Prepared the article
Teacher speech therapist
Erina Marina Alexandrovna

Target - creation of a system of interaction between teachers of a preschool educational institution in the process of correctional and developmental educational activities with children with speech disorders.

1. Using modern developments to improve the interaction of teachers of a preschool educational institution to create a comprehensive system of correctional and developmental activities.
2. Creating conditions for systematic correctional work of kindergarten specialists based on a diagnostic, preventive, correctional and developmental approach.
3. Formation of a mechanism that ensures a continuous increase in the speech, intellectual, mental, artistic, aesthetic and physical development of children with speech disorders.

Stages of work:

1. Carrying out comprehensive diagnostics by all specialists of the preschool educational institution;
2. Creation of a comprehensive system of correctional and developmental activities of specialists.
3. Development of a mechanism for interaction between pre-school specialists.

Organization of the educational process in accordance with the set goals and objectives.

First stage — Comprehensive diagnostics that helps to identify the level of knowledge and skills of children with speech pathology and build a correctional and developmental process taking into account a person-oriented approach. All preschool specialists conduct diagnostics in their area of ​​work. Such diagnostics are carried out in accordance with the standards of professional ethics and help to correct all deviations that the child has based on a comprehensive examination. Thus, within 3-4 weeks we get an idea of ​​each child with speech pathology. Children are tested for phonemic awareness, vocabulary, grammar, prosodic aspects of speech, motor skills (gross and fine), artistic activity (analysis of drawings).

Data from such diagnostics serve as the basis for teachers to choose the most effective ways of corrective work with children with speech disorders.

Second phase - Correctional and developmental activities are an integral system. Its goal is to organize the educational activities of a preschool institution as a system that includes diagnostic, preventive and correctional and developmental aspects that ensure a high, reliable level of speech, intellectual and mental development of the child.

A speech therapist teacher conducts medical and pedagogical consultations, carries out correctional work to correct speech defects, promotes speech therapy for routine moments and activities, which helps the child’s personal growth, the formation of confident behavior, a sense of dignity, adaptation in the society of peers, and in the future – successful learning at school .

Third stage - The system of correctional and developmental activities provides for:

• conducting a system of classes (individual, subgroup, frontal);
• creating a spatial-speech environment in kindergarten that stimulates the child’s speech development;
• developing the mechanism for the interaction model between teachers (speech therapist, educators, educational psychologist, music director, physical education instructor, art studio director);
• the use of effective methods and techniques that activate the speech activity of speech-language pathologist children.

The main direction is the creation of a unified speech space that stimulates the child’s speech development (equipment of speech zones: mirrors for articulatory and facial gymnastics, visually illustrated material on lexical topics, main phonetic groups, plot pictures for working on phrases, toys for improving speech breathing, various aids for the development of fine motor skills, visual memory and phonemic hearing).

Organization of interaction between a speech therapist and teacher:

The leading role of the speech therapist in the pedagogical process is explained by the fact that the speech therapist, as a specialist, knows better the speech characteristics and capabilities of children with various speech pathologies, the degree of lag in speech development compared to the age norm, the dynamics of correctional work, as well as the principles, methods and techniques of developing correct speech skills in children with speech pathology.

At the beginning of the school year, the speech therapist introduces teachers to the results of the examination of children and draws their attention to the features of speech development.

Educators should hear children’s speech defects not only phonetically, but also in their grammatical form, and know that children’s mistakes are not an accident, but a symptom of their speech problems.

At the same time, the speech of educators must be extremely literate and phonetically correct, since it serves as a model for children with speech pathology.

Educators must promote the development of all intact analyzers of children, thereby strengthening and expanding the compensatory capabilities of children, carrying out correctional work in various directions.

The speech therapist develops correct speech skills, and the teacher reinforces these skills.

For fruitful work on overcoming speech defects in children, the following can be used when working with educators:

• maintaining a notebook of interaction between specialists with recommendations and tasks;
• carrying out work prior to speech therapy classes to accumulate, expand, and activate the vocabulary, providing the necessary cognitive and motivational basis for the formation of speech skills.
• speech therapy of routine moments and activities;
• conducting systematic exercises to develop breathing, articulation, fine and gross motor skills;
• conducting classes in mathematics, cognitive development, artistic and creative activities, integrating speech therapy goals.
• creating conditions in the group that promote the activation of children’s speech;
• systematic monitoring of children’s speech not only during classes, but also during restricted periods;
• explanation (if necessary) of the speech therapist’s tasks to parents to consolidate the material covered during homework, which includes replenishment, clarification, activation of the dictionary, consolidation of correct sound pronunciation, development of fine and articulatory motor skills.

The speech therapist monitors and provides the teacher with the necessary assistance.

It is recommended to allocate a place in the group for speech therapy classes, the so-called speech therapy corner, in which there should be board and printed games for the formation of the correct air flow, for the development of non-speech processes, etc.

Collaboration between a speech therapist and a psychologist:

The tasks of the correctional work of a speech therapist and psychologist are closely interrelated and are solved within the framework of a holistic approach to the formation of a child’s mental activity. Training is aimed at overall development, and not at training individual processes.

The main direction of the correctional and developmental work of a psychologist is the development of the emotional-volitional sphere, promoting the full mental and personal growth of each child.

Together with a psychologist, at the beginning of the school year, an examination and diagnosis are carried out, compensatory possibilities, difficulties in personal development and intellectual and cognitive activity are identified.

It is necessary to combine psychocorrectional work with pedagogical correction. For this purpose, the following techniques are used:

• Fairytale therapy techniques using works of domestic and foreign authors;
• Art therapy and music therapy techniques;
• Techniques of body-oriented psychotherapy.
• Psychocorrectional games.

Psychocorrectional games can be carried out by a psychologist, educators, and sometimes jointly. Games are selected according to the characteristics of children. Timid, slow children are appointed as drivers, and the main roles are chosen for them. For hyperactive children, calmer games are selected.

Fairy tale therapy involves a psychocorrectional effect on children through reading specially selected literature in order to normalize and optimize their mental state.

When reading works, take into account:

• The degree of accessibility of the presentation, which depends on the understanding of the text and the level of speech development of children;
• Similarities between the situations in the book and the situations in which the child finds himself;
• Lexical topic.

Art therapy and music therapy techniques.

Psychocorrectional work using art therapy has a great therapeutic and correctional effect when working with children with problems in both intellectual and emotional-personal development. To enhance positive internal processes in children, special musical accompaniment can be used to stimulate their speech.

Techniques of body-oriented psychotherapy

In correctional work with children, the emphasis is on analyzing their feelings, emotional state, and behavior at the current moment in time in a given situation, learning to independently make decisions and bear responsibility for them. Children acquire such skills by mastering exercises in the following areas:

• Practicing communication skills, developing cooperation skills;
• Release from muscle tension;
• Development of attention, sensory perception.

The main goals of exercises aimed at developing body plasticity in children with speech disorders:

• Increasing the range of emotional manifestations;
• Improving psychomotor skills, developing the ability to freely control your body.

Thus, psychocorrectional work, based on a combination of well-known psychotherapeutic techniques, significantly increases the effectiveness of correctional and pedagogical work with children with speech disorders.

Collaboration between a speech therapist and the head of an art studio

• Development of artistic and creative abilities.
• The ability to act according to verbal instructions is developed.
• Development of fine motor skills.
• Inventing fairy tales from drawings.
• Inclusion of proverbs, sayings, tongue twisters and short poems into the lesson.

Collaboration between a speech therapist and a music director

The music director selects and introduces music therapy works into the child’s daily life, conducts planned music classes that use elements of logorhythmics, and conducts logorhythmic classes together with a speech therapist.

Logorhythmic classes improve general and fine motor skills (coordination of movements, manual praxis, articulatory muscles), expressiveness of facial expressions, plasticity of movements, breathing, voice, prosodic aspects of speech (tempo, timbre, expressiveness, voice strength).

In music classes - mastering musical, motor and speech materials. In the process of collaboration the following can be used:

• musical works of various genres;
• logorhythmic exercises;
• exercises to develop coordination between movement and words;
• games and exercises to develop breathing;
• games and exercises to develop the prosodic side of speech (tempo, voice strength, expressiveness).
• exercises to develop facial movements.

The relationship between the work of a speech therapist and a physical education instructor.

An examination of children with speech pathology often shows that they have insufficient coordination of complex movements, motor clumsiness, inaccuracy, a lag behind the given pace of movements, a violation of the smoothness and amplitude of the movements performed.

A joint discussion of the diagnostic results will allow us to outline a plan for correctional and educational work in physical education classes.

• establishing proper breathing (separation of nasal and oral breathing, practicing lower diaphragmatic breathing);
• development of motor skills: general (coordination of movements) and fine (fingers);
• expansion and enrichment of vocabulary.

Interaction with family

Teachers build work on interaction between kindergarten and family in the process of personality-oriented communication. The basis of communication is the individual characteristics of the speech development of each child, obtained as a result of an examination at the beginning of the school year.

The goal of interaction is to unite the efforts of adults for the successful speech development of each child with speech pathology; to create in parents a desire to help their child and communicate with him; be able to respond correctly to problems (help overcome them) and achievements (rejoice at success). Activate and enrich the educational skills of parents, maintain their confidence in their own teaching capabilities.

Continuous communication with parents is carried out through collective, individual, visual forms of work and includes:

• questionnaires, polls,
• parent meetings,
• individual and group meetings, consultations,
• class views,
• open days,
• homework for children, which is done together with parents,
• themed evenings “Lessons for Parents”,
• thematic exhibitions.

Group parent meetings are held 3 times a year. They help unite parents and actively participate in the process of raising children. At the first group parent meeting, parents are explained that they are responsible for creating the child’s motivation to study at home, conducting classes with the child in various forms outside the kindergarten, and taking additional measures in the presence of violations associated with the main defect. It is extremely important to explain to parents the need for intensive, daily work with their child on the instructions of teachers. Only in this case are the best results possible.

Consultations and group meetings are structured so that they are not formal, but, if possible, involve parents in solving problems and develop the spirit of fruitful cooperation. Consultations contain only the specific material parents need.

Sample topics for consultation:

• Articulation gymnastics;
• Development of fine motor skills;
• Doing homework;
• Development of memory, attention and thinking (together with a psychologist);
• Speech games at home;
• Automation of sound at home;
• How to teach a child to read;
• Training in practical work techniques.

Individual work allows you to establish closer contact with parents.

Questioning involves a fixed order, content and form of questions, and a clear indication of answer methods. Using a survey, you can find out the composition of the family, the characteristics of family upbringing, the positive experiences of parents, their difficulties, and mistakes. By answering the questionnaire, parents begin to think about the problems of upbringing, about the peculiarities of raising a child. It is considered important to identify the needs of parents in pedagogical knowledge. For example, “on what issues in your child’s education would you like to receive a speech therapist’s recommendation.” Parents report what problems concern them, and these issues are revealed at meetings, group and individual meetings. The peculiarities of family education, the parents' needs for knowledge, can also be identified through conversation, the most important feature of which is bilateral activity. At the beginning of the year, after examining the children. The speech therapist informs parents about the results. The child’s relatives receive advice and recommendations. The conversation is conducted in a tactful manner: its task is to help the family in the speech education of the child. How the first meetings between the speech therapist and parents proceed will determine whether their cooperation will improve in the future.

Individual workshops on teaching parents joint forms of activities with children are correctional in nature (articulation gymnastics, formation of sound pronunciation, development of phonemic hearing, formation of the syllabic structure of words, etc.). Those parents who have difficulties working with their children at home due to a lack of skills in organizing the child’s behavior or low pedagogical literacy are invited to watch individual speech therapy sessions. Adults learn practical techniques for working with a child, which are very important for achieving results in the correctional process.

The main form of interaction with parents for a speech therapist is a homework notebook. Depending on the severity of the speech disorder, tasks in the notebook are given not only on sound pronunciation, but also on the formation of vocabulary, grammatical skills and abilities for the development of attention and memory, etc.

The visual form of the work is also very important. The visibility of the campaign can be ensured by the use of a variety of accompanying illustrations, demonstrations of practical work, and exhibition material - it stimulates the activity of parents.

It would be advisable to carry out individual work with parents not only orally, but also in writing (a diary of working with parents, a feedback notebook, etc., where each specialist could write down their recommendations). Since addressing only orally takes a lot of time and parents are not always able to retain in memory all the information that they consistently receive from teachers. And, therefore, in order for parents to be able to comprehend the recommendations received and follow them, they must first be convinced of this, offer a certain algorithm of actions and arm them with a reminder that will allow them to carry out these actions consistently and accurately.

Interaction between kindergarten and family is a necessary condition for the full speech development of preschool children.

This interaction system can contribute to effective, qualitative changes in children’s speech development, professional growth of teachers, and increased competence and pedagogical literacy of parents.

My approach to working with children

The secret of successful parenting lies in respect for the student.

(R. Emerson)

One of the main tasksI consider it my job to preserve the physical and mental health of children with speech impairments. Along with comprehensive speech therapy care, I use health-saving technologies; they do not require special effort or material costs, optimize the process of speech correction and contribute to the health of the child’s entire body. In addition, they help organize the lesson more interesting and varied.

Today, quite a lot of methods of non-traditional influence are known. I would like to dwell on those that, in my opinion, are the most appropriate and effective: breathing exercises; sound therapy; sand and water therapy.

I pay special attention to the development of physiological and speech breathing, since the role of breathing is important in speech therapy practice at the beginning of sound pronunciation and voice production. In my work on breathing development, I use various equipment made by myself, which can be divided into two groups:

Group 1 - relaxation (which solves the problems of indirect massage and relaxation) - dry pool, massage mats, containers with sand and water.

Group 2 – activation (stimulates motor functions and neuropsychic processes, trains the respiratory muscles, forms tempo-rhythmic characteristics of speech) – suspended structures, breathing games, plumes, windmills, etc. This equipment is used depending on the stage of formation of correct speech breathing, taking into account the age and psychophysical characteristics of preschool children.

Considering physiological breathing as one of the factors in preserving a child’s health, and speech breathing as the foundation for the formation of oral speech, in children it was possible to consolidate the energy-saving type of breathing, which underlies speech breathing; form correct breathing in the shortest possible time and with benefit for the psychophysical health of the child.

Working with children with disabilities, I came to the conclusion that sound therapy is a method that has a beneficial effect on the child’s health on a subconscious level. If a person is surrounded by beautiful sounds from childhood, he is able to feel more subtly, react faster, and understand others more easily. He has a deep imagination and is capable of creative thinking. Sound and health are closely related. The frequency of sound waves causes the phenomenon of resonance in the human field. It arises in the head, chest or tissues, then affecting the rhythm of the heart, the energy field of the brain, and the breathing rate. Children know that for a sound to be healing, it must be pronounced no more than three or four times, and its pitch must be the same all the time - we start not powerfully, but end when there is no air left in the lungs.

We start each lesson by singing sounds; children know, for example, if you sing vowels, then:

A - saturates the body with oxygen,

And - actively affects the brain, eyes, nose and ears,

O - has a healing effect on the heart and lungs,

U - has a positive effect on the abdominal area,

E - strengthens the cardiovascular system.

Sounds vary in strength, expressiveness and energy they carry. And you need to be able to work with them, developing and training your sound apparatus. Sounds are a whole world that everyone should know and understand.

From work experience, I know that playing with sand and water not only has a positive effect on the emotional state of children, relieves muscular and psycho-emotional tension, and develops motor skills, but is also an excellent means of developing breathing, automating sounds, developing phonemic hearing, coherent speech, and developing vocabulary. -grammatical categories, syllabic structure of the word. For preschoolers, this is, first of all, a game that brings great pleasure, and not didactic learning. Sand and water have no structure and can be transformed into anything the child wishes. There is no right or wrong way to play with sand and water, so your child is always confident of success.

Initially, the teacher’s goal is to develop rules for children to interact with sand. To do this, I suggest preschoolers get acquainted with the rules of the “sandbox” in a playful way, using fairy-tale characters and sets of small toys.

We start working with the sandbox right away, from the beginning of the school year: first we build fairy-tale cities, figure out what will happen to the residents during a natural disaster. Such classes are conducted for the purpose of diagnosis and psychoprophylaxis. Here you can identify a leader, a conflict child, identify hidden talents, and the child’s speech capabilities.

Then, during the lessons, games are included to develop tactile-kinesthetic sensitivity and fine motor skills of the hands. Kinesthetic sensations are obtained during movement. Further, I use sand and water therapy in classes for correcting sound pronunciation, literacy training, lexical and grammatical classes and classes for the development of coherent speech.

I also enjoy using fairy tales as a form of correctional work with children. Fairy-tale images are full of emotional intensity, colorful and unusual, and at the same time simple and accessible to children's understanding.

When using fairy tales in the system of speech therapy work, I pursue the following tasks: creating a communicative focus for every word and statement of the child; improvement of lexical and grammatical means of the language; development of dialogic and monologue speech; the effectiveness of playful motivation for children's speech; the relationship between the visual, auditory and motor analyzers; cooperation between the speech therapist and children and with each other; creating a favorable psychological atmosphere in the classroom, enriching the child’s emotional and sensory sphere; introducing children to the past and present of Russian culture and folklore. In addition, fairy tale classes easily and organically include tasks for the formation of the psychophysical sphere of children with speech disorders.

The form of conducting such a lesson can be different - these are fairy tales-dramatizations, didactic fairy tales-games, fairy tales-performances, where children are both participants and spectators of what is happening. In this case, it is not necessary to use well-known plots verbatim; a speech therapist can partially or completely change the plot, develop and supplement it during the lesson.

Thus, it should be noted that in speech therapy classes I pay special attention to the use of guiding assistance: various visual aids, simple instructions, analysis of mistakes made by children during the task in order to prevent them in the future, an emotionally positive background of joint activities. Based on the psychological characteristics of this category of preschoolers, arousing and maintaining their interest in completing tasks can be considered an important point in correctional speech therapy work.

Also, to optimize correctional work, I actively use computer and multimedia technologies, and use digital educational resources. I use various forms of ICT in my work: presentations, educational and developmental computer programs (“Baba Yaga learns to read”, “Learning to speak correctly”, “Home speech therapist”, etc.). The use of information and communication technologies makes it possible to intelligently combine traditional and modern means and methods of teaching, increase children’s interest in the material being studied and the quality of correctional work, and significantly facilitate the work of a speech therapist teacher.

This school year I became interested in the topic of rule-making, namely the introduction of certain norms and rules through the creative activities of children.

Observing the communication of children and their behavior, I came to the conclusion that conflict situations in any type of children's activities can be avoided if initially there is a certain base of rules in the group that applies to various types of child activities. Creating norms is an important direction in pedagogical activity, as it develops the positive socialization of children. The group came up with “signs” of rules for various types of activities, and a Book of Rules was created. I believe that this work and the use of “signs” of rules not only improves the psychological climate in the group and greatly facilitates the work of the teacher, but also contributes to the development of coherent, dialogical speech and thinking of preschoolers.

In addition to the listed technologies, in my work I use speech therapy massage, kinesiological exercises, croup therapy, games with symbol models and other non-traditional methods of correctional work.

Kindergarten

“By mastering his native language, a child learns not only words... but an infinite variety of concepts, views on objects, a multitude of thoughts, feelings, artistic images, logic and philosophy of language - and he learns easily and quickly, in two or three years, as much as half This is something he cannot master at 20 years of diligent and methodical study. This is this great folk teacher - a native word.”

Children with speech disorders

Children with speech impairments are children who have deviations in speech development with normal hearing and intact intelligence. Speech disorders are diverse; they can manifest themselves in impaired pronunciation, grammatical structure of speech, poor vocabulary, as well as impaired tempo and fluency of speech.

According to the severity, speech disorders can be divided into those that are not an obstacle to learning in a public school, and severe disorders that require special training.

However, in mass children's institutions, children with speech disorders also need special help. In many “general education” kindergartens there are speech therapy groups, where children are assisted by a speech therapist and teachers with special education. In addition to speech correction, children are involved in the development of memory, attention, thinking, gross and fine motor skills, and are taught literacy and mathematics.

Children with pronunciation deficiencies, with writing disorders caused by speech underdevelopment, and children who stutter are sent to speech therapy groups.

Characteristic of severe speech disorders is its general underdevelopment, which is expressed in the inferiority of both the sound and lexical and grammatical aspects of speech. As a result, most children with severe speech impairments experience limited thinking, speech generalizations, and difficulties in reading and writing. All this makes it difficult to master the fundamentals of science, despite the primary preservation of mental development.

Awareness of one's inferiority and powerlessness in attempts to communicate often leads to changes in character: isolation, negativism, violent emotional breakdowns. In some cases, apathy, indifference, lethargy, and instability of attention are observed. The severity of such reactions depends on the conditions in which the child is located. If they do not pay attention to his defect, do not emphasize the incorrectness of his speech with tactless remarks, try in every possible way to understand him and alleviate the difficult situation in society, fewer reactive layers are observed in the child’s personality. Usually, with the right pedagogical approach, children master oral and written speech and acquire the necessary amount of school knowledge. Along with the development of speech, as a rule, secondary changes in the psyche disappear.

The most common severe speech disorders are alalia, aphasia, rhinolalia and various types of dysarthria.

Severe speech disorders also include some forms of stuttering, if this defect deprives the child of the opportunity to study in a public school.

The education and upbringing of children with severe speech impairments is carried out according to a special system in special kindergartens for children with severe speech impairments. First of all, it is necessary to establish close contact with the child, treat him carefully and with care. Training consists of correcting oral speech defects and preparing for the acquisition of literacy. When teaching arithmetic, special attention is paid to developing understanding of the text of problems. The ways of compensation depend on the nature of the defect and the individual characteristics of the child.

The main directions of correctional work of a speech therapist:

1. Improving movements and sensorimotor development:

Development of fine motor skills of the hand and fingers;

Preparing your hand for writing.

2. Correction of certain aspects of mental activity:

Development of visual perception and recognition;

Development of visual memory and attention;

Formation of generalized ideas about the properties of objects (color, shape, size);

Development of spatial concepts and orientation;

Development of ideas about time;

Development of auditory attention and memory;

3. Development of basic mental operations:

Formation of comparative analysis skills;

Development of grouping and classification skills;

Formation of the ability to work according to verbal and written instructions, algorithm;

Formation of the ability to plan your activities;

Development of combinatorial abilities.

4. Development of different types of thinking:

5. Development of different types of thinking:

Development of visual-figurative thinking;

Development of verbal and logical thinking (be able to see and establish logical connections between objects, phenomena and events).

6. Correction of disturbances in the development of the emotional and personal sphere (relaxation exercises for facial expressions, reading by roles).

7. Speech development, mastery of speech technique.

8. Expanding ideas about the environment and enriching the vocabulary.

9. Formation of the syllabic structure of a word

10. Development of coherent speech

11.Correction of individual knowledge gaps.

Communication with parents

To work successfully, a speech therapist needs to maintain close contact with the child’s parents, conduct individual conversations and consultations with them. Whenever possible, parents should be present at the classes, if not at all, then at the orientation ones. The speech therapist introduces them to the essence of the child’s speech disorder, as well as all the speech therapy guidelines and requirements for parents to establish a general and speech regime at home, and also carry out the speech therapist’s tasks at home.

The main tasks of a speech therapist in correctional and developmental education:

1) Strengthening and developing children's health.

2) Ensuring flexibility and plasticity of the general system of pedagogical influences in accordance with the changing capabilities of children.

3) Individualization and differentiation of pedagogical methods, techniques and means in relation to each specific child.

4) Development of cognitive interests, cognitive activity in mastering the surrounding reality.

5) Formation of an emotionally positive attitude of children towards classes.

6) Development of fine motor skills of the hand.

7) Development of the regulatory function of speech, speech mediation of activity and mastery of communicative speech means of communication.

The main speech therapy diagnosis for students in the “Special Child” groups is general speech underdevelopment of various levels. There are also non-speaking children. There are children who have problems with pronunciation and lexico-grammatical structure of speech. All students need speech therapy help, and the work of a speech therapist in such groups has certain specifics.

Speech therapy work is based on the following principles:

• Personal orientation – focus on the child, his psycho-emotional characteristics.
• Emotional resonance and support – creating an emotionally comfortable environment in the classroom.
• Interaction with parents, educators and special education teachers.
• The game context of classes is the formation of positive motivation for learning.

We can highlight the specific features of speech therapy work with “special” children.

1. Constant search for individual approaches to the child.

In work it is impossible to focus on the “average” student. Every child is “special” in the full sense; he has a different type of perception, attention, memory, different character and temperament. All mental manifestations in “special” children are more pronounced and more pronounced than in ordinary children. This makes it impossible to work using standard technology: each child requires a different approach. Some people work better one on one, when nothing interferes with concentration, no noise or other children distract them. With such a child, classes in a speech therapy room will be most productive. And some people open up better in the familiar environment of a group. In this case, the speech therapist comes to the class and joins the work of the defectologist and teacher.

For example, Katya Ch., a severe dysarthric patient, had an almost motionless tongue and drooling. At the beginning of speech therapy work, I was afraid of the mirror and did not allow myself to be touched. It seemed that nothing could teach her articulation exercises. The speech therapist noticed that the girl was very sensitive to praise and any kind words, and began to praise her and even overpraise her. For any little thing, even just for trying to do something in front of the mirror. Katya liked it so much that after each lesson she happily tried to show the defectologist, teacher and grandmother what she had “learned”. Soon Katya began to practice in front of the mirror for 15-20 minutes, doing the entire set of exercises. Her tongue became more mobile and the prerequisites for producing sounds were created. The girl is no longer afraid of the mirror and goes to classes with pleasure.

2. Speech therapy classes in “Special Child” classes are combined and playful in nature.

The lesson includes work on the mobility of the articulatory apparatus, sounds, the development of phonemic hearing and the lexical and grammatical structure of speech. All classes are held in a playful way. Speech games, bright, interesting toys are used, and for older children - a computer. Play is a necessity, without which positive results are not possible. A combined lesson, conducted in a playful way, allows you to flexibly switch the child’s attention from one type of activity to another, preventing loss of attention and loss of interest.

3. Formation of imitative activity.

The first step of correctional work is the development of voluntary attention. It is important that the child “sees”, “hears”, gets used to listening to speech, and responding to words. Therefore, the speech therapist begins work with the development of the child’s imitative ability, teaches him to imitate actions with objects (ball, cubes, etc.), movements of the arms, legs, and head. This is the basis for the transition to imitation of articulatory movements, sounds, and words.

4. Organization of the lesson context.

It is known that it is extremely difficult to maintain voluntary attention in such children.

Every little detail is important here. The location of the equipment, the absence of unnecessary objects in the child’s field of vision, the use of toys to which he has a special relationship and specific interest, the location of the speech therapist.

For example, Valya Zh., already an adult boy, refused to do articulation exercises, was shy, behaved foolishly, all this time the speech therapist was sitting at the table opposite him. He decided to try to change his location and sat down at the desk next to him. It was as if the boy had been replaced. He got into a working mood and did everything he was asked to do. It turned out that he was used to doing this at home and in class, and the initial distanced location of the speech therapist worried him.

It is important to note that “special” children are very rigid. What they get used to affects the success of their classes. Therefore, it is important to know their habits, preferences, and use this in organizing the context of classes.

5. Observation of the child’s internal state.

In the classroom, the dynamics of the child’s attention are important. In order not to bring the child’s attention to exhaustion, it is necessary to “get ahead” of his internal events at least one step. It is important to notice when and how to switch the child’s attention. When the child starts to get distracted, it’s already too late. The atmosphere of the lesson is destroyed, the emotional connection is disrupted.

6. Modeling situations of achievement.

A “special” child gets used to the fact that all adults, from parents to teachers, strive to understand him “at a glance.” On the one hand, this is wonderful, on the other hand, he may lose the motive, the desire to learn (as far as possible for his level of development) to speak correctly. That is why in the classroom it is necessary to create such conditions for the child so that he has the need to speak.

For example, a child cannot independently get the toy he likes and needs help. In this case, you need to pretend that he is not understood when he uses non-verbal signals (gestures, grimaces, sounds, etc.), but only understands words.

The motivation to reach for the toy is so strong that the child begins to pronounce words. True, it will take a lot of time for verbal communication to become habitual and necessary for him.

7. Slow pace of formation of new skills.

It may seem that the work of a speech therapist leads nowhere and is wasted. This can plunge (especially a novice) speech therapist into despair. It is impossible to expect quick results from “special” children. They don't have a quick response. They “absorb” information for a long time, as if “recording” it on their internal tape recorder. Sometimes the result of the work can appear after 2-3 years. This feature of children’s perception and feedback should not frighten teachers.

8. Constant demand for acquired skills.

All speech therapy work would be wasted in the absence of close contact with parents, teachers and defectologists. They are the ones who ensure the demand for those skills that are being worked on in speech therapy classes. The smallest changes in the child’s behavior are discussed together, the speech therapist asks the parents at home, and the teachers in the classroom to provoke the child to use the skills he is practicing. The speech therapist receives feedback from teachers about the child’s condition after classes and, taking this into account, plans a lesson strategy. This is especially important when working with speechless children. If the child speaks, then cooperation with teachers consists of working on the automation of sounds and the development of the lexical and grammatical structure of speech. For “special” children, the process of automating sounds is very difficult and lengthy. If the given sound is not reinforced daily, if the correctness of its pronunciation is not constantly monitored in various activities in which the child is involved at school and at home, the result of speech therapy work will be devalued. What a speech therapist cannot track, teachers and parents can control. And this is also where their great help lies. Speech therapy notebooks should be kept, which parents can use to study with their children at home, reinforcing the material in a different environment. This is the meaning of transferring the experience gained in speech therapy classes home - into real life.

Personality-oriented approach to students with speech disorders in primary school in correctional and developmental classes

The World Declaration on Child Survival, Protection and Development states: “The world's children are innocent, vulnerable and dependent. They are also inquisitive, energetic and hopeful. Their time should be a time of joy and peace, play, learning and growth. Their future should be based on harmony and cooperation...” Both adults and teachers, including speech therapists, should build their relationships on harmony and cooperation.

In my correctional and developmental work, I use a person-oriented model of interaction, which is aimed at creating comfortable psychological conditions for the child (speech pathologist student), maintaining and developing trust in the world (positive attitude towards life), developing the child’s individuality and personality. Knowledge, skills and abilities in this model are a means to achieve a goal.

Students in this category experience persistent difficulties in mastering the primary education program of a general education school due to insufficient development of speech function and psychological prerequisites for mastering educational activities. They have violations of the phonetic-phonemic component of the speech system, defective pronunciation of some sounds, insufficient development of phonemic processes, resulting in difficulties in mastering writing and reading, violations of the lexical-grammatical component of the speech system, and insufficient development of coherent speech.

In addition, students with speech impairments have: unstable attention, insufficient observation in relation to linguistic phenomena, insufficient development of verbal-logical thinking, and insufficient ability to memorize predominantly verbal material. And as a consequence of this, students have difficulties in developing educational skills (planning work, determining ways and means of achieving educational goals, monitoring activities).

In connection with these characteristics of students with speech disorders, I have identified the following areas of work:

• development of the sound side of speech and correction of pronunciation defects;
• expansion of vocabulary;
• formation of grammatical structure of speech;
• formation of coherent speech;
• development and improvement of psychological prerequisites for learning;
• formation of full-fledged educational skills;
• development and improvement of communicative readiness for learning;
• formation of communication skills that are adequate to the situation of educational activities.

I begin my work by collecting anamnesis, data on the early development of the child, previous diseases, research of non-speech mental functions, the state of sound pronunciation, studying the anatomical features of the articulatory apparatus, speech motor skills, the state of respiratory and vocal functions, reproduction of the sound-syllabic structure of a word, the state of phonemic perception , state of phonemic analysis and synthesis, study of vocabulary and grammatical structure of expressive speech, state of coherent speech, etc. After a speech therapy examination and determination of a speech therapy conclusion (diagnosis), I conduct individual (2 times a week) and subgroup classes (2-3 times a week ) with students.

During the classes, a directly individual and differentiated approach to each student is carried out. Work is being done to develop articulatory motor skills, production, automation and differentiation of sounds in speech, as well as the development of phonemic perception, correction of impaired functions, taking into account the capabilities and individual characteristics of each child. Thus, for example, when preparing the organs of articulation for the pronunciation of whistling sounds, students perform some exercises: “Swing”, “Slide”, “Strong Man”, “Steam Locomotive”, and when producing hissing sounds other exercises: “Painter”, “Horse”, “Ladle”, “Delicious jam”.

In correctional and developmental classes, an integrated approach is implemented, since at the same time work is carried out on facial expressions, the development of fine motor skills, etc. Students transform into heroes of fairy tales, animals, aliens. Thus, imagination and creative imagination develop, work is done on the intonation expressiveness of speech, and the facial muscles are strengthened.

In subgroup classes with students, work is carried out to consolidate sounds in speech, expand vocabulary, develop coherent speech, board games, wall posters and teaching aids on various lexical topics are used. The classes include tasks to develop the psychophysical sphere of children. These are psycho-gymnastics, relaxation, dynamic pause, eye gymnastics, games for the development of fine motor skills with massage balls and other attributes, voice and breathing exercises, didactic exercises for the development of attention, memory, thinking and speech.

In addition, to achieve positive results, exercises from the educational kinesiology program “Brain Jim” are used: “Reclining Eight”, “Elephant”, “Owl” and others, which children really like and develop their creative abilities. Kinesiology is movement therapy. Kinesiological and kinesotherapeutic methods are new systems of healing.

“Brain Gym” is a fun, interesting movement exercise and activity that contributes to the overall development of the child. They form the core of educational kinesiology. This is the science of using the tone of certain muscles in diagnosing a person’s condition and choosing correction methods. It is based on the use of functional connections existing in the human body between muscle tone and corresponding structural, energetic and emotional disorders.

Edu - Kineste (EK) is a technique that helps students increase their learning potential through certain bodily movements and efforts. With its help, you can achieve very good results in the intellectual and emotional sphere of children: this is the elimination of emotional imbalance, increasing the performance and academic performance of students.

Success in learning achieved with the help of EC is learning carried out through new structuring of movements and those areas of the brain that were previously blocked. Changes in student learning and behavior are often so rapid and profound that they cannot be ignored. Exercises help students understand the process of perceiving information and self-expression, and better use their potential.

Supporters of the Brain Jim exercises consider them the most effective means of improving the quality of life and study through the joy of movement.
In speech therapy classes, I try to pay great attention to the development of the emotional-volitional sphere and play activities, the formation of the traits of a harmonious and uncomplicated personality of the student (friendship, respect, self-esteem, criticality of self-criticism, assessment and self-esteem).

All correctional classes are focused on the psychological security of students, their comfort and the need for emotional communication with the teacher. Various options for conducting classes have been created using literary characters “Slovoznaykin” and “Zvukoznaykin”, specially made fairy tale plots on a flannelgraph and a magnetic board, elements of plot-didactic games, using subject and plot paintings.

It should be noted that this structure of classes allows students to achieve sustained attention and maintain interest throughout the lesson. And this is important, given that speech pathology students are often mentally unstable, they have an unstable psycho-emotional state, decreased performance and rapid fatigue.

This organization of classes contributes to the development of coherent speech of students, a positive emotional state of children, maintaining interest and attention to the topic being studied, and therefore effective performance.

In conclusion, I would like to note that it is very important in correctional and developmental classes to create a situation of success and give anticipatory positive assessment to students with speech impairments, so that they believe in themselves and become more confident, and show cognitive activity in linguistic phenomena. At the same time, it is necessary not to forget the rule of the three “Ps”:

• understand,
• accept,
• to acknowledge

Children have the right to be who they are.

In addition to the listed technologies, in my work I use speech therapy massage, Su-Jok therapy, music therapy, games with symbol models and other non-traditional methods, which allows me to achieve high results. After all, a child’s well-developed speech is an important condition for successful learning at school.

Literature

1. Akimenko V.M. New speech therapy technologies. Rostov n/d: Phoenix, 2008.-105 p.
2. Akimenko V.M. Correcting sound pronunciation in children. Rostov n/a: Phoenix, 2008.-110 p.
3. Eletskaya O.V., Gorbachevskaya N.Yu. Organization of speech therapy work at school. M.: TC Sfera, 2005.-192 p.