Speech therapy assistance in modern conditions. System of organization of speech therapy assistance in Russia. Selection of children and formation of groups. PMPK
Read also
1. In a speech therapy preschool educational institution, differentiated training and education of children with various forms of speech impairment, who have intact hearing and intelligence, taking into account their age, is carried out (G.V. Chirkina).
The main tasks of speech therapy kindergartens for children with speech disorders:
correction of speech disorders;
preparation for studying in a comprehensive school;
for children with severe speech impairments - in a special school.
The standard provision defines the profiles of special groups:
groups for children with phonetic-phonemic underdevelopment (FFD);
with general speech underdevelopment (GSD); with a stutter.
Children with FFN are accepted for one year from the age of 5 (by this age, the formation of the sound system of speech and phonemic hearing normally ends).
Children with special needs development are accepted for 2-3 years (depending on age and level of speech development) at the age of 3-5 years.
Children with stuttering are enrolled in groups for a period of 1 year from 2 years old.
The content of education and upbringing of children with speech disorders is reflected in special programs for children with stuttering (developed by S.A. Mironova) and for children with FFN and OHP (developed by G.V. Chirkino and T.B. Falicheva), including the following sections:
a game;
work;
physical and musical education;
development of elementary mathematical concepts;
familiarization with the surrounding world;
visual arts and design;
speech development (special section devoted to the content of correctional and preventive work).
The programs are aimed at:
on the formation of speech components;
development of cognitive abilities, attention, memory, speech behavior.
The experience of many years of operation of special preschool educational institutions has proven their high efficiency: about 80% of children can study in general schools (the remaining 20% in special educational institutions).
2. The educational and educational package (TEC) is a new form of speech therapy assistance for children who are poorly prepared for learning in a public school due to speech underdevelopment. This complex includes special speech therapy classes in which the educational process is aimed at:
to prevent violations of written speech in children with speech underdevelopment;
development of oral communication skills;
preparation for further education at the second stage of secondary school.
The organization of speech therapy classes is carried out on the basis of preschool educational institutions. Children aged 7 years with mild ODD or FPD, who represent a risk group for dysgraphia and dyslexia, are sent to these classes (based on the conclusion of the PMPC).
3. Speech therapy center is a special educational institution.
Intended for children with:
general underdevelopment of speech, mainly level II;
phonetic-phonemic underdevelopment, causing dyslexia and dysgraphia; AND
stuttering of various forms, affecting school adaptation.
The form of organization of educational and correctional work is group classes. Main goals:
correction of violations of oral and (or) written speech of students;
timely prevention and overcoming of academic failure resulting from these violations;
advisory assistance to teachers and parents.
The period of correctional education is from 4-9 months to 1.5-2 years _, Speech therapy centers are the most widespread form of effective assistance to children with speech disorders.
Secondary school teachers should pay special attention to such children.
-
Regulations on speech therapy in the office of a children's clinic determines the following professional areas. Speech therapy help children preschool And school age V system education. -
Speech therapy help children preschool And school age V system education. 1. B speech therapy preschool educational The institution provides differentiated training. Loading. -
1. Speech therapy help children preschool And school - V system education carried out in the following special institutions: nursery school for children with speech impairments; speech therapy kindergarten... -
Speech therapy help children preschool And school age V system education.
1. Foreign systems help for people with autism: the first in Europe and the world school for autistic... more ». -
1. Speech therapy help children preschool And school - V system education carried out in the following
For children with dysgraphia and dyslexia is necessary speech therapy help. -
Medical and social prevention and early comprehensive help.
4. Characteristic features of the Soviet systems special education preschoolers: - children with developmental disabilities were not accepted into preschool general purpose institutions; - diagnostic... -
1. Patronage is a special type help to kid, his parents, teachers in
Teacher's profession preschool or school special educational institutions for
3. Areas of professional activity of a teacher systems special education... -
Rendering speech therapy help V system healthcare.
Deaf pedagogy includes: - theory of training and education children with shortcomings preschool And school age; - history of deaf pedagogy; - private methods; - audio equipment. -
3. For children preschool age with intellectual impairment (mentally retarded) V system Ministries education and sciences of the Russian Federation turn out to be: - modern systematic psychological, medical and pedagogical help; - advisory and methodological support for their parents... -
1. Organization of training and education children school age with special
1. Legislative and regulatory framework of modern preschool education children with limited
In these groups the following is carried out: - psychological and pedagogical help children...
Similar pages found:10
The system of correctional assistance for children with developmental disabilities developed gradually in Russia.
In the period before 1917, institutions for abnormal persons existed at the expense of private charitable funds, in which special education was based on the identification and delimitation of the most pronounced defects (deafness, blindness, mental retardation). There was no organized speech therapy assistance for people with speech defects.
Systematic, comprehensive assistance to people with various types of speech pathology began to develop only in the 20s. XX century
In 1911, a congress of Moscow teachers took place, where \ The need to organize special assistance for children suffering from speech disorders was emphasized. Such assistance was provided in two auxiliary schools under the leadership of teacher of the deaf, F. A. Pay. In 1915, speech therapy courses were created.
In 1918, on the initiative of V.V. Bonch-Bruevich, speech therapy courses were organized that were mandatory for all teachers and doctors of preschool institutions in Moscow. A year later, a resolution of the Council of People's Commissars was issued, which defined the functions of the People's Commissariats of Education and Health in relation to the education and health protection of abnormal children. The education of abnormal children was identified as a national task.
The First All-Russian Congress (1920) on the fight against childhood defects determined the principles of constructing a system for raising and educating children with various types of abnormal development.
In 1922, at the All-Russian Congress of Governors of Gubono, the importance of creating institutions for these categories of children was discussed.
In 1924, the Second Congress on the Social and Legal Protection of Minors (SPON) was held. L. S. Vygotsky, speaking at the congress, proposed a new approach to analyzing the structure of the defect, its correction and compensation, and outlined the goals and objectives of special education based on the principles of child upbringing that are common to the mass school.
It is difficult to overestimate the importance of the creation in 1929 of the Scientific Center for the development of problems of defectology of the Experimental Defectology Institute (EDI) - later the Research Institute of Defectology of the Academy of Sciences of the USSR, and now the Research Institute of Corrective Pedagogy of the Russian Academy of Education.
This contributed to a comprehensive study of abnormal children, the development of the scientific foundations of a differentiated network of special schools and a system of education and training.
The institute participated in the adoption (in the early 1930s) of a law on compulsory universal education for abnormal children.
A scientific analysis of the development of the state system of special education in Russia was carried out by P. I. Malofeev (1996). The stages of formation and functioning of various types of institutions, their gradual differentiation in connection with changes in the attitude of the state and society towards people with special needs are highlighted.
A comprehensive study of children, based on clinical and psychological diagnostics of various types of anomalies, made it possible to create a fundamental scientific basis for the development of an extensive network of special preschool and school institutions in the country.
A correct understanding of the complex structure of a speech defect has made it possible not only to establish an accurate diagnosis, determine the type of special institution and methods of correctional and educational work with the child, but also to predict secondary disorders.
Education and health authorities carried out organizational and methodological work aimed at identifying and recording children of nursery, preschool and school age who need special training and correction.
The close collaboration of theory and practice has made it possible to provide a scientific basis for the education and upbringing of children and adolescents with speech pathology and to establish the need for the development of a network of special institutions.
After the decision “On the nomenclature of preschool institutions for children with disabilities in physical and mental development” was adopted, the network of special preschool institutions received significant development. The system of school and preschool education for children with speech impairments continued to be improved.
Adults, adolescents and children with speech disorders began to receive comprehensive medical and speech therapy care in clinics, hospitals, dispensaries, and sanatoriums. The overwhelming majority of special schools were boarding schools, and the entire maintenance of children in them was provided at the expense of the state.
In our country, differentiated speech therapy assistance for adults and children is widely developed. It is carried out through education and healthcare.
In accordance with the Decree of the Government of the Russian Federation of July 31, 1998 No. 867, the “Model Regulations on an Educational Institution for Children in Need of Psychological, Pedagogical and Medical and Social Assistance” was approved. The following types of institutions are defined: diagnostic and correction centers; centers for psychological, medical and social support; centers for psychological and pedagogical rehabilitation and correction; centers for social and labor adaptation; centers of therapeutic pedagogy and differentiated education, etc.
Speech therapy assistance in the education system
Preschool institutions for children with speech disorders. (Compensatory preschool educational institutions - preschool educational institutions)
Scientific research in the field of defectology has proven the extremely important importance of early recognition of the defect and its early correction. In most cases, special preschool education and upbringing correct developmental disorders and thereby prevent children from having difficulty learning at school (T. A. Vlasova, 1972).
In case of severe speech disorders, early correctional and educational work with children leads to significant compensation for the defect.
A network of preschool institutions for children with speech impairments began to develop in 1960. At first these were separate experimental groups organized at mass kindergartens, and then - separate kindergartens and nurseries for children with speech impairments.
Initially, kindergartens opened groups for children only with mild speech impairments (underdevelopment of the phonetic side of speech). Then groups were organized for children with more complex disorders (children who stutter, for children with general speech underdevelopment). Based on the order of the USSR MP of November 21, 1972 No. 125, the nomenclature of special preschool institutions for abnormal children of the educational system was approved.
On July 1, 1995, the Government of the Russian Federation issued Decree No. 677, which approves the “Model Regulations on Preschool Educational Institutions.” In accordance with this provision, compensatory kindergartens (preschool educational institutions) are organized with priority implementation of qualified correction of deviations in the physical and mental development of pupils.
Kindergartens, nursery schools for children with speech impairments and corresponding preschool groups at kindergartens and general nurseries are staffed directly by those departments of public education that are in charge of these preschool institutions.
Children who have mastered normal speech, successfully completed their education and have not reached the age of 7 are transferred to general preschool institutions.
The main objectives of speech therapy training for children with various types of speech anomalies in special preschool institutions include not only correction of the leading defect, but also preparation for mastering literacy and schooling.
In preschool institutions for children with speech impairments, a clear organization of the entire correction process is provided. It is provided by:
timely examination of children;
rational scheduling of classes;
planning individual work with each child;
availability of frontal training plans;
equipping them with the necessary equipment and visual aids;
joint work of the speech therapist with the group teacher and parents.
Carrying out the entire complex of correctional training requires combining special classes to correct speech defects with the fulfillment of general program requirements. For preschool groups of children with speech impairments, a daily routine has been developed that differs from the usual. The speech therapist provides frontal, subgroup and individual classes. Along with this, special hours are allocated in the evening for the teacher to work with subgroups and individual children on speech correction (as directed by the speech therapist). The teacher plans his work taking into account the program requirements and speech capabilities of the children. He must know individual deviations in the formation of the child’s speech, hear defects in the pronunciation and lexical-grammatical aspects of speech, and take into account the speech capabilities of each child in the process of educational and extracurricular activities. Together with the speech therapist (in ONR, FFN groups), classes are planned on speech development, familiarization with the environment, preparation for writing, etc. Continuity in the work of the speech therapist and teacher is recorded in a special notebook.
As the network of preschool institutions that provide the need for speech therapy assistance develops, they are further differentiated for children with various speech anomalies (stutterers with a normal level of speech development - stutterers with speech underdevelopment; children with mild dysarthria; children with rhinolalia, etc.).
Recently, in a number of regions of the country, preschool speech therapy rooms have been opened in general kindergartens. The speech therapist provides advisory and correctional assistance as an outpatient appointment to children mainly with pronunciation disorders.
Children with speech impairments due to other nosological forms (mental retardation, visual impairment, musculoskeletal disorders), as well as children with mental retardation, need speech therapy assistance in special preschool institutions.
According to the regulation “On standard staffing of special-purpose preschool institutions for children with mental and physical development defects and on remuneration of teachers-defectologists and speech therapists” (from the order of the Minister of Education of October 14, 1975 No. 131) in kindergartens (nurseries- kindergartens) for children with visual, musculoskeletal and intellectual impairments, the position of a teacher-defectologist is being introduced at the rate of 1 unit per group.
Preschool institutions for children with musculoskeletal disorders
Groups of a preschool institution for children with musculoskeletal disorders are staffed according to age as follows: nursery group - children aged 2-3 years; younger group - children aged 3-4 years; middle group - 4-5 years; senior group - 5-6 years; preparatory group for school - 6-7 years old. Group size is 10-12 people.
Children are admitted annually from August 1 to September 1. Children who have reached the age of 7, by decision of the medical-psychological-pedagogical commission, are transferred to the appropriate types of schools.
A speech therapist teacher carries out all educational and correctional work on the mental development of children, teaching correct speech and correct pronunciation. He works closely with a psychoneurologist, group teachers, conducts frontal, subgroup and individual classes with children, and maintains relevant documentation.
Preschool institutions for mentally retarded children
The main type of preschool institutions for mentally retarded children is a kindergarten (orphanage). Groups are completed taking into account age: younger group - children aged 3-4 to 4-5 years; middle group - from 4-5 to 5-6 years; senior group - 5-6 years; preparatory group for school 6-7 years old. Group size, regardless of the degree of intellectual disability, is 10-12 people.
A significant number of mentally retarded preschool children have severe speech disorders, therefore, the general system of correctional education provides for systematic speech therapy work. It is conducted during frontal classes on speech development in accordance with the schedule 2 times a week in each age group (in the 1st-3rd years of study, the group is divided into subgroups; in the 4th year, frontal classes are held with all children). Individual speech therapy sessions with each child are organized at least 3 times a week.
The content of correctional education includes the production and automation of sounds of the native language, work on fluency of speech, breathing, stress, on clarifying and expanding the vocabulary, the practical use of grammatical structures, and the formation of coherent speech. Daily work on the development of children's speech is carried out by the entire team of a special preschool institution.
Preschool institutions (groups) for children with visual impairments
These institutions accept children with visual impairments aged from 2 to 7 years (in nurseries - from 2 years, in kindergartens - from 3 years), who have severe vision loss and require intensive treatment. The capacity of preschool groups for blind children is 10 people, for the visually impaired, including amblyopia and strabismus, 12-15 people.
The need for systematic speech therapy work with this category of children is due to the presence of severe oral speech disorders. Initial acquaintance with children begins with a detailed examination and assessment of speech and non-speech processes (state of coherent speech, development of grammatical structure, vocabulary, phonetics, perception; study of general and speech motor skills, etc.). Corrective work is planned taking into account the results of the examination.
The system of differentiated education provides for different levels (4 of them) of children's speech development. Thus, in groups with the fourth level the main attention is paid to the formation of sound pronunciation. In groups for children with the second - third and especially with the first speech level, speech therapy work involves eliminating gaps in the formation of the phonetic-phonemic and lexical-grammatical structure of speech. Speech therapy classes are conducted with children on the formation of coherent speech and correction of all components of the speech system.
The form of speech therapy classes can be individual or group. Correction of the speech development of blind and visually impaired children is carried out through the joint efforts of all specialists working in this preschool institution.
With a widely developed system of kindergartens for children with visual impairments, it becomes possible to more effectively resolve issues of continuity in the education of children of preschool and school age.
School for children with severe speech impairments (Vkind)
A school for children with severe speech impairments is a type of special school institution intended for children suffering from alalia, aphasia, rhinolalia, dysarthria, stuttering with normal hearing and initially intact intelligence. Successful development of speech and mastery of the educational program for this group of children is effective only in a special-purpose school, where a special system of correctional influence is used.
With the direct participation of the speech therapy sector of the Research Institute of Defectology, the first school was organized in Leningrad in 1954.
In 1956, at the school for hearing-impaired children, separate classes were organized for children with severe speech underdevelopment (Moscow). In 1958, a special boarding school with a special regime for children with severe speech impairments was opened on the basis of the school.
After 1958, similar schools appeared in other cities (Moscow (second school), Leningrad, Sverdlovsk, etc.).
Initially, these schools provided education in the amount of 4 classes of a mass school.
Since 1961, a network of special boarding schools for children with severe speech impairments began to develop.
Along with the tasks of a general education school of a general type, this institution puts forward specific tasks:
overcoming various types of oral and written speech disorders;
elimination of associated features of mental development in the process of correctional and educational work during school and extracurricular hours;
vocational training.
The school consists of two departments.
The first department admits children with diagnoses of alalia, childhood aphasia, dysarthria, rhinolalia, stuttering, who have severe general speech underdevelopment, which prevents them from studying in a comprehensive school. When recruiting classes, the level of speech development and the nature of the primary defect are taken into account first of all.
Department II enrolls children suffering from severe stuttering with normal speech development.
In departments I and II, the educational process is carried out in accordance with the educational level of the programs of the two departments. In the 1st department - 1st stage - primary general education with a standard period of development - 4-5 years; Stage II - basic general education with a standard period of completion - 6 years.
In the II department - I stage - primary general education for 4 years, II stage - basic general education for 5 years.
The maximum class size is 12 people.
Graduates of special schools receive a certificate of incomplete secondary education.
The educational process provides for a large number of hours of on-the-job training. At the same time, two tasks are solved: work as an important correctional and educational means of overcoming defects in development and personality formation, and as the main condition for preparing children with deviations in psychophysical development for life and work in society.
Correction of speech and writing disorders in students is carried out systematically throughout the entire educational process, but to the greatest extent in the lessons of their native language. In this regard, special sections have been highlighted: pronunciation, speech development, literacy training, phonetics, grammar, spelling and speech development, reading and speech development.
The combination of frontal (lesson-based) and individual forms of work ensures overcoming the various manifestations of speech defects in children.
Individual speech therapy classes are conducted by a speech therapist outside of school hours. Each student additionally does speech work 3 times a week (15-20 minutes each). Therapeutic gymnastics classes are held for children with motor impairments. The second department of a special school is intended for students with severe stuttering; an additional year, compared to a mainstream school, is allocated for special speech work in the lower grades.
When teaching children with severe stuttering, textbooks for secondary schools, special speech therapy aids and technical teaching aids are used. In a special school, correctional and educational measures are systematically carried out, aimed at overcoming the peculiarities of mental development.
The composition of students in special schools is reviewed at the end of each school year. As the speech defect is eliminated, students are transferred to a comprehensive school. Graduates of a special school for children with severe speech impairments can continue their education in a comprehensive school or in vocational schools.
In addition to the speech therapist, teachers and educators work to overcome speech disorders in children; in addition, the teacher works to consolidate the knowledge acquired in the classroom, as well as to develop speech communication, self-care skills and sanitary and hygienic skills.
The teacher constantly works with one group of students and is obliged to thoroughly study the individual characteristics of each child and the characteristics of his speech defect.
Teachers, educators and speech therapists of the school together in the process of educational and work activities correct the general and speech development of children. Adequate general educational and labor training allows persons with speech impediments to become full-fledged members of society, participating in both labor and other activities.
In modern conditions of the growth of pathology, including speech, great importance should be attached to speech therapy work in equalization classes in secondary schools (for children with mental retardation and other learning difficulties).
Organization of speech therapy work in a auxiliary school .
Correction of speech impairments in mentally retarded students requires the organization of special speech therapy work. The curriculum of auxiliary schools provides for hours of speech therapy classes, which are conducted by a speech therapist teacher. The speech therapist teacher is a member of the medical-psychological-pedagogical commission. He must, through a special examination, determine whether the child has a speech disorder and determine its nature. In difficult cases, give a reasoned conclusion about what is primary: underdevelopment of cognitive activity or a speech disorder of the child.
At the beginning of the school year, a speech therapist examines all students entering school, regardless of the grade in which they will study.
The speech examination covers pronunciation, tempo, fluency, as well as comprehension, vocabulary, grammatical structure, reading and writing skills in accordance with the child’s school experience.
An initial examination of children's oral speech is carried out during classroom lessons. The study of the state of writing (in previously trained children) is carried out with the help of dictations, the texts of which meet the conditions of speech therapy testing and meet the requirements of the program for this class.
All children who have a speech disorder as a result of the initial examination are noted by the speech therapist in a special logbook. In addition, for each student with speech impairments, after an individual examination of the state of his speech and writing, a speech card is filled out.
The examination of the speech of children studying with a speech therapist in the previous year is not carried out in full, but only according to those parameters that were outlined by the speech therapist for continuing classes. The speech card is filled in accordingly.
Students who are most in dire need are selected for classes with a speech therapist. The rest are enrolled as candidates and are called by the speech therapist for classes as previously admitted students graduate after their speech impairments have been eliminated.
The main criterion for enrollment in classes is the nature of the speech disorder and its significance for the child’s academic performance.
The speech card of a student enrolled in speech therapy classes is accompanied by an individual lesson plan with him, which is drawn up on the basis of a speech therapy report summarizing all examination data.
The speech therapist also gets acquainted with the medical examination data in order to clarify the etiology and nature of the student’s speech disorder and in order to find the most correct and effective correctional approach.
The start of systematic classes is preceded by an organizational period (the first two weeks of the school year).
Work to correct speech disorders
It is built taking into account age characteristics, the school curriculum in the native language and the characteristics of speech defects. Speech therapy classes are allocated to the 5th and 6th lessons, free from class lessons, and extracurricular time (in particular, scheduled moments after lunch). By agreement with the school administration and class teachers, a speech therapist can take children from reading lessons.
Individual and group lessons are held 4 times a week for students in grades I-IV and 3 times a week for students in grades V-VI. As a rule, 15 minutes are allotted for an individual lesson with each student. The duration of group classes is 45 minutes. Classes with subgroups lasting 20-25 minutes are allowed.
As a rule, individual lessons are conducted with children who need production or correction of sounds.
The speech therapist completes groups based on the homogeneity of speech disorders among students, if possible within one or two adjacent classes (for example, second or third grades). First grade students are placed in a separate group, since working with them requires the selection of special educational and didactic material.
Subgroups are formed in cases where the characteristics of speech impairment in some students require working with them according to a special plan that does not coincide with the group plan.
Groups for speech therapy classes consist of 4-6 people, subgroups - of 2-3 people.
If necessary, the speech therapist can redistribute children into groups. Thus, in order to consolidate and differentiate the sounds taught in individual lessons, it is advisable to unite children into groups or subgroups, which significantly increases the efficiency of work. Conversely, at a certain stage the group can be divided into subgroups or some children can be allocated for individual work.
Responsibility for students’ careful attendance at speech therapy classes rests with the speech therapist and the teacher of the given class, in senior classes of boarding schools - with the teacher, in schools without boarding schools - with the class teacher.
Responsibilities of a speech therapist
keeps a log of class attendance, which briefly reflects the content of the material covered in class (daily);
organizes work in close contact with teachers and educators, who in lessons, when preparing homework, and in everyday life should help consolidate the speech skills acquired by students in the process of speech therapy classes;
systematically informs teachers and educators about the successes and shortcomings of students, so that feasible demands are made on children’s speech during and after lessons;
upon completion of speech therapy sessions with the child, instructs the teacher and educator on methods for bringing the achieved skills to full automation in the classroom and outside of class hours;
attends classes in his native language, speech development, reading, and others to test the speech capabilities of students with speech disorders (in his free time from speech therapy classes). In turn, teachers and educators should also periodically attend speech therapy classes in order to be aware of the work being done with students in this class;
is well versed in the program requirements, methods and techniques of teaching the native language, takes them into account in his work, uses didactic material in accordance with the topic of the program that is studied in the lesson;
helps educators in organizing speech work with students;
At the end of the school year, he holds a matinee at which children who have completed speech therapy classes demonstrate their progress. All children who have speech impairments and work with a speech therapist should take part in the matinee, regardless of the stage of work with them (except for the initial stage). In these cases, appropriate material is selected for them;
takes part in pedagogical councils, where he makes presentations and reports on his work.
Such speeches are of great importance for promoting speech therapy knowledge among teachers.
The work of a speech therapist with teachers and educators can take different forms: individual conversations, open classes, reports at methodological associations with demonstrations of tape recordings of students’ speech upon admission and graduation, comparison of written work at different stages of work, etc.
At the end of the school year, the speech therapist prepares text and digital reports on the work for the year.
Speech therapy centers at secondary schools
The deployment of a network of speech therapy centers at secondary schools in republican, regional and regional centers began in 1949.
In 1976, the Regulations on the formation of speech therapy centers at secondary schools throughout the country came into force.
Speech therapy centers are special educational institutions designed to correct speech disorders in school-age children. They are organized in one of the secondary schools in the district. Each of them is assigned a certain number of schools, the total number of primary classes of which should not exceed 16.
Main goals
correct speech deficiencies in students;
promote speech therapy knowledge among teachers and the population;
promptly identify and prevent speech disorders in children entering first grade.
The main contingent of speech therapy centers consists of students with deficiencies in sound pronunciation, stuttering, reading and writing disorders, and mild general speech underdevelopment.
When selecting children, a speech therapist examines them in the classroom (preparatory group).
Children are sent to a speech therapy center on the initiative of psychoneurologists, teachers, and parents.
At the same time, 18-25 people attend the city speech therapy center, and 15-20 people attend the rural speech therapy center. The pedagogical work of a speech therapist is planned at the rate of 20 hours per week.
The duration of correctional and developmental education for children with physical disabilities and reading and writing disorders is approximately 4-9 months; children with ODD and writing and reading disorders - 1.5-2 years.
The results of speech therapy sessions are noted V the child’s speech card and are brought to the attention of the class teacher and parents. Responsibility for students' mandatory attendance at classes and fulfillment of the necessary requirements rests with the speech therapist, class teacher and school administration.
Parents are present when children are enrolled in a speech therapy group and monitor attendance and completion of assignments. In some cases, they are present in classes. Communication between the speech therapist and parents is also carried out through parent meetings and consultations.
Speech therapy assistance in the healthcare system
Issues of improving speech therapy assistance to the population, improving the quality and effectiveness of treatment for people suffering from speech disorders are being successfully resolved in the system of the country's Ministry of Health. Based on the Order of the Ministry of Health No. 465 of April 8, 1985 “On measures to further improve speech therapy care for patients with speech disorders,” directions for the development of specialized care were determined: expanding the network of speech therapy rooms, rehabilitation treatment departments in children's clinics, and psychoneurological dispensaries. They provide assistance to people of different ages with functional and organic speech disorders.
Also in the order of the Ministry of Health No. 1096 of August 19, 1985. Estimated standards of service for speech therapists have been determined:
when working individually with persons with severe speech disorders (aphasia, dysarthria, stuttering, etc.) - 1-5 visits per hour, when conducting group speech therapy sessions - 8-10 visits per hour;
when working individually with people suffering from dyslalia - 4 visits per hour, when conducting group speech therapy sessions - 10-12 visits per hour;
1 speech therapist per 100 thousand adults, 1 per 20 thousand children and adolescents.
The Federal Center for Speech Pathology and Neurorehabilitation (Moscow) operates successfully. Its main task is substantive, organizational and methodological work and assistance to health authorities and institutions in organizing the work of speech therapy rooms in polyclinics, psychoneurological dispensaries, specialized departments of hospitals for the treatment of patients with speech pathology (the head and founder of the center is Professor V. M. Shklovsky). Speech therapy assistance is also provided at the Research Institute of Ear, Throat, Nose and Speech. They focus on voice pathology and stuttering.
Currently, speech therapy work in the healthcare system is determined by Order of the Ministry of Health of the Russian Federation dated December 28, 1988 No. 383 “On systematic assistance to patients with speech disorders and other higher mental functions.”
Speech therapy room at a children's clinic
The main link of speech therapy care in the healthcare system is the speech therapy room of a children's clinic.
The work of a speech therapist at a clinic is structured in accordance with the “Regulations on the speech therapy office of a children’s clinic,” which defines the areas of his work:
Pedagogical work to correct speech defects is carried out in systematic and advisory classes.
Clinical examination of organized and disorganized children.
Participation in staffing speech therapy institutions in the healthcare and education systems. Registration of speech therapy characteristics for each child.
Conducting speech therapy sanitary and educational work: conversations with parents, work with pediatricians and kindergarten teachers, publication of speech therapy bulletins, production of visual teaching aids.
Specialized nurseries for children with speech disorders
Specialized nurseries for children with speech impairments are an independent healthcare institution and are aimed at raising children and carrying out activities aimed at the correct development of speech or the correction of its defects.
Nurseries are managed by local health authorities, which manage their work and monitor the proper organization of services for children.
Selection for nurseries for children with speech disorders is carried out by a special commission consisting of a pediatrician, a psychiatrist (neurologist, psychoneurologist) and a speech therapist. Children are sent to the selection committee with the following documentation: an extract from the history of the disease, a conclusion from a psychoneurologist and a speech therapist at the clinic, a certificate from the place of residence, a certificate from the parents’ place of work on the amount of wages.
Admission to specialized nurseries is carried out:
for children with speech delay throughout the year as places become available;
for people who stutter - once every 6 months; in special cases, the period of a child’s stay in a group for people who stutter can be extended to one year.
Specialized nurseries accept children with stuttering and delayed speech development on an organic background.
Contraindications for use are: severe mental retardation (mental retardation, mental retardation associated with progressive mental illness), seizures, severe motor dysfunction.
The work of specialized nurseries is based on the type of institutions with 24-hour stay for children. Specialized nurseries accommodate children under 4 years of age (accepted up to 3 years of age).
Groups are formed according to speech defects (stuttering, delayed speech development).
Discharge from specialized nurseries is made home, to a special kindergarten or general kindergarten (according to indications).
Specialized children's home
The main task of a speech therapist in an orphanage is to prevent deviations in speech development (from the pre-speech period - from 3 months to 1 year), timely diagnosis and correction of the speech of children in all age groups.
The speech therapist takes an active part in medical, psychological and pedagogical commissions, examines all children by types of speech and non-speech activities, describes the level of development of each child, draws up an action plan to ensure the timely development of speech or its correction, for each subgroup of children and individually.
He works daily with children of all age groups (starting from 3 months of age) in subgroups and individually (in accordance with methodological guidelines for teaching young children), and evaluates the effectiveness of training.
Children's psychoneurological sanatorium - a sanatorium-type medical and health institution
The children's psychoneurological sanatorium is located under the district, city, and republican subordination. General management is carried out by the Ministry of Health, regional and city health departments.
Children 4-7 years old are admitted to a preschool psychoneurological sanatorium; children from 7 to 13 years old go to a school psychoneurological sanatorium.
The selection of children for a children's psychoneurological sanatorium is carried out in accordance with the “Indications and contraindications for the treatment of children in local sanatoriums and resorts.”
Indications for sending children to a psychoneurological sanatorium:
neuroses and neurotic forms of reactive states; asthenic, cerebrosthenic, neurosis-like conditions as a consequence of early organic damage to the central nervous system; skull injuries, neuroinfections, somatic diseases;
neurosis-like forms of mental illness in the stage of incomplete compensation;
initial manifestation of psychogenic pathological personality formations and pathological character traits without pronounced behavioral disorders and social adaptation;
general underdevelopment of speech at all levels with concomitant reading and writing impairments; dyslexia, dysgraphia, dysarthria, dyslalia, rhinolalia; delayed speech development; stuttering (with accompanying disorders of sound pronunciation, reading and writing), mutism.
The duration of stay in the sanatorium is 3 months. Repeated treatment is possible after 6 months.
Recruitment is carried out according to age principle.
The goal of the sanatorium is to carry out therapeutic, recreational and speech therapy activities in order to correct speech disorders and deviations in the mental development of children. Children of school age are taught in general education subjects according to their grade level.
Main sections of medical and health work
therapeutic-protective and therapeutic-training regime, taking into account the age and condition of the children;
occupational therapy.
balanced diet;
psychotherapy;
physiotherapy and exercise therapy;
drug therapy;
speech therapy correctional classes;
The work is planned by those responsible for each section of work (teacher, doctors, speech therapist) and is coordinated by the chief physician.
Modern therapeutic and speech therapy methods are used (rational psychotherapy, hypnotherapy, etc.).
There is a close connection with schools in the nearby area, leading medical institutions in the city, region, and republic.
The direct management of a children's psychoneurological sanatorium is carried out by the chief physician (psychoneurologist or pediatrician).
Speech therapy assistance for adults
In recent years, the healthcare system has been intensively working to improve speech therapy care for adults suffering from various speech disorders. Particular attention is paid to the problems of speech restoration in patients who have suffered a severe stroke, brain surgery, etc.
The system of speech therapy assistance for adults includes institutions of various types:
inpatient (neurological departments at hospitals);
semi-inpatient (occupational therapy rooms);
outpatient (methodological rooms at district clinics of the city, rehabilitation centers at clinics).
Reception of patients at the clinic is planned at the rate of 4-6 people per working day. Once a week, the clinic’s speech therapist visits patients at home. The course of rehabilitation training in an outpatient setting covers from 10 to 17 people at a time. The number of sessions per week with each patient is planned from 1 to 5 times and is determined by the patient’s condition. The course of speech restoration lasts on average 3 months. If there are appropriate indications for the patient, the training course can be repeated. There is constant monitoring and supervision of a neurologist, and systematic frontal and individual speech therapy classes are conducted. At the same time, a complex of physical therapy, massage, physiotherapy and occupational therapy is prescribed. The opening of semi-inpatient facilities and rehabilitation centers for patients with aphasia makes it possible to more successfully resolve issues of social adaptation and psychotherapeutic influence.
The provision of speech therapy assistance in the neurological department to patients with severe speech disorders (aphasia, dysarthria, stuttering, etc.) is carried out in stages. Early corrective action increases work efficiency and has great preventive value.
The length of stay of patients in a neurological hospital is 1-3 months.
A comprehensive examination (speech therapist, neuropsychologist, etc.) and analyzes of its results help to identify the extent, nature and location of the lesion, and compensatory possibilities.
Subgroup and individual classes are conducted with patients suffering from aphasia: their frequency, nature and content depend on the individual capabilities of the patient and the degree of speech disorder. The duration of speech therapy sessions in the first weeks is 10-15 minutes (1-2 times a day). Somewhat later, the duration of classes increases to 45 minutes daily; for subgroup classes, the period is extended to 1 hour. The patient’s speech record records the dynamics of speech therapy work (current epicrisis) twice a month.
In many municipalities, city and district geriatric centers and municipal assistance teams (including speech therapists) are organized.
The effectiveness of speech therapy work is largely determined by the contact of the speech therapist with the doctor and the patient’s relatives.
Speech therapy room equipment
The use of modern technical means and visual aids occupies an important place in the work of speech therapy institutions.
In special preschool institutions and schools, models of objects, layouts, dummies, illustrated tables, and diagrams are used.
A special place is occupied by aids for children’s independent work (handouts, various construction sets, collapsible models).
Speech therapists can use various teaching aids for children who do not have developmental disabilities.
An approximate list of equipment for speech therapy classes includes the following: devices And devices: stopwatch; tape recorder (with cassettes); stereo headphones, metronome, screen, overhead projector for slides, video recorder, AIR, electrophone, set of records; screen for covering the speech therapist's face; probes, spatulas; watch.
Didactic material: sets of toys (imaginative, fun games, building materials) for children of different age groups; board games (lotto, dominoes, etc.); albums for examination and speech correction, subject and subject pictures; split alphabet; counting material; mosaic; a set of objects of different colors, sizes, shapes.
Set of sounding toys: drum, xylophone, pipes, harmonicas, piano, tambourine.
Sets of toys for frontal development work speeches: furniture, clothing, dishes, transport, domestic and wild animals, vegetables and fruits. The manuals available in the office should be systematized.
General requirements for the design of a speech therapy room
Individual, group and frontal speech therapy classes are conducted in specially equipped rooms, the placement and area of which must comply with the instructions on the design of special institutions. Financing of speech therapy rooms is carried out by the regional, city and district departments of public education according to the estimate of the institution where the speech therapist works.
The speech therapy room must have a cabinet for manuals and literature, tables and chairs for conducting classes. The number of tables should be at least 4, not counting the large table for the speech therapist, and the number of chairs should be at least 8-10.
In the speech therapy room, it is necessary to have a hanging board, half lined. It should have provisions for placing pictures, flannelographs, objects and other equipment. The necessary equipment for a speech therapy room is a wall mirror with a curtain measuring 70 x 100 cm for group work on sound production and small mirrors 9-12 cm for individual work (at least 10).
For ease of use of teaching aids, the speech therapist prepares a special file cabinet.
The equipment of the speech therapy room at the school center additionally includes:
Special aids for the development of phonemic differentiation (a set of paired subject pictures corresponding to words with initial sounds that are close and distant in sound, and of varying sound and syllabic complexity); sets of pictures corresponding to words with different letter positions: at the beginning, in the middle, at the end.
Sets of various words and pictures for making sentences; a set of reference phrases for composing stories; phrases with missing words, different in their grammatical affiliation and in the degree and nature of their connection with the phraseological context.
Sets of sentences corresponding to various logical-grammatical structures and spatial patterns of prepositions.
Sets of words with missing letters; texts of sentences and stories with missing words; dictation texts.
Sets of words: antonyms, synonyms and homonyms.
Sets of letters in different fonts; numbers; elements of letters and numbers, sets of arithmetic examples and elementary problems; sets of geometric shapes and shape elements for design.
Books with poems, proverbs, fables, humorous stories, sayings with questions developed for them.
Sets of texts with a missing beginning, middle, and end.
Pictures depicting objects and actions, plot pictures of varying complexity, sequential series of pictures reflecting gradually developing events; reproductions of works of art (paintings); sets of subject pictures with missing elements.
10.Books for reading, collections of dictations, the alphabet, geographical maps, sets of records.
Test questions and assignments
1. Describe the main types of special institutions for children with speech impairments (in the education and health care systems).
Reveal the main directions in the work of a speech therapist with parents.
Highlight the tasks of correctional education in schools for children with severe speech impairments.
Tell us about the provision of speech therapy assistance to adults.
List the requirements for the design of a speech therapy room.
What documentation should a speech therapist have in different types of institutions?
When visiting a special institution, find out the specific organizational working conditions.
Get to know in more detail the equipment of the speech therapy room and the documentation of the speech therapist (at school, kindergarten, center, etc.).
Literature
Volkova L. S. Identification and correction of oral speech disorders in blind and visually impaired children. L., 1991.
Education and training of mentally retarded children of preschool age. M., 1983.
Garanina L. A. Variability in the organization of speech therapy assistance for preschool children. Kursk, 1998.
Children with mental retardation / Under. ed. T. A. Vlasova, V. I. Lubovsky, N. A. Tsypina. M., 1984.
Fundamentals of speech therapy / Under. ed. T.V. Volosovets. M., 2000.
Filicheva T. B., Cheveleva N. A. Speech therapy work in a special kindergarten. M., 1987.
Yastrebova A.V., Bessonova T.P. Instructional and methodological letter on the work of a speech therapist at a speech therapy center at educational institutions. M., 1996.
The year of birth of speech therapy in Russia can be considered 1933, when L. S. Vygotsky, together with the director of the Experimental Defectology Institute of the People's Commissariat for Education, I. I. Danyushevsky, created another branch of defectology, the object of research of which was children with speech disorders. A speech clinic school appeared at the Experimental Defectology Institute.
Currently, our country has created and is constantly improving a system of assistance to children and adults with speech pathology. Speech therapy assistance to children and adults is provided through education, health care and social welfare.
The education system provides assistance to children with speech disorders of preschool and school age. For this purpose, special nurseries, kindergartens, preschool orphanages, preschool groups at special and general education schools, special groups in general kindergartens, schools for children with severe speech impairments (type V schools), speech therapy centers at general education schools have been created. .
Special preschool institutions accept children with speech impairments from the age of three with initially intact intelligence and normal hearing. Among these institutions there are kindergartens with round-the-clock attendance, which accept children from 4 years of age. The main goal of the work of preschool institutions for children with speech disorders according to the “Model Regulations” is the comprehensive education of children, the development of their correct spoken language, correct pronunciation and preparation of children for school.
At the initiative of local education departments, the administration of institutions and the initiative of parents, preschool groups are currently being created at special and general education schools and special groups in general kindergartens. These groups provide speech therapy assistance to children with pronunciation problems in order to prepare them for school.
In schools for children with severe speech impairments (type V schools) there may be two departments: a) for children with severe speech impairments (1st department), b) for those who stutter (2nd department). Some of these schools are boarding schools. Children suffering from general speech underdevelopment are enrolled in the 1st department. When staffing classes, the level of speech development of children and the nature of the speech defect (alalia, aphasia, rhinolalia, stuttering with OHP, dysarthria) are taken into account. The 2nd department enrolls children with severe stuttering and normal speech development. At the school for children with severe speech impairments, education is carried out according to specially developed programs in accordance with the programs of secondary schools.
In the 1st department - I stage - primary general education with a standard period of development - 4-5 years; Stage II - basic general education with a standard period of completion - 6 years.
In the 2nd department - I stage - primary general education - 4 years, II stage - basic general education - 5 years.
The maximum class size is 12 people.
Speech therapy centers at secondary schools are designed to correct speech disorders in school-age children. Students who have problems with sound pronunciation, general speech underdevelopment, stuttering, and reading and writing disorders are enrolled in speech therapy centers.
In the healthcare system, assistance to children with speech pathology is provided in speech therapy rooms of children's clinics, in specialized nurseries for children with speech disorders, in specialized children's homes, in children's psychoneurological hospitals and sanatoriums, half-hospital hospitals and summer camps and sanatoriums. In medical institutions, children are provided with comprehensive medical, psychological and pedagogical assistance, which involves correctional and educational work of a speech therapist, educator and psychologist, and medical intervention.
Speech therapy rooms at children's clinics serve children at their place of residence. The main areas of work of the speech therapist at the clinic: clinical examination of children in preschool institutions, initial admission of children who do not attend preschool institutions, participation in staffing speech therapy institutions of the healthcare and education system, pedagogical work to correct speech defects, carrying out speech therapy sanitary and educational work among the population .
Specialized nurseries for children with speech disorders accept children under 3 years of age with stuttering and delayed speech development of organic origin, with normal hearing and primary intact intelligence, with intact motor sphere. This type of institution operates around the clock for children. Groups are completed according to speech defects - for children who stutter and for children with delayed speech development.
In specialized children's homes there are children with organic damage to the central nervous system from 3 months to one year. Correctional and educational work with this category of children involves examining psychomotor development and carrying out corrective measures to develop speech and psyche.
Children with consequences of early organic damage to the central nervous system (the main contingent are children with cerebral palsy) are sent to children's psychoneurological hospitals to receive comprehensive medical, psychological and pedagogical care.
In children's psychoneurological sanatoriums there are children of preschool age from 4 to 7 years old and school children from 7 to 13 years old. The contingent of children sent to the sanatorium includes children with the consequences of early organic damage to the central nervous system, with ODD, with mental retardation, and with stuttering. Correctional and educational work is aimed at correcting speech disorders and deviations in mental development.
The social security system includes orphanages for severely mentally retarded children and adolescents and orphanages for the deaf-blind. Disabled children are admitted to the institutions, and comprehensive correctional and educational work is carried out with them, an integral part of which is speech therapy.
Correctional pedagogical (speech therapy) assistance
in the preschool education system
In Russia, the system of correctional assistance for children with speech disorders and developmental disabilities developed gradually. Since the 20s, systematic, comprehensive assistance to children with various types of speech pathology began to develop. In the field of defectology, scientific research has proven that early recognition of a defect and its correction are of great importance. In case of severe speech disorders, early correctional and educational work leads to significant compensation of the defect .
In preschool institutions for children with speech disorders, a clear organization of the entire correctional and pedagogical process is provided. It is provided by:
Timely examination of children;
Rational scheduling of classes;
Availability of frontal training plans;
Equipping the speech therapy room with modern equipment and visual aids;
The joint work of a speech therapist with a group teacher, specialists and parents .
In recent years, along with the existing system of speech therapy assistance that has been well developed over the years, speech therapy centers have been opened in preschool educational institutions. The goal of speech therapy centers is to help more children and their parents who need correction, consultation, and prevention of speech disorders.
The practice of speech therapy centers has shown many pressing problems. Let's look at some of them.
Parents of children with complex speech disorders, knowing that a speech therapist works in a preschool institution, are not interested in transferring them to special compensatory groups of other preschool institutions (especially if these kindergartens are remote from their place of residence). Teachers at speech therapy centers found themselves forced to work with such children “integrated” into mass preschool institutions, devoting much more time to them than to those who studied at the speech therapy center according to indications (mainly with disorders of the sound-pronunciation aspect of speech). In the newly opened speech therapy centers, speech therapists began to work more with children preparing to go to school. It was assumed that over time the main emphasis would be on speech therapy classes with children of primary preschool age. However, now it is not always possible to do this, since there are more and more children with problems in speech development. As a result, an acceptable moment to start classes is missed. By the age of five or six, children have formed incorrectly the pronunciation of many sounds (for example,[R]– throat,[l]– bilabial, interdental sibilants) and is already fixed in spontaneous speech. In preschool institutions, the number of teachers with speech defects has increased, which cannot but affect the formation of defective pronunciation in children by imitation. The teacher must have clear, correct speech.
The teacher must know individual deviations in the formation of the child’s speech, hear defects in the pronunciation and lexical-grammatical aspects of speech, and take into account the speech capabilities of each child in the process of educational and extracurricular activities .
In the process of dynamic observation, it is often revealed that children have erased manifestations of a speech disorder that is more complex than previously thought (for example, dysarthria). This means that the production and automation of sounds is delayed, which also complicates the work of the entire correctional and pedagogical process in a preschool institution . Absence from school due to illness in children plays a big negative role. Unfortunately, many unfavorable factors contribute to this: lifestyle, heredity, environment, medical and social assistance (health care). When examining the speech of all children, speech therapists are constantly faced with the fact that children know little about the surrounding reality. Children have a poor vocabulary and insufficient word formation and inflection skills. Many children use prepositions incorrectly, fail to cope with the tasks of composing a story based on a series of pictures or one plot picture, recite a poem, or retell a fairy tale. Often children do not know the names of primary colors, geometric shapes, and do not know how to count; more often than not, counting is mechanical. Often, children have weak memory, unstable attention, children do not know how to communicate, analyze, do not master choice operations, fine motor skills are poorly developed, etc. The working rate of educational psychologists in preschool educational institutions is reduced or minimal, so all correctional and developmental work is usually performed by a speech therapist or educator.
A speech therapist teacher in a preschool institution needs the support and assistance of colleagues (music and physical education directors, teachers, senior teacher, methodologist, head and parents) . But this is only possible under the necessary condition that the teacher-speech therapist himself carries out educational and propaganda work on the development and correction of speech, linking them with the general development of the child.
The main task of correctional pedagogical, speech therapy intervention for children with general speech underdevelopment is to teach children to express their thoughts coherently and consistently, grammatically and phonetically correctly, and talk about events from the surrounding reality. This contributes to successful learning at school, communication with peers, adults, and the formation of personal qualities .
For the efficiency of constructing work and monitoring the correctional pedagogical process, we have developed “Modules for organizing correctional pedagogical and speech therapy work in speech therapy centers and speech groups of preschool educational institutions.”
Diagnostic module
Identification of children at the initial stage with developmental problems in a preschool institution; Primary examination of the speech of preschool children at the speech therapy center of a preschool institution; Monitoring medical and pedagogical history, information about early development; Psychological, pedagogical and medical observation of young children with speech disorders; Examination of children with severe speech disorders in the conditions of primary medical education; Examination of children with pathologies of hearing, musculoskeletal system, vision, and intellectual sphere in the conditions of the State Medical and Practical Medical Center; Dynamic observation during the learning process, intermediate monitoring; Diagnostics of the effectiveness of the correctional pedagogical and speech therapy process.
Organizational module
Staffing speech therapy groups; Enrollment in speech therapy centers of a preschool institution; Submitting lists of children enrolled in classes to the head of the preschool institution. Registration of parents for the provision of advisory assistance from a speech therapist or psychologist.
Analysis and planning module
Analysis of diagnostic and acquisition results; Statistical report; Development of a strategy and correctional pedagogical process in a preschool institution - planning the work of a speech therapist for the school year; Pedagogical consultations on the problems of individual children, medical (consultations of children with speech problems with doctors of narrow specialties) . Choosing a method for organizing the correctional pedagogical process in a preschool institution: forming groups and subgroups based on manifestations of violations, planning individual work with children; Providing documentation;
Module of correctional and developmental classes
The work of a speech therapist to improve various aspects of speech; The work of a teacher psychologist to stimulate the psychological basis of speech (memory, attention, thinking, perception, constructive activity skills); The work of a teacher is related to cognitive development; The work of a music director in developing tempo-rhythmic organization. Logorhythmic exercises; The work of a physical education leader on the development of gross and fine motor skills; Individual routes of medical support for children with developmental problems .
Module of advisory and preventive work
In-depth medical examinations; Advisory assistance to parents of children with speech development problems; Preventive measures for oral speech in young children; Consultative sessions with children of primary preschool age who have age-related speech impairments; Testing using methods for early detection of dyslexia; Prevention of writing disorders. Organization of propaedeutic classes.
Methodological support module
Scientific and methodological base of literary support and assistance to preschool employees on correction issues; Study and implementation of variable forms of providing correctional assistance; Creation of a library of correctional pedagogical and psychological literature; Self-education of preschool teachers; Participation in the work of methodological associations of speech therapists ; Participation in conferences, seminars and workshops; Generalization of pedagogical experience in the field of correction.
Module for optimizing the correctional pedagogical process
Material and technical base of the educational process, equipment for speech therapy rooms; Creation of card files: games, exercises, articulation gymnastics, etc.; Using modern technical means, creating an audio and video library for speech therapy rooms.
Control module
Carrying out test sections; Information about the work of a speech therapist teacher on pedagogical and methodological councils; Information at group parent meetings (parent conferences); PMPC on issues of transfer and release of children from speech groups; Final interviews at speech therapy centers; Summing up the work for the academic year. Submission of an analysis report on the work done to the pedagogical council of the preschool institution.
Experience shows that high-quality, well-functioning correctional pedagogical (speech therapy) work in preschool educational institutions will be successful with an effective system of interaction between all specialists of the preschool institution.
Literature
Volkova L.S., Shakhovskaya S.N. Speech therapy. – M., 2003
Zhukova N.S., Mastyukova E.M. , Filicheva T.B. Speech therapy Overcoming general speech underdevelopment in preschool children. Ekaterinburg 2004.
Levina R.E. Fundamentals of the theory and practice of speech therapy. – M., 1968.
Handbook of preschool education. – M., 1980.
Yastrebova A.V., Bessonova T.P. Instructional and methodological letter on the work of a speech therapist at a speech therapy center at educational institutions. – M., 1996.
1. Speech therapy room at the children's clinic.
The main link in the healthcare system. The work of a speech therapist at a clinic is structured in accordance with the “Regulations on the speech therapy office of a children’s clinic,” which defines areas of work:
1. pedagogical work to correct speech defects is carried out in systematic and advisory classes.
2. medical examination of organized and unorganized children.
3.participation in staffing speech therapy institutions in the healthcare and education systems. Registration of speech therapy characteristics for each child.
4.conducting speech therapy sanitary and educational work: conversations with parents, work with pediatricians and kindergarten teachers, publication of speech therapy bulletins, production of visual teaching aids.
2. Specialized nurseries for children with speech disorders.
They are an independent healthcare institution and have as their goal the upbringing of children and carrying out activities aimed at the correct development of speech or the correction of its defects. Selection for the nursery is carried out by a special commission consisting of a pediatrician, psychiatrist, and speech therapist. Documentation: an extract from the medical history, a conclusion from a psychoneurologist and a speech therapist at the clinic, a certificate from the place of residence, a certificate from the parents’ place of work about the salary amount.
Admission to specialized nurseries is carried out:
1) for children with delayed speech development during the year as places become available;
2) for people who stutter - once every 6 months; in special cases, the period of a child’s stay in a group for people who stutter can be extended to one year.
Contraindications for use:
*expressed UO;
*convulsive seizures;
*severe motor dysfunction.
The work of specialized nurseries is based on the type of institutions with 24-hour stay for children. Specialized nurseries accommodate children under 4 years of age.
Groups are completed according to speech defect.
3. Specialized children's home.
The main task of a speech therapist is the prevention of deviations in speech development (starting from the pre-speech period - from 3 months to 1 year), timely diagnosis and correction of the speech of children in all age groups.
Speech therapist: takes an active part in the MPPC;
examines all children, describes the level of development of each child, draws up an action plan;
daily classes with children of all age groups in subgroups and individually
evaluates the effectiveness of training.
4. Children's psychoneurological sanatorium - a sanatorium-type medical and health institution.
Children 4-7 years old are admitted to a preschool psychoneurological sanatorium; children from 7 to 13 years old go to a school psychoneurological sanatorium.
Indications for referral of children:
*neuroses and neurotic and forms of reactive states; asthenic, cerebrosthenic, neurosis-like conditions as a consequence of early organic damage to the central nervous system; skull injuries, neuroinfections, somatic diseases;
*general underdevelopment of speech at all levels with concomitant reading and writing impairments; dyslexia, dysgraphia, dysarthria, rhinolalia, dyslalia; ZRR; stuttering; mutism.
The duration of stay in the sanatorium is 3 months. Repeated treatment is possible after 6 months. Recruitment is carried out according to age principle.
The goal of the sanatorium is to carry out therapeutic, recreational and speech therapy activities in order to correct speech disorders and deviations in the mental development of children.
Main sections of medical and health work:
*medical-protective and therapeutic-training regime, taking into account the age and condition of the children;
*balanced diet;
*psychotherapy; * rhythm; * occupational therapy; * drug therapy;
*speech therapy correctional classes;
5. Speech therapy assistance to adults.
The system of speech therapy assistance for adults includes institutions of various types:
1.inpatient (neurological departments at hospitals)
2.semi-stationary (occupational therapy room)
3. outpatient (methodological rooms at district clinics of the city).
Reception of patients at the clinic is planned at the rate of 4-6 people per working day. Once a week, the clinic’s speech therapist visits patients at home. The course of speech restoration lasts on average 3 months. Monitoring and observation by a neurologist is constantly carried out, and systematic frontal and individual speech therapy sessions are conducted. At the same time, a complex of physical therapy, massage and physiotherapy is prescribed.
A comprehensive examination and analysis of its results help to identify the extent, nature and location of the lesion, and compensatory possibilities.
B 40. Training and education of children with phonetic-phonemic underdevelopment.
Phonetic-phonemic underdevelopment(FFN) - disruption of the processes of formation of the pronunciation system of the native language in children with various speech disorders due to defects in the perception and pronunciation of phonemes. A sign of phonemic underdevelopment is the incompleteness of the process of formation of sounds distinguished by subtle articulatory or acoustic features. This category includes children with normal hearing and intelligence.
Involved: Levina R.E., Boxis R.M., Luria A.R.)
The state of children's phonemic development influences the acquisition of sound analysis.
Secondary underdevelopment of phonemic perception is observed in cases of speech kinesthesia disorders; in these cases, normal auditory-pronunciation interaction is disrupted, which is one of the most important mechanisms for the development of pronunciation.
With a primary violation of phonemic perception, the prerequisites for mastering sound analysis and the level of formation of the action of sound analysis are lower than with a secondary one.
Disadvantages of sound pronunciation can be reduced to the following characteristic manifestations:
63. replacement of sounds with simpler articulation (s and sh are replaced by the sound f);
64. The child is able to pronounce some sounds correctly in isolation, but does not use them in speech or replaces them (the words fur coat and dog are pronounced, but in coherent speech there is a mixture of the sounds s and sh);
65. unformed process of differentiation of sounds (instead of several articulatory close sounds, the child pronounces an indistinct sound, for example: a soft sound sh instead of sh);
66. There is an unstable use of sounds in speech. The child pronounces the same word differently in different contexts or when repeated several times.
Levels of impaired sound pronunciation:
1. the sound is constantly disrupted - complete inability to pronounce a sound;
2. the presence of an isolated sound, but the inability to pronounce it in words...;
3.mixing sounds.
Organization of correctional work with children with physical disabilities in conditions of mass childcare.
1.correctional work;
2.prevention.
Overcoming phonetic-phonemic underdevelopment is achieved through targeted speech therapy work to correct the sound side of speech and phonemic underdevelopment.
Speech therapy work includes the formation of pronunciation skills, the development of phonemic perception and skills of sound analysis and synthesis. Correctional education provides for a certain range of knowledge about the environment and a corresponding amount of vocabulary, speech skills and abilities that must be acquired by children at a given age stage.
Based on the correct pronunciation of sounds, the following is carried out:
*development of attention to the morphological composition of words and changes in words and their combinations in a sentence;
*developing in children the ability to correctly compose simple common and complex sentences, use different sentence structures in coherent speech;
*development of coherent speech, work on a story, retelling with the setting of any correctional task;
*development of children's vocabulary by drawing attention to methods of word formation, to the emotional and evaluative meaning of words;
*development of voluntary attention and memory.
First of all, children must clarify their articulatory basis for the further development of phonemic perception and sound analysis. Frontal classes to clarify articulation, to develop phonemic perception and to prepare children for the analysis and synthesis of the sound composition of a word must be carried out on sounds that are correctly pronounced by all children.
Great attention is paid to the differentiation of sounds at all stages of learning. Each sound, after its correct pronunciation has been achieved, is compared by ear with all articulatory or acoustically similar sounds. Much attention is paid to vowel sounds; their correct pronunciation plays a big role in analyzing the sound composition of a word.
From the very beginning of learning, it is necessary to rely on conscious analysis and synthesis of the sound composition of the word. The skills of sound-letter analysis, comparison, juxtaposition of similar and different features of sounds and letters, analysis and synthesis exercises help consolidate pronunciation skills and master conscious reading and writing.
Exercises are carried out in a certain sequence to prepare children for learning to read and write.
By the time they enter school, children who have completed a special education course are prepared to master the general education curriculum.
Correction of FFN in school-age children.
The system of correctional education for children with FFN in the conditions of a school speech therapy center provides for the unity of the main directions of work: the production of missing and incorrectly pronounced sounds, the introduction of the given sounds into speech and the development of skills in the analysis and synthesis of the sound composition of words. Sound production is carried out using generally accepted methods in speech therapy. At the same time, much attention is paid to the conscious consolidation of sound articulation, which is of great importance in the development of students’ analytical and synthetic activity. Directed work is being carried out to develop strong connections between sounds and letters in children.