psychological prerequisites for learning:
• stability of attention, observation in relation to linguistic phenomena
• ability to remember, ability to switch attention
• developing self-control skills and techniques
• formation of cognitive activity

• development and improvement of communicative readiness for learning, formation of communication skills, adequate situations of educational activities.

The program provides for the formation of universal educational actions for students (regulatory (self-control), cognitive (general educational), communicative, personal).

GENERAL CHARACTERISTICS OF THE COURSE

The program is aimed at creating conditions for the effective implementation and development by students of the basic educational program of primary general education, including providing conditions for the individual development of all students, especially those who are most in need of special learning conditions, and is designed for timely identification, prevention and elimination of oral and written speech deficiencies that some children have.

The material was selected taking into account the gradual transition from simple to complex with the inclusion of lexical topics in classes aimed at clarifying, enriching and activating children’s vocabulary and developing coherent speech.

The stages of the lessons involve the introduction into the lesson of exercises for the formation of phonemic processes, training tasks for the development of sound analysis and synthesis, games for the education of auditory attention, memory, visual gnosis, etc.

Based on the results of speech therapy correction, the use of developments in the field of information and computer technologies and neuropsychology in classes is effective.

The practical part of the classes includes games and tasks for the development of articulatory, fine and gross motor skills, graphomotor skills, and consolidation of knowledge in the field of visual-spatial orientation.

Correctional and educational work is aimed at the development of mental processes (attention, memory, verbal-logical thinking, hand-eye coordination).

The program is designed to conduct three classes per week (87 hours in total, 29 school weeks) with a certain number of children in groups (3-5 people). Taking into account the characteristics of the student population of the educational institution, a mixed composition of groups for speech therapy classes is expected. The 1st grade groups include children with general speech underdevelopment and mildly expressed general speech underdevelopment. For students who need correction of the sound-pronunciation aspect of speech, additional individual lessons are organized.

Diagnostics are carried out twice a year: introductory - in September, final - in May.

DESCRIPTION OF VALUES OF THE CONTENT OF THE SUBJECT

Timely elimination of speech pathology in students, objective qualification of the oral speech defects they have, and the organization of remedial education adequate to the defect make it possible not only to prevent the development of writing and reading disorders in children with speech pathology (as a secondary defect in relation to oral speech), but also to prevent lagging schoolchildren in mastering program material in their native language.

RESULTS OF STUDYING THE SUBJECT

Personal learning outcomes in primary school are:

• awareness of language as the main means of human communication;
• perception of speech as a phenomenon of national culture;
• understanding that correct speech is an indicator of a person’s individual culture;
• the ability to self-assess based on observation of one’s own speech.

Meta-subject learning outcomes in primary school are:

• the ability to use language to find the necessary information in various sources to solve educational problems;
• the ability to navigate the goals, objectives, means and conditions of communication;
• the ability to choose adequate language means to successfully solve communicative problems (dialogue, oral monologues) taking into account the characteristics of different types of speech and communication situations;
• desire for a more accurate expression of one’s own opinion and position;
• ability to ask questions.

The subject learning outcomes in primary school are:

Articulatory:

• good mobility of articulation organs, which include the tongue, lips, lower jaw, soft palate;
• development of full movements and certain positions of the organs of the articulatory apparatus necessary for the correct pronunciation of sounds.

PROGRAM CONTENT

The goals and objectives set in the program are implemented in the process of studying the following topics.

“Sentence and Word” (25 hours). A sentence as a way of expressing thoughts; drawing up sentences in oral and written speech, isolating them aurally and composing them; observing the intonation at the end of sentences.

Groups of words: words-objects, their actions, signs. Differentiation of words, asking questions about words; separate spelling of words, use of capital letters in proper names.

Differentiation of prepositions . Using them in oral and written speech. Separate writing of prepositions.

“Coherent speech” (7 hours). Formation of coherent monologue speech by learning to retell various texts.

“Sound composition of a word” (18 hours). Sounds of the Russian language: vowels and consonants; hard and soft consonants, voiced and voiceless consonants, paired and unpaired. Ways to indicate the hardness-softness of consonants with the letters vowels and ь; ways of denoting the sound [th'] with the letters e, e, yu, i. Techniques for isolating sounds and identifying the characteristics of each; characteristics of individual sounds. The idea of ​​the syllabic role of vowels.

"Syllable. Emphasis" (8 hours). A syllable as a minimal pronunciation unit, highlighting syllables using chanting; dividing words into syllables and selecting words of a given syllabic structure. Vowels are stressed and unstressed.

Semantic and phonetic role of stress.

“Paired consonant sounds and letters” (18 hours). Paired and unpaired sounds of the Russian language. Studying the letters from among those that denote consonants paired with deafness of voicedness - Zz-Ss, Bb-Pp, Dd-Tt, Vv-Ff, Zhzh-Shsh; characteristics of their similarities and differences, articulatory features.

“Differentiation of sounds by acoustic similarity” (5 hours). Sounds similar in sound and pronunciation (S-Sh, Z-Zh, R-L, Ch-Shch, Ts-Ch). Analysis of all acoustic characteristics of sounds. Recognition of a consonant sound at the beginning of a word, at the end of a word, in the middle of a word.

“Differentiation of letters by kinetic similarity” (5 hours). Letters similar in outline to the first element (b-d, a-o, i-u and others at the speech therapist’s choice). Analysis of the composition and structure of the graphic sign, synthesis of its elements. Formation of visual-spatial gnosis.

“Consolidation” (1 hour). Review everything learned over the course of the year.

Each lesson includes exercises for the development of articulatory, fine and gross motor skills, as well as the introduction of a number of health-improving techniques into the stages of the lesson, which will contribute to the introduction of health-saving technologies at school.

MATERIAL AND TECHNICAL RESOURCES FOR THE IMPLEMENTATION OF THE PROGRAM

Based on the goals of modern primary education, the proposed list of material and technical support is compiled taking into account the following requirements:

• ensuring the natural conformity of teaching for younger schoolchildren (organizing the experience of sensory perception, visualization of learning);
• creation of material and technical support for the process of training, development and education of junior schoolchildren (expansion of knowledge, development of thinking, speech, imagination, formation of communication, labor and other skills, etc.);
• creating conditions for organizing practical activities of schoolchildren (observations, experiments, modeling, etc.), as well as elementary artistic activities (drawing, designing, etc.)

Demonstration and printed manuals:

• magnetic board
• boxes of letters and syllables
• sets of story pictures
• material in the form of symbol cards (graphic representation of sounds, words, sentences, etc.)
• letter and sound tape
• poster "Alphabet"
• sound profiles (album)
• demonstration material “Articulation apparatus”

Printed products:

• Andreeva N.G. “Speech therapy classes on the development of coherent speech of primary schoolchildren. Part 1.2", Moscow, "Vlados", 2013
• Eletskaya O.V., Gorbachevskaya N.Yu. "Organization of speech therapy work at school." Moscow, “Sphere”, 2007
• Efimenkova L.N. “Correction of oral and written speech in primary school students.
• Efimenkova L.N., Misarenko G.G. “Organization and methods of correctional work of a speech therapist at a school speech center”, Moscow, “Prosveshchenie”, 1999”, Moscow, “Vlados”, 2006
• Kozyreva L.M. Notebooks for speech therapy classes. Yaroslavl, "Academy of Development" 2000
• Misarenoko G.G. "Russian language. We reinforce difficult topics. 1st class", Moscow, "Eksmo", 2013
• Misarenko G.G. “Teaching phonemic analysis in 1st grade”, Moscow, Sfera, 2008
• Nevskaya V.P. “Speech games and exercises”, Moscow, Sfera, 2013
• Sadovnikova I.N. “Writing disorders and overcoming them in younger schoolchildren”, “Vlados”, 1997
• Khotyleva T.Yu., Galaktionova O.G., Akhutina T.V. “Prevention and overcoming learning difficulties at an early stage. Methodological manual", Moscow, V. Sekachev, 2013
• Yastrebova A.V. “Correction and speech disorders in secondary school students”, Moscow, “Prosveshchenie”, 1984
• “On the work of a speech therapist at a secondary school”, ed. A.V. Yastrebova, T.B. Bessonova. Moscow, 1996

Technical training aids:

• Personal Computer
• Printer
• Multimedia (digital) educational resources corresponding to the topics of the program.

AGREED

At the meeting of the GMO Teachers-Speech Therapists Minutes No.____ From “___”___________20____. Hand. GMO___________C.A. Barignac

Calendar and thematic planning

Skryl V.S., speech therapist teacher

1. The use of sensory games in the correction of general speech underdevelopment
2. An integrated approach to correcting general speech underdevelopment
3. Work program on speech therapy for grades 1-7 of a correctional school
4. Curriculum “Correction of oral and written speech disorders in primary school students”
5. Software and methodological manual for the correction of optical dysgraphia in primary school students with speech pathology

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Long-term planning of a speech therapist teacher with children with special needs development

Svetlana Ermakova

Long-term planning of a speech therapist teacher with children with special needs development

teacher - speech therapist Ermakova S. G., Motina A. A.

General underdevelopment of speech with normal hearing and intact intelligence is a disorder that covers both the phonemic and lexical-grammatical systems of the language.

Before starting work on the formation of lexical and grammatical means of the language, the development of coherent speech and the formation of correct sound pronunciation, the teacher -speech therapist draws up a long-term work plan for the entire period of study. Planning is the advance determination of the order and sequence of implementation of correctional and educational work, indicating the necessary conditions, means, forms and methods used. With proper planning, it becomes possible to predict the results of each child’s activities, which makes it easier to achieve correctional and educational goals.

approximate term planning based on the program “Speech therapy work on overcoming ODD in children”

developed by T. B. Filicheva and G. V. Chirkina, T. V. Tumanova and others, and also
takes into account the recommendations of the standard program for a child care institution “From birth to school”
under. ed. N. E. Veraksy, T. S., Komarova, M. A. Vasilyeva. The main form of training in our work for children with special needs speech therapy is speech therapy classes, where the development of the language system is carried out.

There is a sequence of thematic speech material in each of the training periods.

The long-term plan developed by us highlights the following main sections:

-general speech skills; general motor skills, speech with movements; fine motor skills; visual and auditory attention, speech hearing, development of memory and thinking; development of vocabulary and coherent speech; development of grammatical structure of speech; sound pronunciation; literacy, development of language analysis and synthesis skills;

When working on a long-term plan, we tried to take into account the fact that the joint work of a speech therapist and educator is the key to the success of correctional work. Such a planning as “Vocabulary and coherent speech”

and involves the joint work of specialists, in which
the teacher-speech therapist , and the teacher only reinforces the material already covered and practiced with the children by the speech therapist .
Work on sound pronunciation, development of language analysis skills, general speech skills, improvement of the grammatical structure of speech and teaching coherent speech is also carried out by a speech therapist, and the teacher, being his assistant, consolidates the results achieved. We offer a sample of a long-term work plan for the first year of study, period II.

In the long-term plan, methodological literature and page number are indicated in brackets.

List of literature first year of study

1. Nishcheva N. V. “System of correctional work in a speech therapy group with OHP”

.

2. Konovalenko V. V., Konovalenko S. V. “Frontal speech therapy classes”
(senior group 1, 2, 3 periods)
3. Kuznetsov E. V., Tikhonova I. A. “Development and correction of speech of children 5-6 years old »

.

4. Kislova T. A. “On the road with the ABC”

.

5. Smirnova L.N. “Speech therapy in kindergarten”
(4-5 years old - I, 5-6 years old - II, 6-7 years old - III)
.

6. Arefieva L. N. “Lexical topics on the development of speech of children 4-8 years old”

.

7. Vasilyeva S. L. “Workbook on the development of speech of a preschooler”

.

8. Tkachenko T. A. “If a preschooler speaks poorly”
(a)
- development of connected speech (b)

- development of phonemic hearing (c)

- development of lexical and grammatical means of language (d)

— physical minutes (d)

9. Kurdvanovskaya N.V. “ Planning the work of a speech therapist with children 5-7 years old ”

.