The opportunity to work with children, in a quiet and comfortable office, with a stable, albeit small, salary - often speech therapists come into the profession with precisely these goals. But idealization at the start of your career can lead to disappointment in the future. Not everyone should choose this profession, says speech therapist teacher Vita Bilukha . Only by vocation and only to people whose desire to help others prevails over all others.
What features of the profession do young specialists learn about when starting their first job? What are the pros and cons? How much can you earn in the public and private sectors? And where to study to become a speech therapist after grades 9 and 11? We answer these questions in the FAN .
photo from the personal archive of Vita Bilukha /
How to understand that a student needs a speech therapist
– Why does a schoolchild need a speech therapist? You can often hear that just to “tighten up” some sounds, to adjust speech – is this true?
– A school speech therapist, of course, in the first grade can improve a little more on what preschool speech therapists did not have time to do: automate sounds or conduct classes on speech development, especially for those children who had complex speech disorders before school, but the child still -I was finally able to go to secondary school.
But the main thing is that a school speech therapist comes when you need to start solving problems associated with the lack of development of basic school skills: reading, writing, mathematics. Accordingly, the terms dysgraphia, dyslexia, dyscalculia, or with the prefix “a” - absence: agraphia, alexia, acalculia appear. That is, the child cannot learn to read, or write, or count, or experiences significant difficulties in developing these skills.
Somewhere towards the end of the second grade, depending on the program, maybe a little earlier, another feature appears - children do not master the skill of writing. A new disorder appears - dysorthography. All school problems of this nature are solved by a speech therapist.
There is also the term “hyperlexia,” but it is used for children with autism, that is, it is not entirely about reading and its impairment. We are talking about children who read mechanically, without understanding the meaning of what they read, reading for the sake of reading the text. But phenomenologically, this is not a reading problem, and we need to work with the characteristics of autism. Learn to translate what you read into spoken language.
– How can a parent understand that his child needs a speech therapist?
– So-called speech therapy, specific errors should appear on the letter. When a child is just mastering the skill of writing, spelling rules do not appear immediately. At first, children write as they hear, relying on their hearing, this is how the phonetic principle of writing is implemented: all sounds are in a strong position and are not difficult to translate into writing.
And if a child has so-called speech therapy difficulties, then specific errors appear immediately and even in a strong position. For example, a child writes the word “house” as “bom” (“the tail” of the letter in the wrong direction), “tom” (deafens), “dm” (misses a vowel), “domm” (extra elements), “do” ( does not add) and so on - everything that concerns the image of a letter, graphics and the sequence of writing letters, syllables in a word, and words in a sentence.
Or when copying and dictating, the child misses letters, syllables, and words. About the same thing happens with reading: errors in the image of letters in strong positions, omissions - he sees, but reads incorrectly.
These are specific violations. That’s why the name is “disgrapho”; it tells us about a partial violation of graphics. If such a mistake is isolated, it’s not a big deal. Any person, when learning to write, makes some mistakes, but they go away over time.
If there are a lot of such errors, then we talk about frequency. They are found in all subjects, not just Russian and mathematics. A persistent mistake is a mistake that is repeated from year to year and does not go away on its own, and sometimes is fixed for life and occurs even in an adult.
As soon as a parent or teacher notices that there are a lot of mistakes, they are not related to any spelling rule, but seem to look ridiculous, they are often interpreted as errors of inattention, then you need to contact a speech therapist.
And you can say to the specialist: “You know, we have been doing similar tasks for a long time, training, but the child continues to confuse such and such letters and not hear such and such sounds.”
– What can a speech therapist do?
– I always start a consultation not with a conversation with the parents, but with the child. I have several questions that immediately clarify the situation, what kind of child is in front of me and how to build interaction with him. I usually ask parents questions later, without the child.
The first consultation always consists of two stages. First, the child must read and write, together with the speech therapist, those texts that correspond to the age and school curriculum. This is necessary to assess the range of problems in writing and reading. The parent should know which textbooks (what program) the child is studying from, bring workbooks, or better yet, tests with the largest number of errors, so that the problem becomes immediately clear to the specialist.
Secondly, you need to look at the development of speech and what age it corresponds to. There are things that are connected not only “with the letter”, but in general with the language as a whole, including agrammatisms when writing expositions and essays. Usually this problem extends from the preschool period and is associated with general underdevelopment of speech.
Sometimes parents do not notice problems, or they have worked with a speech therapist for so long before school that they believe that all speech problems have been solved. Then the teacher should suggest that you need to go to a speech therapist.
When I just started working as a speech therapist at school, the teachers greeted me like this: “How wonderful, a speech therapist has come to us! Will you play sounds for the children?” I had to give a very short lecture about what speech therapy mistakes children make when writing and what a school speech therapist does. The teachers agreed: “Yes, yes, yes, they make such mistakes. Now we have an ally to help us!”
Over time, everything changed. Now not only the teacher, but also the parent knows about school problems and knows the terminology: “You know, we have dysgraphia.”
Is it just dysgraphia? You still need to “grow into” it, it must also be formed. Some parents complain that the child writes slowly and clumsily, gets tired, has headaches, does not have time to cope with the amount of given material, takes a long time to do homework, is easily distracted, etc. Here it is already necessary to say that the speech therapist is obliged to work in tandem with a neurologist.
Organization of speech therapy work in a secondary school
Natalia Ignatkina
Organization of speech therapy work in a secondary school
Introduction
1. Legal aspects of organizing speech therapy work in
secondary schools
1.1. Job responsibilities of a speech therapist teacher
1.2. Rights of a speech therapist
1.3. Responsibility of the speech therapist teacher
2. The main tasks of a speech therapist working in general education
school
3. Distribution of the speech therapist’s working time
3.1. Examination of students' oral and written speech
3.2. Correctional and educational work
3.3. Work as a speech therapist during school holidays.
3.4. Work of a speech therapist teacher in June
Conclusion
Bibliography
Introduction.
Currently, there is a large increase in the number of children with various speech disorders. This is especially well observed in children of preschool age , but recently speech disorders have often begun to occur in children at the school stage . In this regard, children have difficulties in mastering written language, reading, and difficulties in understanding tasks in other academic subjects. Problems also arise in communicating with peers ; complexes may even appear and self-esteem may decrease, which, in turn, can lead to isolation of the child’s personality and cause the phenomenon of maladjustment to school learning and the social environment.
Deviations in the speech development of children studying in general education institutions have different structures and degrees of severity. The presence in schoolchildren of even mildly expressed deviations in phonemic and lexico-grammatical development (ONR, NVONR, FFNR, FNR)
is a serious obstacle to mastering the
general education school and requires mandatory speech therapy assistance - correctional and developmental speech therapy classes .
Speech therapy rooms are opening in . In this regard, the issue of organizing speech therapy work in secondary schools .
1. Legal aspects of organizing speech therapy work in secondary schools .
The organization of correctional and speech therapy work at school is carried out on the basis of the Instructive Letter of the Ministry of Education of the Russian Federation No. 2 dated December 14, 2000. “On the organization of the work of a speech therapy center in a general education institution .”
Correctional and developmental speech therapy classes are conducted with students in grades 1–4 who have various speech disorders:
“
General speech underdevelopment ” (GSD)
;
“Mild
general speech underdevelopment ” (NVONR)
;
“Phonetic-phonemic underdevelopment of speech”
(FFNR)
;
“Phonological underdevelopment of speech”
(FND)
;
"Writing and reading disorders"
caused by the speech disorders listed above.
The beginning and end of the school year, the time and duration of vacations correspond to the standards established in schools . The duration of the next vacation for speech therapists also corresponds to the duration of the next vacation for teachers of secondary schools and is 56 calendar days (based on: Decree of the Government of the Russian Federation of September 13, 1994 No. 1052, as amended on March 19, 2001, October 1, 2002). A speech therapist teacher has the right to be granted a long leave of absence for a period of up to one year (based on: Order of the Ministry of Education of the Russian Federation dated December 7, 2000 No. 3570). Speech therapists working part-time are provided with annual paid leave for combined work or are paid compensation for unused leave upon dismissal (based on: Resolution of the Ministry of Labor of the Russian Federation of June 30, 2003 No. 41 “On the peculiarities of work for pedagogical, medical, pharmaceutical and cultural workers " ).
A speech therapy center is created in an educational institution located in an urban area, if there are five to ten classes of the first stage of primary general education and three to eight classes of the first stage of primary general education in a general education institution located in a rural area. The maximum capacity of a speech therapy center in a city educational institution is no more than 25 people, a rural educational institution is no more than 20 people (based on: Instructive Letter of the Ministry of Education of the Russian Federation dated December 14, 2000 No. 2 “On the organization of the work of a speech therapy center in a general education institution ”).
The teaching load of speech therapists is 20 hours per week (based on: Decree of the Government of the Russian Federation dated October 29, 2002 No. 781 “On the lists of jobs , professions, positions, specialties and institutions, taking into account which an old-age labor pension is assigned early in accordance with Article 28 of the Federal Law “On Labor Pensions in the Russian Federation”
, and on approval of the rules for calculating periods of
work giving the right to early assignment of an old-age labor pension in accordance with Article 28 of the Federal Law “On Labor Pensions in the Russian Federation”
).
After leaving the next vacation, until September 1, the speech therapist checks the condition of the equipment of the speech therapy room , technical teaching aids, lighting, etc. [1]
1.1. Job responsibilities of a speech therapist teacher .
A speech therapist at a speech therapy center is required to perform the following job responsibilities:
1. In his professional activities, a speech therapist teacher strives to fulfill the tasks facing the educational institution (hereinafter referred to as the educational institution, and is guided by the Charter of the educational institution and its local regulations;
2. A speech therapist teacher must be aware of modern achievements in speech therapy and must apply modern, scientifically based methods;
3. A speech therapist teacher must know and take into account the boundaries of his own competence. He should not undertake tasks that are impossible to accomplish given the current state of speech therapy science and practice and the level of his professional training, as well as tasks that are within the competence of specialists in other professions;
4. The speech therapist teacher is obliged to provide necessary and possible speech therapy assistance to the child in solving speech therapy problems , taking into account his individuality and specific circumstances and guided by the principle of “do no harm”
, i.e. in a form that excludes harm to the health, well-being, honor and dignity of both the child himself and third parties;
5. A speech therapist teacher is obliged to keep secret information about those who turned to him for help, as well as official and professional secrets.
When working at a speech therapy center at an educational institution, a speech therapist teacher is obliged to :
— organize diagnostic examinations and promptly identify students with speech pathology; identification of students for enrollment in speech therapy center is carried out from September 1 to 15 and from May 15 to 30 according to a schedule agreed with the heads of the educational institution; — enroll students in speech therapy centers and complete groups;
— conduct classes with students to eliminate various speech disorders and help overcome their resulting failure in the Russian language; classes with students are held according to the schedule during hours free from lessons;
— carry out systematic communication with deputy directors for academic work of supervised schools , class teachers and parents of students attending the speech therapy center ;
- attend lessons in order to develop a unified focus in the work of the speech therapist and teacher with students with speech disorders;
— interact with teachers on issues related to students’ mastery of general education programs (especially in the Russian language)
;
— inform the school’s pedagogical council about the tasks , content and results of the work of the speech therapy center ;
— upon completion of classes, conduct a graduation (graduation session at which the success of children who received speech therapy assistance ;
speech therapy knowledge among teachers and parents of students
— participate (give messages and reports )
in meetings of methodological associations of teachers, in
the work of pedagogical councils;
— attend and actively participate in methodological associations of speech therapists at the educational institution ;
- know the content of the Russian language program, master the methods and techniques of teaching the Russian language, take them into account in your work , use didactic material in accordance with the topic of the program that is studied in the lesson;
- regularly hold parent meetings and consultations;
- engage in equipment of the classroom and systematically equip the classroom with the necessary teaching material;
— maintain contact with preschool educational institutions, with special (correctional)
educational institutions for students with developmental disabilities,
speech therapists and medical specialists from children's clinics and the psychological, medical and pedagogical commission ;
— systematically improve your professional qualifications;
— comply with the rules and regulations of labor protection, safety and fire protection;
— ensure the protection of life and health of students during the educational process;
- immediately inform the administration of the educational institution about an accident that occurred with a child on the premises of the speech therapy center ;
— maintain documentation in the prescribed form;
main documentation:
1. List of students with speech disabilities.
2. Journal of examination of oral and written speech.
3. Attendance log (group and individual)
classes.
4. Speech card.
5. Annual methodological work plan for a speech therapist teacher .
6. Long-term work .
7. Lesson plans for each group .
8. Notes or detailed plans for speech therapy classes .
9. Workbooks and test books .
10. Schedule of group classes, certified by the school or inspector of the district education department.
11. Passport of the speech therapy room , card index of equipment, educational and visual aids located in speech therapy rooms .
12. Annual report on the work of a speech therapist teacher ;
— at the end of the school year, draw up a report on the work of the speech therapy center and submit it to the administration of the educational institution;
- draw up a work schedule for the speech therapy center at the beginning of the school year, coordinate it with the school (where the speech therapy center )
and approve it from the administration of the educational institution. [1]
1.2. Rights of a speech therapist
A speech therapist teacher has the right:
— to determine priority areas in working with children ;
— initiative, freedom to choose methods of work according to the programs approved by the educational institution;
— to participate in the development of new correctional and diagnostic methods;
— to participate in the management of the educational institution by discussing the most important issues of the educational institution’s activities;
- to receive teaching leave for a period of up to one year, no less than after ten years of continuous teaching work ;
- to receive a long-service teacher pension if you have twenty-five years of teaching experience;
- to protect their professional honor and dignity; — for moral and material stimulation of work;
- to improve your professional qualifications. [1]
1.3. Responsibility of the speech therapist teacher The speech therapist teacher of the educational institution is responsible for:
- for fulfilling the above duties assigned to him;
— for the execution of the OS Charter and Internal Labor Regulations, local regulations, orders, job responsibilities established by the OS job description;
— for students’ mandatory attendance at the speech therapy center ;
— for the safety of the educational institution’s property, technical equipment, speech therapy instruments , methodological and informational material;
— for compliance with safety regulations, fire safety and labor protection standards in the workplace ;
— for the protection of life and health of students during the educational process;
— for the competent use of scientifically based methods;
- for the use, including one-time use, of educational methods associated with physical and/or mental violence against the child’s personality;
— for compliance with sanitary and hygienic rules for organizing the educational process. [1]
2. The main tasks of a speech therapist teacher working in a secondary school .
The main tasks of a speech therapist teacher are:
• timely diagnosis of speech development anomalies in students;
• correction of oral and written speech disorders, aimed at overcoming difficulties in mastering the school curriculum ;
• prevention and prevention of speech disorders;
• promotion of special speech therapy knowledge among teachers and parents of students. A speech therapy center is created in a general education institution located in an urban area, if there are fifty classes of the first stage of primary general education and three to eight classes of the first stage of primary general education in a general education institution located in a rural area. [4]
3. Distribution of the speech therapist’s working time .
3.1. Examination of students' oral and written speech.
First two weeks of the school year (September 1 to 15)
are allocated to fully staff the groups and subgroups that will study at
the speech therapy center in the current academic year. [2] The speech therapist teacher conducts an examination of the oral speech of first-graders assigned to the speech center and the written speech of students in grades 2-4, and clarifies the lists of groups pre-staffed by him in May of the previous school year from among students in grades 2-4.
[1] The examination of oral speech of first-graders is carried out in two stages. During the first week of September, the speech therapist teacher conducts a preliminary examination of the oral speech of all students admitted to the first grades and identifies children who have certain deviations in speech development. At the same time, he selects those students who need systematic correctional classes. This is done in the morning during school hours.
Children in need of speech therapy classes are registered at speech therapy center with a list in accordance with Appendix 1 (Letter of the Ministry of Education of the Russian Federation dated December 14, 2000 No. 2 “On the organization of the work of a speech therapy center in a general education institution ”) (Table 1)
.[1]
During the second week of September, the speech therapist teacher conducts a secondary in-depth examination of the oral speech of those children whom he selected for classes at the speech center during the preliminary examination. A secondary in-depth examination of children’s oral speech is carried out in speech therapy room or in any convenient room of the school attached to the speech center during the second half of the day, i.e. after school.
Regular classes at the speech therapy center are held from September 16 to May 15. [2]
Last two weeks of May (from 16 to 31 May)
are allocated for examining the oral and written speech of students in grades 1–3 with the aim of pre-completing groups with writing and reading disorders for the new school year.
All organizational work of the speech therapist teacher , carried out from September 1 to 15 and from May 16 to 31, is recorded on the corresponding page of the Attendance Register.
[1] 3.2. Correctional and educational work .
By September 15, the speech therapist teacher completes the examination of students’ oral and written speech, finally completes groups and subgroups, determines the number of students for individual lessons and, based on this, draws up a lesson schedule and long-term plans for working with each group of students.
The duration of a group lesson is 40 minutes, the duration of an individual lesson is 20 minutes (based on: Instructive letter of the Ministry of Education of the Russian Federation dated December 14, 2000 No. 2 “On the organizational work of a speech therapist at an educational center”
).
Between group classes, breaks of 10-15 minutes are allowed, between subgroup classes - 5-10 minutes. The teacher-speech therapist this period of time to check written work completed by students in class, record and analyze mistakes made, so that when planning the next lesson, provide work to correct these errors, as well as for other work at his discretion: a speech therapist can conduct a group of children and separate them into classes or, conversely, gather a group of children (this may be necessary in the first months of working with first-graders ), prepare a board or lay out visuals and handouts for the next lesson, etc.
the number of working hours per day depending on the operating mode of the schools attached to the speech center (one or two shifts, the number of groups and subgroups, the presence of a branch, etc.
Classes with students at a speech therapy center are usually held outside of school hours, taking into account the operating of the educational institution. Correction of pronunciation for first grade students with phonetic defects that do not affect academic performance, as an exception, can be carried out during lessons (except for Russian language and mathematics lessons)
(reason: Letter of the Ministry of Education of the Russian Federation dated December 14, 2000 No. 2
“On the organizational
work of the educational institution’s logotype point” ).
Students who do not attend extended day groups come to classes from home. Pupils who attend extended day groups are sent by teachers of these groups to speech therapy classes from any scheduled moment in accordance with the schedule of speech therapy classes . The schedule must be known to teachers and be in each extended day group.
Teachers of extended day groups do not have the right to detain a child or not allow him to attend classes with a speech therapist due to his immediate completion of homework or for any other reason; A primary school teacher also cannot independently decide whether his student should attend speech therapy classes or not . If a speech therapist has conflicts of this kind, he reports a report about the unauthorized actions of the educator or teacher to the school , and in case of no measures taken - to the inspector of the education department.
The frequency of group and individual classes is determined by the severity of the speech development disorder.
Group classes are held:
• at least three times a week - with students who have reading and writing impairments caused by general speech underdevelopment;
• at least two to three times a week - with students who have reading and writing impairments caused by phonetic-phonemic or phonemic underdevelopment of speech;
• at least once or twice a week - with students who have a phonetic defect;
• at least three times a week - with students who stutter. Individual lessons are held at least three times a week with students who have general speech underdevelopment of the second level according to R. E. Levina - speech defects caused by a violation of the structure and mobility of the speech apparatus (dysarthria, rhinolalia)
(basis: Letter of the Ministry of Education of the Russian Federation dated December 14, 2000 No. 2
“On the organizational work. log. point of the educational institution”
). The maximum number of groups is regulated. [1]
3.3. Work as a speech therapist during school holidays.
School holidays are always filled with various events organized and conducted by teachers . Some students go on vacation to camps, holiday homes, or on excursions, so speech therapy classes are not conducted during this period. During the autumn holidays, the teacher-speech therapist conducts a study of the state of written speech of students in grades 2-4 on written work .
This makes it possible to identify dysgraphic children and monitor students who previously attended a speech therapy center . If there are free places in the group with a writing disorder, it is replenished with new students. During the winter holidays, a speech therapist teacher examines the state of written speech of 1st grade students using copybooks and notebooks.
In addition, he replenishes the equipment of the speech therapy room with the necessary visual aids, educational tables, posters, etc., visits the teaching room and colleagues to exchange work experience , conducts conversations and consultations for parents of students studying at the speech therapy center .
A speech therapist teacher checks the state of oral speech of children who will come to school , identifies children with speech disorders and makes an appropriate entry in medical records.
there are other speech therapists in the school area (in preschool institutions or a children's clinic), then during the spring holidays it is advisable to conduct a methodological association between speech therapists at school speech therapy centers and speech therapists at preschool institutions to develop measures to ensure continuity in the work of speech therapists at school and preschool medical institutions.
During school holidays, the teacher-speech therapist, as necessary, consults students studying at the speech therapy center with medical specialists (psychoneurologist, neurologist, otolaryngologist)
.
It should be taken into account that a child’s consultation with any medical specialist is possible only with the consent and in the presence of one of the parents or a person replacing them. If the parents give their consent to the consultation, but cannot be present during it, the speech therapist must have a written statement that the parents allow the speech therapist to show the child to a specialist doctor (with a mandatory indication of which specialist)
.
A speech therapist teacher can use vacation time to conduct speech therapy propaganda among parents and the population of the area. [1]
3.4. Work of a speech therapist teacher in June.
June is the most convenient time to improve the professional level of speech therapist teachers . Therefore, district (city)
It is advisable for methodological classrooms and teacher training institutes
to organize month-long seminar courses in June to exchange best practices . Similar seminars can be organized by senior speech therapists in their areas . Speech therapist teachers can attend seminars organized in other areas .
If there are no speech therapy preschool institutions in the school (or speech therapy groups in mass kindergartens)
and
a speech therapist at the district children's clinic, a teacher-speech therapist can organize classes in June with those children who will go to school , but have problems with sound pronunciation and are assigned to this speech therapy center . These classes are held either in the kindergarten premises at a time agreed upon with the head or group teachers, or in the premises of a speech therapy center .
[3] A teacher-speech therapist can conduct similar classes on correcting sound pronunciation of schools attached to a speech therapy center , for whom sound pronunciation disorders were noted upon enrollment.
In addition, admission of students to first grade begins in April. A school speech therapist must necessarily take part in the recruitment of the first classes, identifying children with speech development disorders upon admission and, if necessary, referring them to a consultation with a specialist (psychoneurologist, neurologist, otolaryngologist)
.[1]
Conclusion.
The work of a speech therapist teacher in a secondary school is regulated by legal acts: decrees of the Government of the Russian Federation, orders of the Ministry of Education of the Russian Federation, Resolutions of the Ministry of Labor of the Russian Federation, Instructive Letters of the Ministry of Education of the Russian Federation, Federal laws.
A speech therapist teacher must fulfill his or her official duties. He also has the rights and is responsible for fulfilling the duties assigned to him.
Speech therapy classes are not conducted during school holidays. During the autumn holidays, the teacher-speech therapist conducts a study of the state of written speech of students in grades 2-4 on written work . During the winter holidays, he studies the first-graders' copybooks. Replenishes the equipment of the speech therapy room with the necessary visual aids, educational tables, posters, etc., visits the teaching room and colleagues to exchange work experience , conducts conversations and consultations for parents of students studying at the speech therapy center . June is the most convenient time to improve the professional level of speech therapists
Bibliography:
1. Eletskaya O. V., Gorbachevskaya N. Yu. Organization of speech therapy work at school . M.: TC Sfera, 2007.
2. Efimenkova L. N. Misarenko G. G. Organization and methods of correctional work of a speech therapist at a school speech center . Manual for speech therapist . Recommended by the Main Educational and Methodological Directorate of General Secondary Education of the State Education of the USSR MOSCOW "ENLIGHT"
1991
3. Povalyaeva M. A. Speech therapist’s reference book - Rostov-on-Don : “Phoenix”
, 2002. - 448 p.
4. https://iemcko.ru/700.html From the book by Amanatova M. M. “Handbook of a school speech therapist ” - Rostov-on-Don: Phoenix, 2010.
The child needs to be given an exemption, like from physical education.
– It turns out that a child with speech therapy problems at school is in a state of stress. Stress at school, because things don’t work out, and the teacher doesn’t always understand why. In addition to schoolwork, classes with a speech therapist, and sometimes a neurologist gives some exercises.
– Mechanisms to support such a child exist. Let me draw a parallel. For example, a child breaks his leg and is exempt from physical education. After all, no one invites him to classes and gives him two grades for failing to pass the standards. But for some reason, speech therapy errors and learning difficulties are not interpreted as a disorder or pathology that requires, in some sense, leniency. It is necessary for the teacher to show not only tolerance, but simply universal wisdom.
So a student came to class, and he was beautiful in himself. And there is nothing unusual about it. Just like everyone else. But he developed a problem in the form of a writing disorder, dysgraphia, because before school he was a “speech” child, or did not keep up with the general pace of development, or did not fit within the allotted framework for mastering writing.
Why shouldn't he just temporarily count all these errors as one? Or don’t count them as mistakes at all. Give exemption, like from physical education. He still goes to classes, studies, studies. And don’t say all the time: “As long as I tolerate you, and the time will come, I will punish you if you don’t improve!” If we undertake to help, then we must help to the end.
In the end, we write, read, count in order to receive information, and not in order to say: an error, not an error. Therefore, the child needs to be helped. And for each, any minimal personal success, praise him.
A boy taught me who said: “The teacher will never see what I am capable of, because he is used to me always making mistakes. I work with you, and everything works out for me.” I suggested to my mother: “Ask this teacher for additional lessons, so that he will finally look at the child more closely, not against the background of his overall performance, but his personal successes.” After additional classes, the teacher said: “It turns out you’re not a fool!”
– What is dangerous to miss in elementary school? What is important not to miss?
– In primary school you only need three skills: reading, writing and counting. Dot. Nothing else. And you need a good teacher to teach this. Because if the teacher is difficult, she creates fear and reluctance to learn for the entire subsequent period. You have to like the teacher.
The teacher must influence the microclimate in the classroom so that the children feel comfortable.
All parents strive to ensure that the teacher is the strongest, the smartest. When parents choose a school for a child, they need to pay attention not only to whether the teacher is “strong” or not, but also to whether she is suitable for the child. In general, absolutely everyone remembers GOOD people and good teachers; moral things are instilled by good people. How demanding is the teacher, is she ready to differentiate the child? The child is assessed from early childhood, but at school this reaches its climax.
I can look at this situation as if from the outside, because when I worked as a school speech therapist, I saw how children are drawn to those teachers who know how to share and can resolve a difficult situation in a game.
All children love the young and beautiful, and those whom you can take by the hand and walk with her in pairs to the dining room, without fear that she will shout “get into line.” And everyone is fighting for this hand.
And maybe this teacher is not the most titled, but she can calmly explain the material and give adequate grades. And in the classroom there is a normal, healthy environment.
Many people say that modern children are cruel. Of course, there will be cruel ones if the teacher starts shouting: “You should have taught mathematics a long time ago instead of running, training your legs somewhere.” Well, who will like it? If, on the contrary, they say about a child: “Guys, look what a boy he is. And here he knows how to draw,” the child will open up to him. It’s all very easy to organize and find and highlight each student’s strengths and abilities.
I always relied on hooligans. If you attract them to you, the microclimate will be formed correctly. I have always liked extraordinary children, and it doesn’t matter whether they had special needs or not. You meet different children in practice: a rebus child to whom you need to find the key, or a loser child who attracts problems like a magnet, finds himself in absurd situations, or such a “prickly hedgehog”, everyone has already offended him, he defends himself.
You see that the child requires your attention, he needs support, praise, an interesting assignment, and it’s not even a matter of dysgraphia, but simply if you support the person, everything goes differently, a different emotional mood.
What does a speech therapist do?
A common misconception is the assertion that a speech therapist only helps to “establish” the correct pronunciation of specific sounds, since this is only part of the work of a speech therapist. The doctor diagnoses disorders, studies his patient’s medical history, and, if necessary, prescribes various examinations - in this way he manages to establish the cause of speech defects. After the diagnosis is made, the speech therapist decides to prescribe specific therapeutic regimens to eliminate speech impairment.
For this specialist, the skills of a psychologist and psychotherapist are required, since working with speech defects is often directly related to psychological trauma and complexes, suffering from fright or other severe, stressful conditions.
The main tasks of a speech therapist are:
- establishing the correct pronunciation of sounds;
- expansion of vocabulary;
- improving speech literacy;
- improving pronunciation clarity;
- correction of speech errors and inaccuracies;
- rehabilitation measures for patients who have acquired speech defects due to illnesses, for example, after a stroke;
- studying the mechanisms and causes of speech defects, developing methods for their correction;
- determination of organic lesions of the vocal apparatus.
And the teacher says - program
– You have said many times that today the pace of the school curriculum is faster than the development of the child. It’s even more difficult for a child with speech therapy problems. And if the teacher doesn’t understand this... What to do? Transfer to another school?
– Transferring to another school does not seem very desirable to me. Any changes in schools or classes in childhood are imprinted for life. At the previous school there was a team, for some reason they did not accept the child, or the teacher did not accept. The child has come to a new home, and again must assert himself, show himself, and find friends. This is not an easy process.
It’s good if a smart teacher helps the child, surrounds him with attention and says: “This is Masha. Masha can do this, and let’s accept her into our team.”
As for the pace. Yes, now everything is at an accelerated pace - both in life and at school. Such a speed that it seems that they no longer teach at all, but only the teacher gives a lecture and gives an assignment to the parent.
Because of the imbalance of demands, emotional tension increases both at school and at home: come on, come on with the pace, come on, come on with the quality. But at a high pace, the quality of a fledgling skill inevitably suffers. If you write well, the pace slows down. The pace increases only when the skill is formed, and then the quality improves. These are sequentially cumulative things. The imbalance is leveled out. Thus, to develop reading skills, two stages are necessary: technique and understanding. In the early stages, attention comes first, and only then understanding. For an experienced reader (this is everyone who already has fluent reading), the processes change places.
In many schools there is only pace, pace, pace - read stress, stress, stress, because the basic skills have not yet been mastered, but the acceleration has begun. And on all fronts. That is, it is no longer necessary to do something about dysgraphia, but in general to change the approach to life and learning. Stress is already a change in the quality of life. So we hear from all sides: “What do you want? Such a life".
Let's rely on the word "life" and not on the word "pace".
Let's still live and get satisfaction, including from learning. Otherwise, many will remember school as a bad dream. And parents are in a hurry for years, if only this school would “pass” faster. Children do not have time to learn what is not possible. They begin to be cunning, do not understand or misunderstand the task, but at the same time they say - I understand. The situation of failure is growing like a snowball. We must remember that any question a teacher asks is always stressful. The child is always in a testing situation. And then tests are added - a whole lesson filled with stress.
Children pay with their health, persistent reluctance to learn, even refusal, irritation increases, and aggression may appear. Therefore, it is better to prepare your child for school in advance. I will tell you a little later about how to prepare your child for school.
But what to do if speech therapy problems are added? The most common complaint to me is: he reads poorly, slowly. I'm starting to watch the baby. Everything is fine. Yes, he reads syllables, sometimes a syllable + a word, he understands everything. But he already hates the process.
"What do not you like? - Slowly. Anya is already fluent. - And what? You have Vanya, not Anya. He has his own pace of development, physical and psychological readiness, maturity in the end. HE READS AND UNDERSTANDS - this is the main thing. The pace will increase. “And the teacher says it’s a program.”
This is where my arguments end. The teacher, it turns out, “drives” the program, and does not teach a specific child. And the main thing in both words, “student” and “teacher” is teaching.
Where does a speech therapist work? Is a flexible schedule possible?
Speech therapists work in educational and medical institutions. A speech therapist in education is called a teacher-speech therapist, in medicine - simply a speech therapist.
Speech therapists in medicine work in clinics and departments for people with speech pathologies, with consequences of stroke, in maxillofacial surgery clinics, etc. They conduct appointments in clinics, work in orphanages, etc.
The salaries of speech therapist teachers in some kindergartens, mass and correctional schools are still maintained. And also in commercial development centers. A free schedule is possible if the speech therapist works exclusively privately. The salary of a speech therapist is 20 hours per week. Some speech therapists work in two places at once: in the morning in one place, and in the afternoon in another. If desired, you can combine work in an institution with private practice. Usually these are classes with wards at home, which, let me tell you, is quite difficult.
There must be time for passion
– “Speech therapy” children require more attention. Are there any mugs worth donating to? How then can you find time for your child to just play and be idle?
– We said that in the elementary grades you need to learn three basic functions: reading, writing and counting. It’s not Moscow studies to study biology, but precisely this. And we must definitely develop some kind of interest, which, perhaps, will help in life, and maybe become a start to choosing a profession. We are all interested in something.
Primary school is the period when a child should try. For example, he went karting. What boy doesn't want to go karting: there are cars there. But I came across a teacher who only forces these karts to be cleaned and polished. And that's it, the desire is gone. Well, okay, we don’t want that, now we want to go to another circle.
We came to fight. It’s the same thing there: adults fight, and everyone else watches. And again you can search. You need to find a specialist who will interest you, make you fall in love, let you roll over, and hit the punching bag. This is also a difficult search. It is difficult to find any specialist. Have to search.
I am for the child to have a hobby. And time should be allocated for it. Or then, no hobbies at all, just school. But I don't like it that way.
And so that you have enough time for everything and still have time to rest, a schedule can help. It's just compiled incorrectly. Children love it when it is very beautiful. They attached adhesive tape to cardboard, photographed the child himself: here he is reading, here he is writing, here he is counting, here he is eating, and they lined up his entire daily routine on this adhesive tape. I did it and peeled it off. He is comfortable, he has time for everything. He makes it in time. He lives in such a good rhythm. And then look, if the load is heavy, then something will need to be changed, removed.
When should you take your child to a speech therapist?
Due to the fact that in children the process of development of speech centers is not yet complete, and reading, diction, and pronunciation skills are actively developing, working on speech problems with a child will have more significant results than in the case of adults.
Parents should not place excessive demands on their child. This is especially true when the baby begins to speak. For example, by the age of one to one and a half years, the baby should pronounce at least a few words, and, starting from the moment of birth, make single sounds. As for clear and coherent speech with absolutely correct pronunciation, it is difficult to say exactly when it should appear in a child.
Among the objective reasons for a child under one year old to visit a speech therapist is the baby’s lack of pronunciation of sounds. Usually the baby reacts to words, touches, and toys with basic humming, babbling, and a smile. If this does not happen, you should not postpone your visit to the doctor.
In the period from one to three years, parents need to bring their child to a speech therapist if he is diagnosed with cerebral palsy, if there is a hereditary factor (late speech development in one of the parents), also if the child is diagnosed with problems with hearing and vision , or shortened frenulum of the tongue.
From three to five years of age, parents monitor the appearance of the following signs of speech development disorders:
- incorrect pronunciation of words or individual sounds;
- impaired pronunciation speed and swallowing sounds;
- the child confuses prepositions, conjunctions, cases, and does not respond to corrections;
- inability to clearly and consistently describe a picture or make sentences.
Carrying out rehabilitation after operations affecting the speech apparatus also falls within the competence of a speech therapist, and can be relevant at any age.
Parents need to clearly understand all the consequences of a situation when a child’s speech problems are allowed to take their course:
- Children with speech impairments usually master educational material worse, which is why school performance fluctuates between low and average;
- speech hearing impairment interferes with the study of foreign languages;
- impaired speech coherence makes it difficult to study oral subjects: biology, literature, history, and others;
- Speech defects cause problems with communication, the appearance of an inferiority complex, and psychological discomfort.
The most important thing is that the child tried
– If the parents seem to be happy, it is clear that their “speech therapy” child is really making some progress, trying hard, but the teacher thinks that the child is weak and continues to give C grades?
- This is, of course, bad. The most important thing is that the child tried. He didn't try for a C grade. So effort is worth giving a grade. It is no coincidence that, for example, music schools have disadvantages. For example, they give it a five with three minuses. These disadvantages are the degree of gradation of success. And sometimes you may not deliver anything. I tried, and well, and well done. Because if a person tries, he should be rewarded for his efforts.
The reward system should be flexible. Our center has extensive experience working with children with autism. In classes they are not rewarded only for the final result. When will he be there again?
Encouragement from the teacher can be a word for some specific small task: “Where did you try, let me see.” I tell schoolchildren: “Let’s choose the three best letters and give them a plus.” Or: “Let’s write for dad. After all, we will try for dad.”
You can set a specific task: “Let you now write the text from memory.” And we don’t look at the mistakes, but the child is happy, he made it. We will talk about mistakes later, in another task.
When I worked as a school speech therapist, I rewarded children for small pieces of work. I told them: “All the work didn’t work out very well, I will only appreciate this exercise, and here you did everything just wonderful!” I think this approach is reasonable.
– Is it possible for parents to offer their child some kind of material bonuses for classes?
- Certainly! All incentives just need to be thought through. For some this is an encouragement, but for others it is not an encouragement at all.
I sometimes ask parents the question: “What would be an encouragement for you?” The smart and fast ones answer: “Money.” This is natural, an adult wants money, because with it he can buy any reward he wants. It's difficult for children. Children cannot do something like that directly.
Although there was such a story in my life when my mother, a fourth-grade student, decided to ask if I knew natural history. And I told her everything, answered all her questions and received a metal ruble as a reward. It was the ultimate dream, because the ruble is very, very much. For a ruble you could buy a lot of ice cream, for example. Mom never indulged in money; everything amounted to 20 kopecks for a pie and tea, relatively speaking. And then a ruble was given. This example is about an individual approach.
Therefore, for some, emoticons, flags, plus signs are suitable as encouragement, for others - candy. At the center, we reward children with candy, cut cookies into pieces, and for a small task completed, part of the task is micro-encouragement: “You did it!”
– What if the teacher gives a C, thinking that this will give the child motivation to study better?
– I just want to say: is it possible to leave this teacher? In my opinion, the concepts of motivation and encouragement, or rather even punishment, are confused. Evaluation in this case is not motivation, but punishment.
When training, punishment does not work, only encouragement for any success, even minimal.
Such a teacher needs to be somehow pushed towards reading books on behaviorism, the study of human behavior. If a child has studied, he cannot be punished for it. Punishment is for misconduct, not for learning.
– How do you motivate a child? So he writes with errors, counts with errors, and he doesn’t care. How to explain why to correct the situation?
- I'm used to it. Apparently, he was put in such a situation that he stopped worrying about it. There are a lot of mistakes, they are growing. There must be types of work in which there will be no errors. For example, the task: just copy the text. Not accurate copying, not competent writing, but only copying. Or dictation and only speed dictation. And a score for speed. But we have several at once: we dictate quickly and give marks for literacy, and even accuracy. And if it’s an essay, then also for aesthetics, for lyrics and for mistakes. Therefore, it will not suit such a child. We need to show him that he can, that he can cope.
When you start working with such children, at first they “hate” you: you force them to do something they don’t like to do. I usually instill confidence in the child and say: “I will teach you in such a way that it will not be scary. It’s definitely not scary.”
Very often I don’t let you check the entire text, but select a couple of sentences and say that the child made a mistake in them. I put a dot in the margin - there is an error on the line. This is no longer very scary, because not the whole text. And the child immediately finds this mistake for me. “Wow, almost without checking, you “see” errors, it’s great, simple!” And he is proud that everything works out quickly and at the same time I do not scold him for correcting it, as they usually scold him for mistakes, but praise him.
– All speech therapy problems should be solved by what grade?
- All? Traces of many complex systemic disorders can remain for life. If speech in general was formed by school, and writing and reading impairments appeared already in the 1st-2nd grade, then it is advisable to complete the correction by the end of elementary school. If a child did not receive proper help in elementary school, and the problems persist, then a speech therapist can be contacted throughout the entire period of schooling. Let me list the optimal timing of correction.
So, if three people are included in the process: mother, child and specialist, then provided that the child has 4-5 in mathematics, written speech disorders can be corrected within a year. If a specialist works without the help of parents, then in two years. If a child’s cognitive functions are reduced, the process lasts for many years.
What is bad about being a speech therapist?
This is working with children and their parents, which in itself is not bad, but difficult. It is difficult to find a common language with a child if he is already so overwhelmed that he is afraid to talk at all. It is difficult to call a child to order, especially if he does not understand speech well, if his memory is weak, his attention is unstable.
It is difficult to convey your recommendations to parents, who often do not understand the seriousness of the problem. Yes, they want the child to finally learn to speak. But first of all, they are concerned with those very “defects of fiction”, and not with speech as a whole. The more severe the violation, the more reluctant they are to complete homework.
Now I work at a school for children with severe and multiple developmental disabilities. Their speech difficulties are a consequence of motor and intellectual impairments. Many of our students have behavioral problems, so-called disorders of the emotional-volitional sphere. To win over such a child and set him up for work requires diabolical ingenuity and absolute dedication. Speech pathologist, speech therapist, psychologist, subject teachers - we all work in the same team.
It's difficult, but we like it.
Why a child does not study well - myths and reality
Myth: A child does not study well because he is lazy
In reality: Laziness is a social function, and it already appears by school. Laziness is when you have to, but don’t want to. But still, children are not very lazy, because everything before school was structured for them. And if a child lives in a good regime, then he cannot be lazy.
Who are they talking about “lazy”, and is this really a myth? These children are not resourceful. Children who cannot sit through the entire lesson and who need a break. Or maybe you need a snack: a pie, juice, or you need to move: get up and walk to the toilet. We remember that it is difficult to remain in a static position for a long time, and in general static has only just begun to actively form, so children have an urgent need to stand up and stretch, but this is not accepted.
This is not laziness, this is physiological fatigue. I want to lie down and I want to sit down, leaning on something. Often the child is distracted due to protective inhibition of the brain - this is how the nervous system works if the child is overloaded or tired. The protective brake turned on, and that’s it, the grass didn’t grow, he was mentally outside the window. It's not inattention, he's just tired.
Myth: A child can study, but does not want to, he is inattentive
In reality: Attention is a really important function in communication, and in many children it may be reduced, undeveloped, and may even have attention deficit disorder.
Who do they talk about “inattentive”, and is this really a myth? Everyone who works with children in primary school should know the physiology of the child. The active formation of selective attention occurs precisely during this period.
School time should be interspersed with periods of learning and relaxation. Some people are able to work in the morning, while others, on the contrary, only gain strength in the afternoon. Girls are ready to study right away, from the very beginning of the lesson, but boys need time to unwind and get involved.
When the girls listen carefully to the explanation of the new material, the boys look through their textbooks and take pens out of their backpacks. The teacher finished the explanation - the boys are finally ready to listen, and everything has already been explained, and it’s time to move on to doing the exercises.
Here we are not talking about inattention, but about physiological features. There are people who turn on in the morning, like a running car. And there are those who swing for a long time, and then do everything quickly. And there are those who exist in a mode - they worked, got up, worked.
It’s just that the school itself doesn’t suggest this. It is very difficult to organize the educational process when everyone goes somewhere and relaxes. But this is a social problem, not a student’s problem. After all, we are talking about physiology, we are talking about psychology, we are talking about speech therapy problems that are involved in the general learning process.
But they took the children out earlier for exercise, thought through the schedule in order to alternate lessons that require special attention with those in which they can aesthetically and physically recharge. In Japan, children are endlessly taken out to run, dance, and play musical instruments.
Myth: A child does not study well because he was not prepared for school
Reality: The truth is that a child may lag behind other children at the very beginning. That is, they are already reading, but he cannot. And not because he was not prepared, but because he has his own physiological pace of development and maturation. The same can be said about children with delays and speech problems. Even if you teach before school, you may not be able to do it in time, because the mechanism is different - not social, not because you didn’t prepare, but because there is a violation. He didn't have time to just prepare.
Who are they talking about “not ready for school”, and is this really a myth? Two children of the same age went to school. This was prepared, but this was not. If a child who has not been prepared in advance is normotypical, then after a very short time they will learn at approximately the same pace, also because elementary school is the most favorable time for learning, 7-8 years is a sensitive period for learning to read, writing, arithmetic.
Myth: Extra classes and clubs interfere with your studies
In reality: Of course, they interfere if absolutely all the time is devoted to, say, gymnastics. Here we need to set priorities. Either we study and go to the same section for the soul. Either we are geniuses in music, we play, or we are athletes, well, we also study a little.
About someone they say that he “spends all his time on clubs,” and is this really a myth? In our center, for example, there is a girl with problems mastering school skills. She studies in a regular school. And my mother immediately said: “We will never give up drawing, she has aspirations.” Yes, we are in favor, let the person draw. We helped the girl solve speech therapy problems in the Russian language and reading. And here it is - a situation of success. She also draws and feels just great!
Myth: A child does not study to spite the teacher.
In reality: A child can show his dissatisfaction, and it looks like “out of spite.”
About whom they say that he does not study “to spite the teacher,” and is this really a myth? These are behavioral problems. We need to figure out when the “evil” began and for what reason. Behavioral analysis is useful for everyone. In this case, it is necessary to analyze the behavior: why the person was offended, how often he is offended, whether it is possible to put up with it or not.
In general, we are all bad at voicing our problems and become isolated. It’s even more difficult for children, they have less experience, so adults need to get involved: parents, psychologists. It is necessary to be observant and notice changes in the mood and behavior of children.
Diseases and disorders within the competence of a speech therapist
A speech therapist works with various types of speech disorders, both oral and written.
Its task is to eliminate:
- dysphonia and aphonia (impaired speech sonority or lack thereof);
- dyslalia (problems with the pronunciation of specific sounds or combinations of sounds);
- bradylalia or tachylalia (slow or accelerated pronunciation of sounds);
- dyslexia and legasthenia (reading impairments);
- speech defects and rhinophony of the voice associated with hearing impairment, as well as with surgical intervention;
- Battarism, Hottentotism (absolute slurring of speech);
- rhinolalia (speech problems that arise due to the formation of the upper lip and palate);
- dysgraphia and agraphia (written speech disorders).
The doctor treats some of these pathologies together with surgeons, dentists, neurologists, and otolaryngologists.
A separate area of activity of a speech therapist is speech disorders associated with organic damage to the speech centers of the brain. Such defects are usually quite difficult to correct. This is done by a speech therapist-aphasiologist.
How to prepare a child for school - advice from Olga Azova
I believe that there is no need at all to prepare children for school in the way they do now. It even sounds somehow absurd: preparing for school. What will we do at school then if we have learned to read and write? How do you cook anyway?
Train your muscles.
When preparing for school, it is necessary to deal with the physical development of the child. Many modern children are physically very weak. They play little, jump and run little, and don’t know how to play role-playing games. If a child has not learned to hold a pen, stroke, and does not know how to button buttons and lace shoes, it will be more difficult for him to master the skill of writing and learn in general.
Motor development greatly stimulates the brain, forms new neural connections, and stimulates the centers that are responsible for speech and motor functions.
When a child comes to me for a consultation, I do not immediately sit him down at the table, offering pictures. I carefully watch how the child enters my office: does he touch the door frames, does he fall over on his side, does he limp, does he walk on his toes, does he shift from one foot to the other.
Prepare for the fact that your child will need to be static for a long time: train the muscles of the back and leading arm (adaptive physical activity, general massage with an emphasis on the muscles that are involved in the act of writing, biofeedback training for the leading arm and back muscles).
Train your balance.
A bicycle is a means of transportation for a child, so when walking, the child should ride the bicycle, and not the father’s bicycle.
Use other opportunities to train your balance: jump on a trampoline, try different exercises, swing on a swing, walk on a balance beam, do exercises on a stability ball.
A well-developed balance is a support for the development and coordination of functions that form writing and counting skills.
It is good that the child is ready neurologically and psychologically for school.
If there is some kind of pathology, then you need to think about how to help him. Let's say a child with speech disorders. This child should remain in the sight of the speech therapist and be supervised by him. It is better for such a child to be observed by a psychologist and neuropsychologist.
Before school, play a lot of role-playing, rules-based, story-based and other games.
Play is a motivation for learning. A child should play a lot before school. When a child plays, he builds relationships in the game. Games have rules and order. This is the only way to painlessly change the leading activity: from gaming to educational. Then the child begins to understand the learning task, and not just play with an eraser and pencil.
Learn to listen.
Of course, you need to watch it too. But a huge flow of information comes through the ears, especially if the teacher is teaching. For women, the auditory method of communication is more typical. Boys, on the contrary, are more suited to the visual type. And in general, it’s easier for children when the task is given not only by ear, but also written down. Many mothers know that if the teacher does not write homework on the board, the child believes that nothing was assigned. I didn't hear.
Learn to hear, train auditory perception, “phonemic hearing” (distinguishing sounds that are similar in sound). Use Tomatis (method for developing auditory perception). Learn to answer questions and respond.
By school, the child must learn to speak spontaneously.
Teach your child to retell, tell, fantasize. If a child has difficulty finding words (cannot name the word “garage”, “fountain” in the picture), makes many grammatical errors (trees - “trees”), does not pronounce the whole word (thermometer - “temomet”, “temom”), cannot pronounce sounds (misses, replaces, distorts), his “phonemic hearing” is impaired, then he definitely needs to work with a speech therapist .
7. It is necessary to develop visual-motor and auditory-motor coordination.
I hear, I write, I see, I write. If children do not retain instructions well or are not taught, for example, to memorize a sentence and then write it based on memory, then they begin to copy almost every letter or look at the teacher after each written word during dictation. These children need some kind of training. You need to learn to retain information in memory, starting with sentences of two words, and so on up to six words.
Train your auditory-verbal memory: learn poetry! Nothing trains your memory better than memorizing a quatrain every day. Maintain this form throughout your life. If a child has problems with perception and memory, then he needs to work with a neuropsychologist who will stimulate these functions.
It is important to decide on lateralization and which hand the child will write with.
Neurophysiologists and neuropsychologists ask you to decide on your leading hand, eye, leg . Why do we need to decide? In order to determine the type of child and, possibly, the type of learning. If a child is right-brained: he has an eye and a right ear, maybe he is a future artist or musician. This should be taken into account when choosing a program. And if we send such an emotional, artistic, creative child to a class to learn according to Peterson, it will not be easy for him there. Because he is not a logician, not a mathematician.
Before school you need to develop a rhythm.
The basis of the sound-syllable structure is the ability to clap the rhythm. We speak in words, syllables, sentences - linearly. And we write linearly. If a child has poor rhythm, then in oral speech there is a violation of the sound-syllable structure, and in writing there are omissions and rearrangements. Slap different rhythms, practice different types of timing!
The main causes of speech defects
Determining the nature and etiology of the appearance of certain disorders in the functioning of the speech apparatus is the first step towards overcoming them. Theoretical knowledge in this matter allows us to take certain preventive measures in order to prevent the problem from occurring in those people who are at risk. Of course, each case is individual, and, for the convenience of speech therapists, the most basic and most common factors that provoke the appearance of speech defects have been combined into a general classification. There are:
- congenital features of the development of the speech apparatus: intrauterine pathologies of fetal development, genetic mutations, hereditary predisposition, acute or chronic fetal hypoxia, birth injuries;
- organic disorders in the cerebral cortex acquired during life: acute infectious diseases affecting the membranes of the brain, traumatic brain injuries, diseases affecting the cerebral cortex (for example, circulatory disorders);
- psychological problems - these include pedagogical neglect, lack of people around, unfavorable situation in the family, psychological trauma, for example, fear or the consequences of violence.
