Annotation:
The material presented in the methodological recommendations “Initial stages of correctional and developmental work with speechless children” will help speech therapists and parents in the formation of speech through a coordinated impact on non-speech functions in the process of leading activities.
This article describes in detail: a polymorphic group of children with an inability to use the means of language. In compensatory preschool educational institutions, children included in this group may have speech development delays (up to 4 years), general speech underdevelopment, and alalia. The characteristics of children with this speech pathology develop under conditions of dysontogenesis.
The main stages of work, taking into account the level of development at which the child is at the beginning of education.
The implementation of this material can be included in the pedagogical process: in classes of the cognitive cycle, games, work, free activity, entertainment, leisure.
Speechless children are a conventionally identified polymorphic group of children with an inability to use language. In compensatory preschool educational institutions, children included in this group may have speech development delays (up to 4 years), general speech underdevelopment, and alalia. The basis for their combination is the following provisions:
1. Children with this speech pathology develop under conditions of dysontogenesis.
Ontogenesis is understood as the individual development of an organism, which is especially intense before reaching puberty. The term “dysontogenesis” refers to deviations of prenatal (intrauterine), natal (during childbirth) formation of body structures from normal development, which can actively develop in postnatal ontogenesis, mainly early, when the morphological systems of the body have not reached maturity. (The development of a child occurs on a defective basis. When brain cells are damaged, immature, inactivated, the processes of neurodynamics - cell maturation - are disrupted).
The development of a child in conditions of dysontogenesis determines the presence of stable neurological symptoms in the form of minimal cerebral cerebral dysfunction (MCD or MMCD), which is a long-term consequence of “perinatal encephalopathy” (the diagnosis of “perinatal encephalopathy” is made only in the first year of a child’s life) and is manifested by increased excitability, emotional instability, impaired perception, diffuse and mild focal neurological symptoms. Motor development is not severely affected, but a kind of motor clumsiness and erased motor disturbances are revealed. In children with a history of minimal cerebral dysfunction, you will find scattered neurological symptoms: asymmetry of facial innervation, there may be the presence of slight spasticity, valgus or vargus position of the feet, scoliosis, strabismus, a slight decrease in visual acuity, signs of partial motor immaturity (tremor manifested during exercise, excitement), a lag in the formation of general dynamic praxis. In the mental state of these children, certain features of general emotional-volitional immaturity, insufficiency of active attention functions, fatigue or increased excitability are noted. The pathogenetic basis of this condition is the delayed maturation of late-forming brain structures and functions.
In psychoorganic syndrome, the neurological and psychological disorders described in the first group (MMCD) will manifest themselves more roughly in the form of:
a) hypertensive-hydrocephalic syndrome (increased intracranial pressure). Its signs: the severity of the frontal tubercles, an increase in head circumference, an expanded venous network in the forehead, temples and eyelids. Impairments in mental performance are manifested in this syndrome in the form of increased fatigue and exhaustion and are combined with a lack of memory, attention, switchability, slowness of thought processes, insufficient purposefulness, tendency to side associations. Some children are characterized by increased excitability and irritability. These children do not tolerate heat, transport, and complain of headaches and dizziness;
b) cerebrasthenic syndrome, which manifests itself in the form of increased neuropsychic exhaustion, emotional instability, disturbances of active attention and memory. In some cases, the syndrome is combined with manifestations of hyperexcitability - signs of general emotional and motor anxiety, in others - with a predominance of lethargy, lethargy, and passivity.
c) neurosis-like syndromes in the form of fears, sleep disturbances, tics of the muscles of the face and limbs, transient or more persistent enuresis;
d) rare or episodic convulsive conditions or epi-syndrome,
e) motor disorders: asymmetry of tendon reflexes, unstable gait with residual effects of hemisyndrome or cerebellar syndrome (tremor, impaired coordination of movement and articulatory motor skills).
f) more severe visual impairment (partial atrophy of the optic discs, etc.).
2. Damage to the central nervous system of varying severity determines disturbances in the formation of mental, preverbal and actual verbal functions in the form of:
- absence or sharp limitation of babbling in some children (a sign of dysontogenesis),
- possible disturbance of sensations in the form of hypo- and hyperesthesia (changes in the sensitivity threshold), hyperacusis (increased sensitivity to sounds that are indifferent to others: the noise of crumpling paper, the rustling of matches in a box, the sound of dripping water. Noises become a super-strong irritant for immature cortical cells), which indicates disturbances in the hindbrain area, where information about the outside world is received and processed,
— undeveloped communication skills: from refusal of contacts to selectivity in communication (difficulty making eye contact, inability to listen, etc.),
- violation or insufficiency of gnostic-praxic functions (auditory gnosis - discrimination based on recognition, praxis - purposeful actions, complex movements, articulatory praxis - articulatory movements and postures),
— behavioral disorders (negativism, hyperactivity, etc.),
— unity of the mechanism of violations.
Children with alalia widely use kinetic language - emotional, indicative, and figurative gestures.
Imaginative and conceptual thinking, which is expressed in non-verbal form, does not suffer. Children correctly understand the formed spatial relationships, but they reflect them incorrectly in speech.
3. ZRR, ONR, alalia, have the same nature, brain mechanisms of disorders.
The development of the verbal function itself is associated with left hemisphere lateralization of functions (transfer of functions from the right hemisphere to the left). Alalia is diagnosed if the connection between brain areas is severely disrupted. With delays in speech development, lateralization occurs at the wrong time, interaction between zones is defective, and development lags behind. General underdevelopment of speech is noted when the period of active development has passed (after 5 years). The reasons for the delay are broader: motor disorders, sensory deprivation, etc. The symptoms of RDD, ODD and alalia are different, the reason is the same - the brain structures do not mature. Compensation can be carried out directly, as in case of delays, or in a roundabout way, as in case of alalia and underdevelopment.
Alalia is the absence or underdevelopment of speech due to organic damage to the speech areas of the cerebral cortex in the prenatal or early period of a child’s development.
Alalia (according to V.A. Kovshikov) is considered as a language disorder, which is characterized by the impossibility or destruction (disorder) of generating language operations.
Language subsystems are disrupted:
1. Lexical (choice of words, i.e. actualization, presence of verbal paraphasias). Children with motor alalia can update low-frequency words, but cannot update simple ones. Concepts formed in the expressive cannot be used in active speech, which manifests itself in incorrect search and choice of words.
Verbal paraphasias are verbal substitutions caused by instability of the sound and semantic appearance of a word, characteristics of verbal memory, expansion or narrowing of the meanings of words:
- mixture of species characteristics (earth and moon),
— the whole replaces the part (cheeks, face, coat pocket), and vice versa (glass window),
- the child addresses only the function (stove fry),
— a situational attribute of an object (scales store), a particular attribute of an object (a big cloud), incorrect associations (carousel circus) are updated.
- replacements with onomatopoeias, replacements with neologisms (belly - pupon, pig - parasyukha),
- sound and rhythmic features are extracted from memory (chsh - kettle, oars - buckets),
— morphological characteristics (lizard caterpillar).
2. Morphological (word structure). The word is perceived indivisibly by a child with alalili. Root words without inflections are used. Prefixes and suffixes are not used, or are broken (drove up). The roots, as a rule, remain intact (maybe in a transformed form). When changing the form of a word, the emphasis is preserved (house houses, eyes eyes);
3. Morphosyntactic (i.e., expressions of relations and connections - declension, conjugation; incorrect agreement of nouns with adjectives in case),
4. Phonemic (selection of phonemes within a morpheme). Sounds are subject to inconsistent substitutions, omissions, and rearrangements. They can be pronounced correctly in different contexts. Reason: the child takes into account only one sign, and not a set of meaningful features. Contrasts are used better, shades worse.
5. Semantic-syntactic (at the level of sentence and text). At the sentence level: the absence of a predicate (verb) or its placement at the end of the sentence, which is typical for children with speech delays. Reducing complex semantic-syntactic structures to simple ones. Incorrect use of conjunctions (Mom told the children that’s why it was raining). In the text, the means of communication are poor and simple (then..., then...). The unformed structure of a sentence is determined by the immaturity of language operations: the choice of words and the construction of a plan of utterance (internal programming)
Children with sensory alalia experience decreased hearing for high-frequency tones and a peculiar impairment of non-speech (hyperacusis) and speech (phonemic) hearing. Echolalia (reproduction of words without comprehension and consolidation in speech) is noted and is an important diagnostic criterion.
When they have their own speech, children intone expressively. Pronunciation is characterized by approximateness, an abundance of paraphasias (substitutions), elision (omission of sounds, parts of a word), perseverations, contaminations (one part of a word is combined with a part of another word) is revealed.
Alalia is more often observed in left-handers and ambidextrous people.
Consultation “Speech therapy work with speechless children”
Lyudmila Yaroshenko
Consultation “Speech therapy work with speechless children”
Speech therapy work with speechless children.
Speechless children are children who lack speech. They have a complex organic disorder, which makes corrective work with them .
Children with various mental development delays, including undifferentiated ones, motor and sensory alalia, early childhood autism, intellectual disability, cerebral palsy, hearing impairment, anarthria (severe degree of dysarthria) as speechless
. They are united by a lack of motivation to communicate, inability to navigate a situation, disordered behavior, inflexibility in contacts, increased emotional exhaustion - everything that interferes with the child’s full interaction with the outside world.
in speechless children: perinatal encephalopathy, minimal brain dysfunction, hypo- and hyperexcitability syndromes, hypertensive-hydrocephalic and cerebrasthenic syndromes. They are characterized by: decreased mental activity, attention, memory; lack of purposeful activity; symptoms of central nervous system damage that are regressive in nature; periodic crises, manifested in bouts of crying, gag reflex, restless behavior.
It is sometimes difficult for parents to decide how much such a child needs special attention, what prevails in him is the inability or unwillingness to use his speech abilities. The participation of a speech therapist in this case is necessary to assess and help the non-speaking child. In this case, it is important not to miss the early age of the child, which will help to form in the non-speaking person not only the basics of communication, but also to develop mental functions, personality as a whole, and the ability to integrate him into the world around him.
Currently, there is a wide selection of individual manuals and visual material for speech therapists and parents , including for working with speechless children . However, many of them are divorced from the real characteristics of a non-speaking child. Some of them do not clearly show the correlation of the proposed forms, methods, stages of correctional education with the regime moments and specifics of communication with a non-speaking preschooler.
Many parents of non-speaking children, incorrectly oriented by such materials, believe in the extremely beneficial effects of various innovations and techniques (probe massage, repeated repetition of speech material, the use of finger exercises).
Finger gymnastics promotes the development of fine motor skills, which is important for the development of writing and can be used as an aid in working with speechless children . However, the development of fingers does not yet stimulate the development of language, verbal (oral)
speech must be formed in its pure form.
Therapeutic physical education and speech therapy massage are part of complex correctional and developmental work and are needed for certain disorders of the speech development of children.
Probe massage using special devices is often carried out without taking into account the neurophysiological characteristics of speechless children and therefore it can equally bring both benefit and harm.
The role of repetition in normal ontogenesis is insignificant; any child actively learns material, therefore, for the development of speech, a situation should be created, and not just repeat the memorized material.
Formation of one’s own speech, correct emotional development of a speechless child , nurturing the desire and need to communicate with the teacher, parents and peers should become the basis of classes.
The development of personal qualities - kindness, patience, attention, perseverance, the ability to obey the demands of adults - is very important for a speechless A non-speaking child should be involved in communication not only in specially organized classes, but also during routine moments, on a walk, in a game, so that the acquired skills are not “passive baggage”
, but provided the basis for successful learning.
The examination of speechless children should be structured as a set of interrelated techniques and tasks, the use of which will allow us to identify their individual characteristics.
Diagnosis of speechless children should be carried out taking into account the following principles:
— an integrated approach (makes it possible to predict communicative and speech, verbal development);
— systemic structural-dynamic study of mental development (allows to increase the effectiveness of psychological and pedagogical study in general );
— qualitative analysis of the defect structure (provides material for performance assessment)
;
— a holistic analysis of the child’s mental development (allows us to reveal the relationship between the primary and secondary defects)
.
Speech therapy examination of speechless children should be comprehensive. Conventionally, it can be divided into three parts.
Part 1 – speech understanding is studied, the state of impressive speech, auditory attention and phonemic perception are examined.
Goals:
- identify the features of phonemic perception of speech and understanding the semantic content of the sound stream - semantic and emotional meaning;
— to clarify the child’s readiness to communicate and a tendency to improve the language system.
Part 2 – non-speech functions are studied.
Goals:
- determine the characteristics of sensorimotor and tactile perception, the ability for purposeful activity, the degree of concentration of attention on an object;
— identify specific components within these functions.
Part 3 - nonverbal components of communication are studied.
Goals:
- identify involuntary reactions and gestures used in non-verbal communication;
— to study the current and potential possibilities for the development of a child’s communication, the degree of spontaneity and the acquisition of communication skills.
Speech therapy work with speechless children is based on data from general pedagogy, defectology and speech therapy , and didactic principles:
— complexity, the impact is carried out on the entire complex of speech and non-speech disorders;
-maximum support on multimodal afferentations, on various analyzers (visual, kinesthetic, motor)
;
- reliance on intact links of the impaired function, on unaffected links of activity is carried out on new, compensatory principles;
- gradual formation of mental actions, in which work on each type of task is carried out in a certain sequence;
— taking into account the zone of proximal development, in which tasks can be completed with dosed assistance from a speech therapist ;
- complication of the material, with the gradual inclusion of difficulties in speech therapy work ;
-ontogenetic, the sequence of formation of communicative activity and its components in ontogeny is taken into account;
-functional-semantic, coordination of subject and speech actions of the speech therapist and the child - in the role of complex cognitive and linguistic orientations.
Based on the principles of experimental learning, it is necessary to select and systematize language, speech, game and didactic materials.
In speech therapy work with a child, it is necessary to include parents as participants in the correctional process. They need to be informed about the results of the examination, the immediate and long-term goals of correction.
work should be carried out with parents to explain the importance of developing the personal qualities of a preschooler - kindness, patience, attention, perseverance, the ability to obey requirements - both for the adaptation of the child as a whole and for the effectiveness of speech therapy work .
It is extremely important that parents develop the correct attitude towards the child’s defect, adopt ways to overcome it, and create conditions for communication with him.
In correctional work, an activity approach is implemented that involves the inclusion of children in different types of play activities, varying in content, complexity, and degree of social mediation.
Teacher-speech therapist MBDOU No. 118
Yaroshenko L. Yu.
Forming interest in activities in speechless children
The group of speechless children is heterogeneous; it includes children with temporary delay in speech development, expressive and impressive alalia, anarthria, early childhood autism, and intellectual disability. However, all these children are characterized by a lack of motivation for speech activity, insufficiency of basic ideas about the meanings of objects and phenomena of the surrounding reality, immaturity of the communicative, regulatory, and planning functions of speech, and insufficiency of the sensorimotor level of speech activity. Lack of motivation to communicate, inability to navigate the situation, increased emotional exhaustion. All this interferes with the full development of speech and the child’s interaction with the outside world.
Thus, at the initial stages of working with non-speaking children, the goals and objectives will be similar, regardless of the etiopathogenesis and mechanisms of speech impairment. A comprehensive system of work with speechlessness at the initial stages is aimed at the formation of the mechanisms of speech activity, its motivational, incentive, sensorimotor level.
Reliance on various types of activities provides the speech therapist with various opportunities in terms of increasing motivation for classes and overcoming negativism. Forming the basis of the motivational and incentive level of speech activity is possible through unusual types of activity that are close to the child: gaming, visual, object-practical.
Using various types of activities to develop the interest of speechless children, we developed speech initiative, created motivation for speech activity at the same time as enriching the internal and external vocabulary, formed in the child the need to pronounce a simple phrase, to take a joint action, to comment on it in speech, to verbal activity the child himself.
Speech therapy work with non-speaking children provides for a corrective impact on both speech and non-verbal mental processes, the emotional and personal side of the child’s development.
Let us define the main tasks of correctional work with non-speaking children (1st level of speech development according to R.E. Levina).
- Stimulation of speech and mental activity;
- Development of emotional communication with adults;
- Improving imitative activity;
- Formation of motivational and incentive level of speech activity
- Formation of a vocabulary that ensures minimal communication
To develop the child’s motivation, classes should be conducted systematically (2-3 times a week). The classes take a multimodal approach, i.e. reliance on visual, auditory, tactile, olfactory and taste sensations. The teacher (or parent) must be emotional, bright and support the child’s interest in various activities. Creating a positive emotional background for joint activities. Reliance on various types of activities of the child, constant change of types of activities during the lesson. Variability of visual and didactic material for children. The use of elements of competition, including food reinforcement, which helped increase motivation and interest in games. Using a visualized reward system.
The work took into account the individual characteristics of the child. Many speechless children have no interest in the world around them, and they play with great interest in geometric shapes and make objects from counting sticks and figures. Other children love numbers and counting objects more. Still others like to paint, others like to sculpt. It is necessary to find in the child what is most interesting to him and use this as motivation for the lesson and for speech in general.
For example: a child is given a difficult task that he is not interested in - placing baby animals with their parents. The child is shown that after completing the task he will color. The child willingly completes the task. Next, the child is given a coloring book with a lot of birds on a tree. We say that these are birds, but some birds sitting on the tree cannot fly, which means they could not climb the tree. And we ask the child to find and color these birds. Next, we look for the bird with the largest tail, smallest beak, etc.
For some children, food motivation is more attractive. This can also be used for training. For example: after completing a task, the child must show with his fingers (or using sticks or pebbles) how many small candies or crackers to give him.
To create a positive emotional mood for joint activities, it is advisable to use games, drawing, and modeling. These types of activities develop concentration. Emotional meaning is introduced into tasks based on sensory stimulation - rocking, spinning, pouring water, spreading cream on various surfaces, playing with semolina, kinetic sand. And also for the development of the cognitive sphere: seriation, classification, comparison, finding similarities and differences, understanding the hidden meaning - all this is included in any activity in the most unobtrusive and natural way. All actions are accompanied by emotional comments and small rhythmic poetic texts.
Tasks to activate sensations.
Goal: To develop the child’s sensations using various surfaces, with the help of light massage movements, to develop pleasure and interest.
Task 1. In front of the child on the table is a plate with warm and cold water, cotton wool, and a hard brush. An adult acts with the child’s hand, alternately slapping water, cotton wool, or a hard brush, accompanying the actions with the words [oh, ah]. If the child enjoys participating in the game, you can encourage him to act independently. In the future, various surfaces are used - sandpaper, a plate with cream.
Task 2. Game “Traces”. On the table in front of the child is a toy house and pre-softened plasticine in the shape of a path. The speech therapist explains to the child that if someone follows the path, footprints will be left, and shows how to make them using combined actions. The game is played sequentially: with each finger separately; each pair of fingers of both hands (thumbs, index, middle); index and middle fingers of each hand. Children reproduce the sound words “top-top”, Misha-[be], bunny-[op-op], frog-[kva-kva], kitty-[meow-meow]
Tasks to develop the ability to use nonverbal means of communication.
Goal: Reproducing the movements depicted in the plot picture, developing facial expressions and an adequate emotional reaction.
Task 1. The child, looking at the plot picture, answers questions with a gesture or movement. In the plot picture “a butterfly is flying” - the child waves his arms, imitating the flapping of his wings, accompanied by onomatopoeia [mah-mah]; “the girl is eating”, “the cat is lapping milk” - imitating movements of the tongue, movements of the hand from the table to the mouth, accompanied by onomatopoeia [am-am].
Classes in sensory rooms and corners, conducting sensory games contribute to the establishment of emotionally positive contact between a child and an adult; sensory games are an important tool for overcoming the negativism of a speechless child. Most children with developmental disabilities learn new things more easily if teachers use a multisensory approach, i.e. All the child’s senses are involved in the work (Newman S). Sensory games are an attractive activity for a child, providing an emotionally rich background for speech therapy sessions and overcoming negativism. Sensory education of speechless children consists of the following sections: tactile-motor perception and development of motor functions; visual perception, perception of the properties of objects through touch, smell, taste; auditory perception. Sensory education contributes to the formation of speech activity. Let us give examples of sensory games and play exercises aimed at stimulating motivation for activity and developing speech activity.
Examples of games aimed at developing the sense of smell: “Pleasant-Unpleasant”, “Scented Bags”.
Games for the development of auditory perception: “noise boxes”, “Bell”, “Musical instruments”.
Visual perception: “Recognize the picture”, “Collect the picture”.
Kinesthetic perception: “Dry pool”, “Colorful jar”, “Light-heavy”.
Games for the development of motor functions: “Toad-bug” - children imitate the habits of animals and stimulate children to pronounce onomatopoeia “Kva-kva”, “Zh-zh-zh”.
Games: “Zoo”, “Bird yard”. An adult shows pictures and asks to transform into the animal shown in the picture. Dictionary: frog - “kva-kva”, dog - “tyaf-tyaf”, turkey - “ball-ball”, cat - “meow-meow”, sheep - “be-be”, etc.
After the child has a need to imitate the word of an adult, it is necessary to get him to reproduce the stressed syllable, and then the intonation-rhythmic pattern of one-, two-, three-syllable words. Any attempt to pronounce is encouraged, picked up, mistakes are not corrected. Games are used to activate speech imitation and stimulate the appearance of the first words: Game “Train”, “Boats”, “Birds”, “Balloon”, “Fishing”, etc.
Procedural and role-playing games have a positive effect on the development of speech and mental activity. For example: in the space of the gaming room there is a big world: forests, fields, rivers; the child goes out into this world and explores it. Children travel: crawl on their stomachs and on all fours, “swim”, “fly”. If the “river” ends, we stop; if there is a “mountain” ahead, we go up. Children, together with an adult, pretend to walk through the forest, step over a windfall, and look around. At the same time, the phrases are pronounced: “Ugh, how hot!”, stimulating children to repeat facial expressions and the interjection “Ugh.” Suddenly it began to rain. Everyone is hiding under an umbrella. Children hide under an umbrella, an adult drums on the umbrella with his fingers and says the onomatopoeia “Drip-drip. Like rain dripping: drip-drip.” Children pronounce.
During the game, teachers organized a dialogue with the children, as a result of which the children developed a need for verbal communication. We used games with a bibabo doll, role-playing games, and games with imaginative toys. To awaken children's play activity and enrich the play experience, various techniques were used: supporting the child's play initiative, increasing the number of game characters, expanding the range of play objects and actions, and enriching play plots. With the help of story toys, the teacher involved the child in an imaginary situation (performed play actions with the doll, talked to it, addressed him on behalf of the doll). Techniques were used to stimulate children's verbal communication. We stimulated the child to play with different characters: dolls, dogs, bears, etc., which contributed to the generalization of play actions and their diversity. Verbal commentary made it possible to translate objective actions with story toys into a plan of communication with the characters of the game. Playing with the child, connecting to his actions, the teacher, with leading questions and suggestions, stimulated the child to use or find the necessary toys. In the dramatization games “Ryaba Hen”, “Turnip”, “Kolobok” and others, part of the text was pronounced by adults, and part by children. Before dramatization, the speech therapist showed the children a fairy tale on a tabletop theater and stimulated the children to negotiate and repeat words.
Games were played with singing, in which children performed movements in accordance with the instructions of an adult while the teacher sang: “Fingers and arms”, “Loaf”, “Where is our Vanya?” and etc.
Stimulation of role-playing behavior was carried out through a playful interpretation of the child’s usual actions, giving them a playful meaning: “Come on, Dasha, you will sleep like a bear cub, tightly, now I will cover you as if you were in a den,” “And you, Denis, will sleep like a kitten." We created conditions for the child to accept role behavior. For example, a teacher says to a girl playing with a doll: “How you, Lenochka, rock the doll well [kach-kach], like a mother. The doll is sleeping. [bye-bye] You are a mother, and the doll is a daughter. Let’s rock the doll- [a-a-a-a].” Another technique was for the adult to take on the playing role during the game with the child. For example, the teacher said: “I am a mother, and this is my son” or “I am a doctor, and this is a patient” and addressed the character. During the games, the child gradually mastered different role relationships, learned to build dialogues, and communicate with his play partner.
We used games with rules in our work. Outdoor games with rhyming text and rhythmic movements were played every day. In the games: “The bunny is sitting, sitting,” “Cat and Mice,” “My funny, ringing ball,” etc., children were required to match the tempo of movement with speech. Children simultaneously learned about the habits of the animal and imitated its movements and sounds.
It is advisable to include in correctional and developmental classes with children exercises based on the child’s visual activity, which takes second place in the child’s life after play (M.V. Vodinskaya, M.S. Shapiro). Drawing develops hand-eye coordination, coordinates interhemispheric interaction, and contributes to the development of children’s activity and self-esteem (Kiselyova M.V.)
Let us consider the features of the formation of interest in the visual activities of speechless children. At the initial stages, we first attracted the children’s attention to the process of drawing, modeling, and the result obtained. At the same time, children were involved in joint actions with an adult, resorting to commented demonstration of their own actions.
We used elements of non-traditional techniques that helped create unusual works, increased speech motivation, and activated perception processes (paper-making, drawing with sticks, palms, vegetable stamps, etc.). An important role at this stage was played by the child’s development of understanding of the speech addressed to him and the improvement of the most active speech in the process of visual activity. The child was required to use at least one word to describe what he drew. In this case, the child could use both babbling and autonomous words. To develop active speech, we used such techniques as placing images, molded crafts on real objects, playing with objects, playing with multi-colored paints and multi-colored paper. Here are examples of game exercises.
"Drawing on ice." An adult and an adult paint a large piece of ice. At the same time, pronouncing the words “Drip-drip”, “blooper-blooper”, “ice”.
"Firework". Against a dark background, an adult and a child smear colored plasticine, stimulating the child to pronounce the words: “Hurray,” “fireworks,” “clap-clap.”
"Vegetable stamps". An adult demonstrates pieces of vegetables (potatoes, tomato, pumpkin). The child determines which vegetables the pieces are cut from, names them, and then draws with them.
"Magic jelly." Children, together with an adult, draw various figures whose contours resemble objects: a clock, a scale, a ball, a cloud, etc.
Visual activities were used in speech therapist classes in two versions: 1) when compiling a descriptive story about an object 2) when using activity products in game situations.
For example, children made vitamins from plasticine, drew them, and then fed them to the sick Mishutka. They drew grains for chickens and hens, and then acted out game situations involving dialogue between children and characters, etc. During the lessons, children drew fire, sky, earth, water. Various techniques were used: showing the subject, depiction techniques, verbal explanation, examining the subject, analyzing the work, comparing the work with a sample, commenting on the actions, etc.
For the assimilation of naming words, the actions of the children themselves with objects were of great importance, for example, the children made a plate and a spoon for the big and small bears, and then fed the cubs. At the same time, preschoolers were happy to pronounce play actions with created objects during the lesson: “Eat, big Misha, - um-am, here’s big Misha [O-O-O]. Here’s little Misha[o-o-o] and others.” Playing with objects was included in a story game or dramatization game, for example, for the game “three bears”, children together with adults fashioned three cups and three plates of three different sizes.
We also offered children special exercises using finger paints, inducing in them the “joy of experimentation” from playing with color. In the process of performing activities, children were provided with comments on their actions in order to develop attention to speech, increase vocabulary, clarify the meanings of words, and regulate the pace of activity. Visual and tactile perception of the object was purposefully and maximally commented on by the speech of adults.
When examining the subject, we involved all the children and verbalized their actions. This created conditions for children to repeatedly listen to speech patterns, which they mastered in the future. We included this technique in various types of visual activities: drawing, appliqué, modeling. Visual arts classes developed in children the ability to compare objects, signs, and actions.
Thus, the main strategy of correctional and pedagogical influences for speechless children was that, based on the development of the motivational level of speech activity, cognitive activity, the need for verbal communication was gradually formed, and the development of children’s speech activity was stimulated. As a result of the training, an increase in speech activity was noted. The voluntary regulation of children's activities has improved. The active vocabulary increased, communicative capabilities expanded - children entered into dialogue, communicatively significant phrases appeared. The speech behavior skills acquired in the classes were used for communicative purposes, and elementary grammatical structures were mastered.
Literature:
1. Dedyukhina G.V., Kirillova E.V. Learning to speak. 55 ways to communicate with a non-speaking child. – M.. Publishing House MAI, 1997.- 88 p.
2. Kiseleva M.V. Art therapy in working with children: a guide for child psychologists, teachers, doctors and specialists working with children. – St. Petersburg: Speech. 2006. -160 p.
3. Kolos G.G. Sensory room in a preschool institution. – M.: Arkti, 2007. – 80 p.
4. Kuzmina N.I., Rozhdestvenskaya V.I. Speech education in children with motor alalia. – M., 1977.
5.Lynskaya M.I. Formation of speech activity in non-speaking children using innovative technologies. – M., Paradigma, 2012. – 128 p.
Article:
The fundamentals of correctional education for children with special needs development were developed in psychological and pedagogical research by a number of authors (R. E. Lenina, B. M. Grinshpun, L. F. Spirova, N. A. Nikashina, G. V. Chirkina, N. S. Zhukova , T.V. Filicheva, A.V. Yastrebova, etc.). Speech formation is based on the following general methodological principles: - recognition of early signs of ODD and its influence on general mental development; — timely prevention of potential deviations based on an analysis of the structure of speech insufficiency, analysis of the ratio of defective and intact parts of speech activity; — taking into account the socially determined consequences of a deficit in verbal communication; - taking into account the patterns of normal child speech development; — interconnected formation of phonetic-phonemic and lexical-grammatical components of the language; — a differentiated approach in speech therapy work with children with special needs of various origins; — the unity of the formation of speech processes, thinking and cognitive activity; - simultaneous correctional and educational impact on the sensory, intellectual and afferent-volitional spheres. Children with OHP cannot spontaneously take the ontogenetic path of speech development characteristic of normal children (L. F. Spirova, 1980). Speech correction for them is a long process aimed at the formation of speech means sufficient for the independent development of speech in the process of communication and learning. This task is implemented differentially depending on the age of the children, the conditions of their education and upbringing, and the level of speech development. Teaching children at the first level of speech development includes: developing understanding of speech; development of independent speech based on imitative activity; formation of a two-part simple sentence based on the assimilation of elementary word-formation operations. Speech therapy classes with speechless children are conducted in small subgroups (2-3 people) in the form of game situations, which helps to gradually form the motivational basis of speech. In this case, puppet theater characters, wind-up toys, shadow theater, flannelgraph, etc. are used. Work to expand the understanding of speech is based on the development in children of ideas about objects and phenomena of the surrounding reality, understanding of specific words and expressions that reflect situations and phenomena familiar to children. From the first moments of speech therapy work, children are oriented toward understanding word combinations supported by visual action. The speech therapist speaks in short phrases of 2-4 words, using the same words in different grammatical forms, repeating individual phrases. Children learn in impressive speech the names of objects and actions performed by the child himself, and gradually learn to distinguish the characteristics of objects. The materials for conducting such classes are toys, clothes, dishes, food, etc. At the same time, they learn to understand some grammatical meanings. Particular attention is paid to the ability to distinguish between the grammatical forms of singular and plural nouns and verbs; appeals-commands to one or more persons (sit down - sit down); verbs that sound similar (they carry - carry; bathes - rides); actions that are close in similarity to the situation (sewing, knitting, embroidering, lying down, sleeping), as well as opposite in meaning (put on - take off, turn on - off), etc. The formation of passive speech helps to overcome the specificity and undifferentiation of verbal concepts. Accurate understanding of verbal instructions controls the child's response. It is important to correctly organize the subject situation and select appropriate didactic and gaming material. In this case, it is necessary to use musical classes, visual activities, excursions, walks, etc. Exercises are carried out with good emotional contact with the child and the stability of his voluntary attention. The development of independent speech is a necessary condition for the formation of an active vocabulary in children. The speech therapist names those words, phrases and phrases that he would like to include in the child’s expressive speech. A situation is created that causes a communicative-cognitive need for speech. The sound complexes or babbling words that appear in a playful form must be repeated several times in different keys, tempos, and different intonations. At this stage, the child is not tasked with correct phonetic design. Children are taught to call: close people (mom, dad, woman); simple names (Tata, Nata, Kolya, Olya); express requests (go, na, yes) accompanied by a gesture, etc. After children have the opportunity to imitate the word of an adult, they achieve the reproduction of a stressed syllable, and then the rhythmic-intonation pattern of one-two-three-syllable words (poppy, kitty, car). children are taught to add identical syllables from the available sounds at the end of a word (ru-ka, knife-ka, dad-ka). Babbling words must be used in simple sentences containing an appeal and a command (Mom, give); demonstrative words and nominative case of a noun (here kitty); command and direct object (give the ball). When teaching children to use the imperative form of the 2nd person singular, initially you can limit yourself to reproducing only the stressed syllable, and then two or more syllables. Children are taught to construct grammatically correct sentences like: nominative case of a noun + agreed verb of the 3rd person present tense. It is recommended to first repeat the imperative verbs of the 2nd person singular, and then add the sound t to the base of the verb “increase” (sit - sits). The speech therapist involves children in verbal communication and teaches them to use such an elementary form of oral speech as a short answer to a question. This is a transitional step to mastering simple dialogue. The formation of pronunciation is also closely related to the assimilation of words of different syllabic structures. Children are taught to subconsciously divide words into syllables and pronounce words syllable by syllable. The reproduction of the word is accompanied by clapping in compliance with the appropriate rhythm. Direct identical syllables (da-da, yes-da), syllables with different consonant sounds (ma-pa, pa-ma), closed into reverse syllables (pap-ap) are pronounced. In the process of conducting classes with children of the first level, the child’s active attitude to linguistic reality is consistently formed. The key point at this stage of training is a specially organized emotional game with a specific educational and speech task. The motives, purpose and situation of the game are specified depending on the focus on mastering vocabulary and the rudiments of grammatical meanings. As a result of multidimensional influence on speech activity, children move to a new stage of development. They begin to use rudiments of spoken language in various situations in connection with different types of activities. Their cognitive and speech activity increases noticeably. Education of children of the second level is carried out mainly in preschool groups for children with special needs (from 4 years of age), in the preparatory class of a school for children with severe speech impairments of the 1st department (from 6-7 years of age). The main objectives of training include: • intensive work on the development of speech understanding, aimed at distinguishing word forms; • development of elementary forms of oral speech on the basis of clarifying and expanding vocabulary, practical mastery of simple grammatical categories; • mastering the correct pronunciation and discrimination of sounds, the formation of the rhythmic-syllabic structure of the word. The material for enriching children’s speech is the surrounding reality, the study of which takes place on the basis of a thematic cycle. Specific concepts are clarified and accumulated, the subject correlation of a word is formed, the selection and naming of actions, signs and qualities, etc. Systematic work to expand the passive and active vocabulary, the development of conscious speech perception allows one to build up and generalize linguistic observations of semantic, sound, morphological and syntactic aspects of speech. In order to further develop their understanding of speech, children are taught to distinguish the meaning of prefixes in passive participles; at the end of the past tense verb, determine the person performing the action; determine the relationships between the characters based on a syntactic structure (for example, paired pictures are presented, one of which depicts a “non-standard situation: “a hare is running away from a girl”, “a girl is running away from a hare”); understand the spatial relationships of objects expressed by prepositions; combine items according to their general purpose (select everything you need for sewing); distinguish between case endings (show the book with a pencil, the pencil with a pen), nouns in the diminutive form (take yourself a mushroom, give me a mushroom). Questions are introduced that require an understanding of the changing forms of words and their connections in a sentence. The development of elementary forms of oral speech at this stage involves the practical use of sentences of several words. A prerequisite for the successful learning of children at this stage is their understanding of the meaning of each member of the sentence. Children are taught to answer questions and make sentences based on models. They are taught to listen and compare nouns of the accusative, instrumental (with stressed endings), dative cases with the nominative. Sentences with these word forms are clearly pronounced first by the speech therapist, and then repeated repeatedly by the child. At this time, simple definitions are introduced into the children’s speech, indicating the characteristics of objects by size, color, taste, etc. Question-and-answer conversations are organized about familiar situations and objects. Practical mastery of grammatical forms is prepared by the development of auditory perception, passive and active vocabulary, and sound pronunciation. As soon as children learn to answer questions and make sentences to demonstrate actions for pictures, they can begin to develop the ability to combine sentences into a short story. Memorization of short poems is widely used. Mastering correct pronunciation includes the use of a variety of exercises to develop articulation, evoking sounds, and distinguishing phonemes by ear. Children with the third level of speech development currently make up the main contingent of special preschool and school institutions. At the age of 5 years, they are enrolled for education and training in the senior group of a kindergarten; from 6 to 7 years old they enter preparatory or 1st grade of a school for children with severe speech impairments. Children who can be conditionally classified as the upper limit of the third level, subject to sufficient school preparation, are educated in a comprehensive school with mandatory attendance at speech therapy classes at the school speech therapy center. The main objectives of remedial education for this category of children are: • practical acquisition of lexical and grammatical means of the language; • formation of a full-fledged sound side of speech (education of articulatory skills, correct sound pronunciation, syllabic structure and phonemic perception); • preparation for literacy; mastering the elements of literacy; • further development of coherent speech. The formation of speech practice as the basis for mastering the elementary laws of language is carried out on the basis of developing phonemic perception, correct pronunciation of sounds and correct perception of word structure; practical ability to distinguish, highlight and generalize significant parts of a word; based on observations of the connections between words in a sentence. Through the systematic accumulation of observations on the semantic, sound, morphological, syntactic aspects of speech, children develop a sense of language and master speech means, on the basis of which a transition to independent development and enrichment of speech in the process of free communication is possible. At the same time, children are prepared for successful mastery of academic subjects. The fulfillment of these tasks is closely connected with the development of children’s cognitive activity, with their development of the ability to observe, compare and generalize the phenomena of life around them. Children with the fourth level of speech development speak detailed phrasal speech, are quite sociable, willingly answer questions, and ask them to others themselves. The process of mastering language resources in special education conditions is focused on two aspects: reliance on comprehension and training exercises. Children's ability to compare, analyze, and highlight differences in certain lexical and grammatical categories allows them to generalize linguistic patterns, which, in turn, contributes to the development of the phenomenon of transfer and a sense of language. When implementing the principle of a systematic approach to teaching children with the fourth level of speech development, a large role is still given to the interconnected formation of lexical-grammatical and phonetic-phonemic components of the language. During the training, the following tasks are solved: • developing in children the ability to differentiate by ear oppositional speech sounds (whistling - hissing, voiced - deaf, soft - hard, r - l), and then practicing these differentiations in pronunciation; • consolidating the pronunciation of polysyllabic words with various combinations of consonant sounds, while the emphasis is on their differentiation, the use of complex syllable structure and sound content in independent speech (poultry house, thermometer, rusty wire, stainless pan, basketball players playing basketball); • strengthening the skills of sound analysis and synthesis; • literacy training. Speech therapy classes on the formation of pronunciation skills at this stage of correctional education include several areas: • consolidating the skills of clear, intelligible pronunciation of vowels and consonants; • mastering complex differentiations (t-ch-s-s-s; r-r-l-l-y); • the use in a speech context of words with a complex syllabic structure and sound content (“cyclists ride bicycles”, etc.). When working on the lexical component of a language, attention is focused on the following: • on clarifying and expanding the meaning of a word; • on the formation of the semantic structure of a word; • on the introduction of new words and combinations into independent speech. In this regard, the direction of teaching children the skills of practical use of words in speech is highlighted. In the process of correctional education at the fourth level, much attention is also paid to the practical acquisition of grammatical forms of the language. By consolidating the skills of changing words by numbers, gender, cases, persons, children learn to correctly use the learned material in various speech contexts and regime situations. And this, in turn, requires well-organized speech practice. Variants of choral pronunciation are still widely used. This helps each child repeatedly pronounce a new form of the word, increases the speech activity of children, and helps expand their speech activity. Various types of sentences fix the focus on the different sound of questions, depending on this, the tense, type, and number of verbs change. The child can speak about the actions performed on his own behalf, on behalf of other children, etc. Children practice constructing a short question and answer in a complete common sentence. Throughout the entire correctional education, the above lexical and grammatical forms are studied not in isolation, but in a speech context, relying on previously formed skills in composing sentences. 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