Providing speech therapy assistance in the education system. Section IV. Organization of speech therapy assistance in Russia. Prevention of speech disorders and prevention of secondary defects. Test questions and assignments

24.11.2019

Combined and separate spelling of “also” and “the same way”

Negative pronouns

Sensual and rational in cognition

Open lesson on the surrounding world on the topic "Crop production" (3rd grade)

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 are aimed at raising children and carrying out activities aimed at proper development speech or 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 delay speech development throughout 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 children’s speech in all age groups Oh.

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 task of the sanatorium is to carry out therapeutic, recreational and speech therapy activities for the purpose of correction 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.

System speech therapy assistance for the adult population 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 is prescribed physical therapy, massage and physiotherapy.

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: 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 volume of vocabulary, speech skills and skills that should be acquired by children at this 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;

*raising in children the ability to correctly form simple common and complex sentences, consume different designs sentences 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. Sound-letter analysis skills, comparison, juxtaposition of similar and various signs 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 the course special education, are preparing to master the general education school curriculum.

Correction of FFN in children school age.

System special education children with FFN in the conditions of a school speech therapy center provides for the unity of the main directions in the work: the production of missing and incorrectly pronounced sounds, the introduction of the supplied 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. In this case, much attention is paid to the conscious consolidation of sound articulation, which has great importance in the development of analytical and synthetic activity of students. Directed work is being carried out to develop strong connections between sounds and letters in children.

Within preschool education:

Preschool institutions for children with speech disorders (type V)

Speech therapy groups in preschool institutions combined type: (groups for children with functional disabilities, groups for children with special needs, groups for children with stuttering)

Speech therapy centers at general preschool institutions (for children with physical impairment, physical impairment, physical impairment)

Speech therapy assistance in special preschool institutions is provided to children who have speech impediments in other nosological forms(oligophrenia, visual impairment, musculoskeletal system), as well as children with mental retardation

As part of school education:

Special (correctional) general education schools for children with severe speech impairments (type V)

Speech therapy centers at secondary schools

Speech therapy classes (V type) at secondary schools

Speech therapy work in S(K)OU of VII and VIII types

Speech therapy assistance in the healthcare system

Speech therapy rooms at children's clinics and psychoneurological dispensaries (children and adults)

Specialized nurseries for children with speech disorders (for children with developmental disabilities and stuttering

Children's psychoneurological sanatorium

The system of speech therapy assistance for adults includes institutions of various types:

1. Inpatient (neurological departments at hospitals).

2. Semi-stationary (occupational therapy rooms).

3. Outpatient (methodological rooms at district clinics of the city).

Speech therapy assistance in the system social protection:

Specialized children's home

MAIN DIRECTIONS OF CORRECTIONAL EDUCATION AND EDUCATION OF PRESCHOOL CHILDREN WITH FFN

Phonetic-phonemic underdevelopment- 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. This category includes children with normal hearing and intelligence.

The state of children's phonemic development influences the acquisition of sound analysis. The level of formation of the action of isolating the sequence of sounds in a word and the ability to consciously navigate the sound elements of a word depend on the degree of underdevelopment of phonemic perception and on whether this underdevelopment is primary or secondary. Secondary underdevelopment of phonemic perception is observed in cases of speech kinesthesia disorders that occur with anatomical and motor defects of the speech organs.

The unformed pronunciation of sounds is expressed variably in the form of various sound substitutions and distortions. When examining a child’s speech, it is necessary to carefully determine which sounds are disturbed in pronunciation and how exactly. In the presence of a large number of defective sounds, as a rule, the pronunciation of polysyllabic words with a combination of consonants (“kachikha” instead of weaver) is impaired.

Children with phonetic-phonemic underdevelopment experience general blurred speech, “compressed” articulation, and insufficient expressiveness and clarity of speech. These are mainly children with rhinolalia, dysarthria and dyslalia - acoustic-phonemic and articulatory-phonemic forms.

Speech therapy assistance for this category of children preschool age is carried out in special kindergartens, in clinics, and in school - at speech therapy centers.

Correction of FFN in preschool children

The system of training and education of preschool children with phonetic-phonemic underdevelopment includes correction of speech defects and preparation for full literacy training (G. A. Kashe, T. B. Filicheva, G. V. Chirkina, 1978, 1974).

Children entering groups with phonetic-phonemic underdevelopment must acquire the amount of basic knowledge, skills and abilities that are necessary for successful learning in a general education school.

There are special sections on developing pronunciation and teaching literacy.

Speech therapy work includes the formation of pronunciation skills, the development of phonemic perception and skills of sound analysis and synthesis.

Correctional education also 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.

The complex interaction of functions involved in the formation of phonemic representations requires a dissected, step-by-step formation of both the full articulation of sounds and their reception.

First of all, children must clarify their articulatory basis for the further development of phonemic perception and sound analysis. For this purpose, stored sounds are used. Their articulation is clarified and differentiation begins. And only after that they begin to produce the disturbed sounds.

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. Then, in a certain sequence, the sounds delivered at this time are turned on.

At all stages of learning, much attention is paid to the differentiation of sounds. Each sound, after its correct pronunciation has been achieved, is compared by ear with all articulatory or acoustically similar sounds (1st stage of differentiation). Later, differentiation is also made in pronunciation (2nd stage of differentiation). This sequence of work makes it possible to include exercises in distinguishing sounds very early, which contributes to the spontaneous appearance of new sounds in children’s speech. Thanks to developed auditory control, this stage is completed much faster.

Based on refined pronunciation skills of vowel sounds, the most simple shapes phonemic perception (the ability to hear a given sound (in a series of sounds), determine the presence of this sound in a word).

Sound production is carried out with maximum use of all analyzers. When staging, it is important to remember that sounds belonging to different phonetic groups are selected for the initial staging; sounds mixed in children's speech are gradually worked out in a delayed manner; the final consolidation of the studied sounds is achieved in the process of differentiation of all similar sounds.

Exercises in sound analysis and synthesis, based on clear kinesthetic sensations, contribute to the conscious sound of speech, which is the basis for preparing for learning to read and write. On the other hand, the skills of sound-letter analysis, comparison, juxtaposition of similar and different features of sounds and letters, analysis and synthesis exercises contribute to the consolidation of pronunciation skills and the acquisition of conscious reading and writing

See question 70 for details.

By the time they enter school, children who have completed a special education course are prepared to master the general education curriculum. They are able to distinguish and differentiate by ear and pronunciation all the phonemes of their native language, consciously control the sound of their own and others’ speech, consistently isolate sounds from the composition of a word, and independently determine its sound elements. Children learn to distribute attention between different sound elements, to retain in memory the order of sounds and their position in a word, which is a decisive factor in the prevention of writing and reading disorders.

Modern socio-economic conditions in Russia determine the need to improve the content special education taking into account the requirements of society, aimed not only at the comprehensive development of the personality of persons with special needs, but also their wider adaptation.

Preschools for children with speech disorders

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.

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.

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 every child; availability of frontal training plans; equipping them necessary equipment and visual aids; working together speech therapist with the group teacher and parents.

The possibilities of overcoming deficits in the speech, cognitive and emotional-volitional spheres in all age groups of persons with speech impairments depend on the timely and adequate use of a complex of medical and psychological-pedagogical interventions.

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 on the instructions of 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.

School for children with severe speech impairments (type V)

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 speech formation and mastery of the educational program for this group of children is effective only in school special purpose where used special system corrective influence.

With the direct participation of the speech therapy sector of the Research Institute of Defectology, the first school was organized in Leningrad in 1954.

Along with the tasks of a general education school of a general type, this institution puts forward specific tasks:

a) overcoming various types violations of oral and written speech;

b) elimination of associated features of mental development in the process of correctional and educational work during school and extracurricular hours;

c) professionally labor training. The school consists of two departments.

The first department of the school accepts children with a diagnosis of alalia, aphasia, dysarthria, rhinolalia, stuttering, who have severe general speech underdevelopment that interferes with their studies 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 educational process carried out in accordance with the level of education of the programs of the two departments. In the 1st department - 1st stage - initial general education With standard period 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.

IN educational process provided big number hours for industrial 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.

Overcoming various manifestations of speech defects in children is ensured by a combination of frontal (lesson-based) and individual forms of work.

Individual speech therapy classes conducted by a speech therapist teacher after 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 the special school is intended for students with severe stuttering; an additional year, compared to the 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 verbal communication, self-care skills and sanitary and hygienic skills.

The teacher constantly works with one group of students and is obliged to study well individual characteristics each child and the characteristics of his speech defect.

Teachers, educators and speech therapists of the school together in the process of educational and labor activity 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.

Speech therapy work in a auxiliary school

Correction of speech impairments in mentally retarded students requires the organization of special speech therapy work. IN curriculum Auxiliary schools provide 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 cognitive activity or a child's speech disorder.

At the beginning of the school year, a speech therapist examines all students entering school, regardless of the class in which they will study.

The speech examination covers pronunciation, pace, fluency of speech, as well as its comprehension, vocabulary, grammatical structure, reading and writing skills in accordance with the child’s school experience.

Primary examination oral speech children is carried out during lessons in the classroom. 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 his speech and writing status, 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.

TO speech map A student enrolled in speech therapy classes is accompanied by an individual lesson plan with him.

The plan 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 is built taking into account age characteristics, school curriculum according to the native language and characteristics of the speech defect. 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 classes are held 4 times a week with students in grades 1-4 and 3 times a week with students in grades 5-6. 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 class teacher. 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 the classroom, 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 time;

Attends classes in the native language, speech development, reading, and others to test the speech capabilities of students with speech impairments (in their 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 program requirements, methods and techniques of teaching his 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 organize 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 gives talks 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 have different shapes: individual conversations, open classes, messages at method associations with demonstration of tape recordings of students’ speech upon admission and graduation, comparison of written work on different stages work, etc. At the end of the school year, the speech therapist draws up text and digital reports on the work for the year.

Speech therapy centers at secondary schools

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, total number primary classes of which should not exceed 16.

Its main tasks:

Correct speech deficiencies in students;

Promote speech therapy knowledge among teachers and the population;

Timely 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 in the child’s speech record and brought to the attention of the class teacher and parents. Responsibility for students' mandatory attendance at classes and completion of necessary requirements is entrusted to the speech therapist, class teacher and school administration.

The effectiveness of speech therapy work depends on the methodological level of correctional measures, close contact and uniform requirements for the speech of children of teachers and speech therapists. Important There is also an active participation of parents in correcting the speech of children. Parents are present when children are enrolled in a speech therapy group and monitor attendance and completion of assignments. In some cases, parents are present at classes. Communication between the speech therapist and parents is also carried out through parent meetings, 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 individuals of different ages with functional and organic speech disorders.

Modern socio-economic conditions in Russia determine the need to improve the content of special education, taking into account the requirements of society, aimed not only at the comprehensive development of the personality of persons with special needs, but also their wider adaptation.

Preschools for children with speech disorders

Scientific research in the field of defectology has proven the extremely important importance of early recognition of the defect and its early correction.

In a significant number of 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.

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.

Children who have mastered normal speech, successfully completed their education and have not reached the age of 7 are transferred to general preschool institutions.

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.

Preschool institutions for children with speech disorders are a promising link in common system education and training of abnormal children, ensuring the prevention of further development of the defect.

The weak link in the activities of special kindergartens is insufficient medical care for children, inconsistency in the timing of speech therapy and health activities, late identification of children, and incomplete coverage.

As the network of preschool institutions develops, providing for the need for speech therapy assistance, further differentiation of children is necessary With various speech anomalies (stutterers with a normal level of speech development - stutterers with speech underdevelopment; children with mild degree 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 to children primarily with pronunciation disorders through outpatient appointments.

Speech therapy assistance in special preschool institutions is provided to children with speech impairments due to other nosological forms (mental retardation, visual impairment, musculoskeletal disorders), as well as children with mental retardation.

According to the regulation “On standard staffing of special-purpose preschool institutions for children with mental and mental disabilities physical development and on the remuneration of teachers-defectologists and teachers-speech therapists" (from the order of the Minister of Education of October 14, 1975 No. 131) in kindergartens (nurseries) for children with visual impairments, musculoskeletal system and intelligence, the position of teacher is introduced - defectologist 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; school preparatory group * - 6-7 years. 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.

The speech therapist teacher carries out all educational and correctional work on mental development children, on teaching correct speech, 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 carried out in 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 exercises are carried out with all children). Individual speech therapy sessions with each child are organized at least 3 times a week.

The content of correctional training includes the production and automation of the sounds of the native language, work on fluency of speech, breathing, stress, on clarifying and expanding the vocabulary, practical use grammatical structures, 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 (the state of coherent speech, the formation of grammatical structure, vocabulary, phonetics, perception; a study of general and speech motor skills is carried out, 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 first level of speech development, the main attention is paid to the formation of sound pronunciation. In groups for children with the second or third speech level, speech therapy work involves eliminating gaps in the formation of the phonetic-phonemic and lexical-grammatical structure of the language. 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 subgroup. 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 (type V)

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 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:

a) overcoming various types of oral and written speech disorders;

b) elimination of associated features of mental development in the process of correctional and educational work during school and extracurricular hours;

c) vocational training. The school consists of two departments.

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 level of education 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.

pronunciation, speech development, literacy, phonetics, grammar, spelling and speech development, reading and speech development.

Overcoming various manifestations of speech defects in children is ensured by a combination of frontal (lesson-based) and individual forms of work.

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 the special school is intended for students with severe stuttering; an additional year, compared to the mainstream school, is allocated for special speech work in the lower grades.

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.

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 class in which they will study.

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.

The main criterion for enrollment in classes is the nature of the speech disorder and its significance for the child’s academic performance.

An individual lesson plan with him is attached to the speech card of a student enrolled in speech therapy classes.

The plan is drawn up on the basis of a speech therapy report summarizing all examination data.

The start of systematic classes is preceded by an organizational period (the first two weeks of the school year).

Work to correct speech disorders 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 with students in grades 1-4 and 3 times a week with students in grades 5-6. As a rule, 15 minutes are allotted for an individual lesson with each student. The duration of group classes is 45 minutes. Lessons with subgroups lasting 20-25 minutes are allowed.

As a rule, individual lessons are conducted with children who need production or correction of sounds.

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.

Keeps a log of class attendance, which briefly reflects the content of the material covered in class (daily);

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;

Is well versed in the program requirements, in the 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;

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,

messages 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 draws up 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.

Its main tasks:

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.

The results of speech therapy sessions are noted in the child’s speech record and 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.

The effectiveness of speech therapy work depends on the methodological level of correctional measures, close contact and uniform requirements for the speech of children of teachers and speech therapists. The active participation of parents in correcting their children’s speech is also important. Parents are present when children are enrolled in a speech therapy group and monitor attendance and completion of assignments. In some cases, parents are present at 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.

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 classes - 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.

Operates successfully Federal Center speech pathology and neurorehabilitation (Moscow). Its main task is organizational and methodological assistance to health authorities and institutions in organizing the work of speech therapy rooms in polyclinics, psychoneurological dispensaries, and specialized departments of hospitals for the treatment of patients with speech pathology.

Center staff are studying the prevalence of speech pathology among the population, the need for speech therapy assistance; develop proposals for the organization, development and improvement of speech therapy assistance for children and adults; study proposals for equipment for speech therapy rooms and hospitals; develop instructional and methodological materials; study, generalize and disseminate best practices in speech therapy rooms and hospital departments for the treatment of patients with speech disorders.

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:

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.

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.

The nurseries are run by local health authorities, who manage their work and monitor proper organization 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:

a) for children with delayed speech development throughout the year as places become available;

b) 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(oligophrenia, 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 under 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 kindergarten general profile(according to indications).

Specialized children's home

The main task of a speech therapist in the Children's Home 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.

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 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;

Balanced diet;

Psychotherapy;

Physiotherapy and exercise therapy;

Drug therapy;

Speech therapy correctional classes;

Rhythm;

Occupational therapy.

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 the children's psychoneurological sanatorium is carried out by chief physician(psychoneurologist or pediatrician).

Speech therapy assistance for adults

Behind last years The healthcare system is intensively working to improve speech therapy services for adults suffering from various speech disorders. Special attention focuses on 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:

1. Inpatient (neurological departments at hospitals).

2. Semi-stationary (occupational therapy rooms).

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 rehabilitation training in an outpatient clinic 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. Monitoring and observation by a neurologist is constantly carried out, and systematic frontal and individual speech therapy classes are conducted. At the same time, a complex of physical therapy, massage and physiotherapy is prescribed. The opening of semi-inpatient facilities with the widespread use of occupational therapy 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.

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

Use of modern technical means and visual aids occupy 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 different teaching aids for children without developmental disabilities.

IN sample list equipment for conducting speech therapy classes includes apparatus 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 (shaped, fun games; construction material) 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; set of items different color, sizes, shapes.

A set of sounding toys: drum, xylophone, pipes, harmonicas, piano, tambourine. Sets of toys for frontal work on speech development: furniture, clothing, dishes, transport, domestic and wild animals, vegetables and fruits. The manuals available in the office should be distributed into appropriate boxes or folders.

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. Speech therapy rooms are financed

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 must be at least 4, not counting large table for a speech therapist, and the number of chairs is at least 8-10.

The speech therapy room should have a hanging board, half of which is lined; in addition, it should have devices for placing pictures, a flannelgraph, objects and other equipment for classes. The necessary equipment for a speech therapy room is wall mirror with a curtain measuring 70x100 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:

1. 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 locations: at the beginning, in the middle, at the end.

2. Sets of various words and pictures for making sentences; a set of reference phrases for composing stories; phrases with omissions of words that differ in their grammatical affiliation and degree (the nature of their connection with the phraseological context).

3. Sets of sentences corresponding to various logical-grammatical structures, and spatial patterns of prepositions.

4. Sets of words with missing letters; texts of sentences and stories with missing words; dictation texts.

5. Sets of words: antonyms, synonyms and homonyms.

6. Sets of letters in different fonts; numbers; elements of letters and numbers, sets arithmetic examples And elementary tasks; sets geometric shapes and elements of figures for design.

7. Poems, proverbs, fables with questions developed for them, sayings, humorous stories.

8. Sets of texts with a missing beginning, middle, and end.

9. Pictures depicting objects and actions; story pictures of varying complexity; sequential series of pictures reflecting gradually developing events; reproductions works of art(paintings); sets of subject pictures with missing elements.

10. Books for reading, collections of dictations, alphabet books, geographical maps, sets of records.

Test questions and assignments

1. Describe the main types of special institutions for children with speech impairments (in the public education and health care systems).

2. Reveal the main directions in the work of a speech therapist with parents.

3. Highlight the tasks of correctional education in schools for children with severe disabilities.

4. Tell us about the provision of speech therapy assistance to the adult population.

5. Disclose the requirements for the design of a speech therapy room.

6. List the speech therapist's documentation in different types institutions.

7. When visiting special institution Find out the specific organizational working conditions.

8. Get to know in more detail the equipment of the speech therapy room and the documentation of the speech therapist (at school, kindergarten, paragraph, etc.).

Literature

1. Volkova L. S. Identification and correction of oral speech disorders in blind and visually impaired children. - L., 1991.

2. Education and training of mentally retarded children of preschool age. - M., 1983.

3. Reference book preschool education. - M., 1980.

4. Children with mental retardation / Ed. T. A. Vlasova, V. I. Lubovsky, N. A. Tsypina. - M., 1984.

Speech therapy: Textbook for students of defectology. fak. ped. universities / Ed. L.S. Volkova, S.N. Shakhovskaya. -- M.: Humanite. ed. VLADOS center, 1998. - 680 p.

Speech therapy assistance(Greek logos word, speech + paideia education, training) - a type of medical and pedagogical assistance provided to persons suffering from speech disorders of functional or organic origin (dyslalia, logoneurosis, aphasia, dysarthria, etc.). Timely therapeutic and corrective measures can accelerate the development of speech in children or eliminate acquired speech disorders in adults, and prevent secondary changes in intelligence caused by speech disorders.

Speech therapy assistance is provided by speech therapists - specialists who have received higher pedagogical (defectological) education in the specialty "speech therapy", who work closely with doctors of medical institutions (pediatricians, psychiatrists, neurologists, otorhinolaryngologists, psychotherapists, etc.). Doctors identify people suffering from speech disorders and carry out clinical monitoring of them (see. Clinical examination), promptly referred to speech therapists to provide specialized assistance.

Speech therapy assistance is provided in institutions of public education, health care and social welfare. The following specialized speech therapy institutions operate in the public education system: nurseries and kindergartens for children with speech disorders, speech therapy groups in regular kindergartens (see. Preschools), boarding schools for children with severe speech impairments. A network of speech therapy rooms has also been deployed in auxiliary schools, sanatorium boarding schools for children with psychoneurological diseases, schools for children with mental retardation, boarding schools for children with consequences of polio and cerebral palsy, schools for children with visual and hearing impairments (see. Boarding school), as well as in secondary schools. In the social security system speech therapy assistance provided in orphanages (see Children's home), as well as in specialized boarding schools.

Speech therapy assistance in the healthcare system is carried out in outpatient, inpatient and sanatorium-resort institutions. Outpatient care is provided in speech therapy rooms of city clinics (mainly for children), as well as in psychoneurological dispensaries (departments) (see. Children's clinic, Dispensary, Polyclinic). In accordance with the needs of the population, one speech therapy room is designed for 100 thousand adults (20 thousand children and adolescents). Main functions of the office: early identification of children and adolescents with speech disorders, advisory work in organized children's groups, correctional work, dispensary registration, observation and timely referral of those in need to inpatient and sanatorium specialized treatment. In large outpatient clinics, day hospitals are created to provide speech therapy assistance, audiology offices (see. Otorhinolaryngological care). Stationary speech therapy assistance appears in specialized units of psychoneurological hospitals, as well as in neurological, neurosurgical, otorhinolaryngological departments of large multidisciplinary hospitals (see. Hospital). To provide speech therapy assistance At the sanatorium stage, a network of specialized children's sanatoriums has been developed; in the summer, specialized pioneer camps operate (see. Protection of motherhood and childhood, Recreation). All-Union organizational, methodological and scientific center Speech pathology in the system of the USSR Ministry of Health is the Department of Speech Pathology of the Moscow Research Institute of Psychiatry.

Bibliography: Study and correction of speech disorders, ed. L.G. Paramonova, p. 124, L., 1986; Filicheva T.B., Cheveleva N.A. and Chirkina G.V. Fundamentals of speech therapy, M., 1989, bibliogr.

Providing speech therapy assistance in the education system. Section IV. Organization of speech therapy assistance in Russia. Prevention of speech disorders and prevention of secondary defects. Test questions and assignments

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