Working with children with severe speech impairments. Corrective work with children with severe speech impairments, using the “Round Miracle” collection Symptoms of severe speech impairment in children

Nomination: Logorhythmic classes in the system of correctional and developmental work with children from 4 to 7 years old.

Using the “Round Miracle” collection in correctional and developmental work with children with severe speech impairments

In 2016 – 2017 academic year as part of a competition of educational collections held in the municipal government preschool educational institution of the city of Novosibirsk " Kindergarten No. 36 of the combined type “Search” I created a collection of balls “Round Miracle”.

The material in this collection is intended for use with children aged 4 to 7 years. The collection consists of 29 balls, 23 spheres, 6 circles, different in size, shape, weight, material, texture. Attached are guidelines on use, materials on the history of the ball, a selection of poetic works.

This collection can be used in correctional and developmental work with children 4-7 with special needs to implement the content Work program speech therapist teacher.

Tasks

Educational:

  • expansion of ideas about the surrounding world, about human activity in creating objects and materials that surround him;
  • clarification and expansion of ideas about the qualitative properties of materials and objects surrounding a person in everyday life;
  • expansion of ideas about comparison and classification of objects according to various criteria through observation and touch;
  • clarifying children's understanding of the concepts " prickly – smooth – spiky – pimply – porous – rough – ribbed, hard – soft – elastic, plastic, rubber, rag, leatherette, air, sports, tennis, wooden, paper, glass, transparent, Christmas tree, New Year’s, warm, cold, round, flat, gigantic – huge – very large – large – small – very small – tiny.”

Correctional and developmental:

  • clarification and enrichment of the passive and active vocabulary of children with SLI with qualitative adjectives and adjectives in a comparative degree;
  • formation of ideas about antonyms and synonyms using the example of describing objects through the use of qualitative and relative adjectives;
  • development of practical skills in the use of simple common sentences with homogeneous definitions when describing objects (balls, spheres, circles);
  • correction of successive functions through memorizing the sequence of presentation when describing collection items according to V.K. Vorobyova’s scheme. (What do I see? What do I feel?)
  • the formation of coherent speech through the compilation of paired descriptive stories, comparative descriptive stories of balls, balls, circles;
  • stimulation and development of speech activity of children with speech disorders through the use of educational collection items;
  • development of expressive speech through the competent and accurate use of adjectives when describing the exhibits of the collection;
  • development of sensory sensations through interaction with collection items;
  • development of elementary skills of analysis and synthesis through the classification of balls, balls, circles according to various criteria;
  • development of interest in collecting.

Educational:

  • nurturing emotional responsiveness and empathy in children with SLD through interaction with collection items;
  • nurturing attention and interest in the word, in its precise and correct use (in this case, qualitative adjectives), helping to feel the beauty and expressiveness of the native language;
  • education and development of aesthetic feelings;
  • instilling patience, attention, discipline (waiting patiently for your turn, listening to a friend, following the agreed rules);

Collection materials can be used as:

demonstration material during NOD on speech development

  • when working on sentences of various designs, when composing descriptions, stories, creative retellings;
  • when creating active gaming motivation in individual correctional classes for correcting sound pronunciation;
  • literary material— to automate the delivered sounds.

practical material for process development

  • touch,
  • fine motor skills hands (stroking, palpating, squeezing, massage of the hands);

Collection materials can be used in didactic games Oh:

Starts any game Funny ball: he comes to visit the children and brings his friends, inviting the children to get to know them.

“Find out by touch”, “Wonderful bag”, “The fourth odd one”, “Tell me which ones”, “Find out by description”, “What’s wrong?” or “What has changed?”; “Fun Counting”, “Name Which Counter”, “Toy Store”

« That's how the masters are "The game is played with a group of children. With the help of a rhyme, a driver is selected (at the first stage - a teacher), he takes out the collection items one by one and makes up a sentence: - This ball has spikes (spines, spots, stripes, suckers, rough spots, pores) - This ball is a glass ball ( plastic, wood, paraffin, rubber...). The next child clockwise concludes: “This is a spiky (spiny, spotted, striped, rough, porous) ball.” – This is a glass (wooden, rubber...ball) The object is placed in a container. The game is continued by the child who names a qualitative or relative adjective. For the correct answer, the child receives a chip. If he doesn’t know the answer, he skips his turn. The one who collects the most chips wins.

D/U “I have a ball in mind”

The exercise is carried out with the aim of strengthening the skill of clarifying the meaning and correct use of quality adjectives in speech, the skills of using them when composing simple common sentences with homogeneous definitions.

Preliminary work: children get acquainted with V.K. Vorobyova’s scheme, learn to select signs for an object based on visual and tactile sensations.

Progress of the exercise:

The speech therapist shows the children balls (balls) from the collection (4 - 8 pieces) and asks them to determine, after listening to the description of this ball (ball), which ball (ball) she wished for. Children guess and show the ball. The exercise is repeated 2-3 times. Then the speech therapist invites one of the children to “make a guess/conceive a ball,” and the rest - to guess what their friend chose from the collection. The exercise is performed as long as the children remain interested in doing it.

Literary material from the collection can be used How pure talk during game automation of delivered sounds in individual and subgroup classes.

Using the educational collection “Round Miracle” allows you to:

  • To increase the interest of pupils with speech and language disorders in correctional speech therapy classes;
  • Make correctional classes on automating the sounds more entertaining (ball - active participant classes, children tell him simple tongue twisters, tongue twisters, poems);
  • Diversify the elements of surprise in frontal and individual lessons (the appearance of a new unusual exhibit - a ball, a ball, a circle - that cooperates with children, helping them complete the speech therapist’s tasks);
  • The number of exhibits in the collection makes it possible to diversify didactic games and exercises, maintaining the long-term interest of students in them.
  • To increase the positive emotional mood of pupils during correctional classes with a speech therapist (children really like that the balls are different, unusual, that they can be touched, stroked, felt, tossed, they can be played with, they can be talked about).

Speech therapist teacher of the highest qualification category Tatyana Germanovna Sokolova

municipal government preschool educational institution of the city of Novosibirsk “Kindergarten No. 36 of the combined type “Search”

Nomination: Program of correctional work with children with special needs.

Position: teacher-speech therapist of the highest category
Place of work: MKDOU of Novosibirsk “Kindergarten No. 36 of the combined type “Search”
Location: Novosibirsk city

Children with severe speech impairments have completely preserved hearing and an initially normal state of intelligence. However, the delay speech development gradually begins to affect the formation of higher mental activity. Therefore, children with SLI are often unfairly mistaken for intellectually disabled.

This impression is made due to the fact that the child suffers from all aspects of speech:

  • pronunciation;
  • lexical;
  • grammatical.

In addition to these manifestations, children with SLI suffer from limited thinking, insufficient memory and voluntary attention, and the ability to generalize and analyze. At an older age, there is an inability to master the skills of reading, writing, and the perception of mathematical concepts.

For this reason, it is very important to begin corrective activities with such children as early as possible. After all, what smaller child“missed” in development, the easier it will be to restore the necessary rates of speech formation and, consequently, higher mental functions.

Symptoms of severe speech impairment in children

Depending on the severity of the condition, children either do not speak at all, using babbling and gesturing methods of communication, or have a very poor vocabulary. Their statements are constructed in the absence of grammatical norms and are not always understandable to others due to deficiencies in pronunciation.
At the same time, violations in other areas are also characteristic:

  • decreased verbal memory;
  • logical thinking, ability to analyze and synthesize are lagging behind;
  • motor skills are insufficiently developed - both fine and large;
  • it is difficult to carry out actions according to verbal instructions;
  • the emotional-volitional sphere is poorly developed, motivation is reduced, self-doubt, negativism and irritability are expressed.

The lack of opportunity to establish social contacts and fully study significantly reduces the quality of life of children with SLD, so corrective classes must be carried out with them. Based on the severity of the violation and the specific condition, a “lesson schedule” is assigned.

Classes with children with severe speech impairments

Due to the peculiarities of the state of higher mental functions and age, classes with children are conducted in a playful way with frequent changes in activities in order to avoid fatigue and maintain interest and attention. The duration of the lesson also cannot be long. Therefore, the interest and support of family members is extremely important. Doing homework and creating a developmental and speech environment in the child’s environment significantly contribute to achieving success.

According to speech therapy classification, the following conditions are classified as severe speech disorders:

  • general speech underdevelopment;
  • alalia;
  • aphasia;
  • bradyllia;
  • rhinolalia;
  • dysarthria;
  • stuttering.

Based on the specific condition of the child, the speech pathologist-defectologist builds a lesson plan. However, given the presence of a secondary delay in the development of higher mental activity, it is necessary to use not only exercises to overcome the primary disorder, but also include tasks necessary to correct the general condition.

Directions for correctional classes for severe speech disorders:

  • Breathing exercises. Necessary for the formation of correct speech breathing. Many teachers use Strelnikova’s exercises.
  • Development of fine motor skills - finger games, various activities, associated with the work of hands and fingers (drawing, modeling, applique, laying out mosaics, sorting out cereals, etc.). In addition to their main goal, such games also develop attentiveness, perseverance, and the desire to achieve results.
  • Stimulation of coordination of movements and orientation. Good results are obtained by using logorhythmics - performing certain movements to music and accompanied by text evokes positive emotions in children, while also developing the skill of perceiving verbal information.
  • Exercises to develop the articulatory apparatus are mandatory in this case. Facial gymnastics and “tongue exercises” should be present in every lesson.
  • The expansion of children's lexical vocabulary occurs within the framework of didactic games. Such games not only enrich vocabulary, but also stimulate the child to communicate.
  • Tasks for the development of phonemic awareness, speech analysis and synthesis are necessary so that the child can correctly recognize sounds, and subsequently master reading and writing.
  • The development of coherent speech occurs gradually within the framework of didactic games and exercises. Stimulation of speech occurs with the help of leading questions from the teacher, games to select words with opposite or similar meanings, descriptions of objects, etc.
  • Games and exercises are also conducted to develop observation, attention and memory.

For children with SLI, it is important to maintain a daily routine and rest, maintain a calm mental state and a positive attitude. Due to the child’s weak ability to perceive oral information, it is necessary to support it in visual ways. For this there are various didactic material, cards and, of course, toys.
Parents of children with speech impairments need to know that with timely and correct correction, many problems can be corrected. The most optimal age to start classes is 3-4 years. But even more early age An experienced speech therapist will be able to diagnose the child’s speech development and determine the presence of disorders. It should be remembered that subsequently speech problems lead to a delay in the formation of higher mental functions.

The reason for this may be developmental pathologies during pregnancy or birth injuries, birth defects, malocclusion, or head injuries. Also, the occurrence of disorders is influenced by severe infectious diseases suffered and problems with the formation of the child’s psyche. Children have a tendency to imitate the adults around them, so if someone in the family has speech problems, the child may also have them.

For children with severe speech impairments, a warm family environment is important for recovery

These violations must be identified as early as possible and measures taken to get rid of them. For this purpose, the help of psychiatrists, speech therapists, and defectologists is sought.

In case of severe speech disorders, training in normal secondary school will be difficult and ineffective. Children are very limited in communication, have a minimal vocabulary, and some do not speak at all. There are special kindergartens and schools for children with such defects.

Features of conducting training and development classes

Due to speech impairments, a child may have mental retardation, but this does not indicate intellectual retardation. As a result of the impossibility of normal interaction with the teacher, problems arise with understanding the curriculum.

Such children are often withdrawn, unsure of themselves, and may develop negative attitude to reality, a tendency to nervous breakdowns, lethargy and apathy.

In addition to exercises with teachers and doctors, the atmosphere in the family is very important for treatment. It is necessary to find close emotional contact with the child, support him for his efforts and praise him for his successes. But there is no need to pamper him and feel sorry for him, or, conversely, scold him for his peculiarity, reproach him or set an example for others - this will completely kill his self-esteem.

Lesson notes for children with severe speech impairments

(grades 1-2)

Educational psychologist

Komazenkova Anna Alexandrovna

2016

Lesson notes for children with severe speech impairments (grades 1-2)

Goal: development of thinking in younger schoolchildren.Tasks:1. Development of verbal and logical thinking.2. Development of creative thinking.3. Development of such mental operations as generalization and classification.4. Development of skills to work in a team of schoolchildren.5. Development of skills to comply with the rules of behavior in the classroom.

Universal educational actions formed within the framework of the lesson:1. Regulatory: developing the ability to control one’s behavior;2. Communicative: developing the skills of constructive interaction, teaching the rules of interaction in a group: speak in turns, do not interrupt, listen;3. Cognitive: development of verbal-logical and creative thinking, mental operations.

Target group: these tasks and exercises can be used when conducting classes with children of primary school age (grades 1-2).

    Organizing time

1 Greeting

Hello right hand- we stretch forward,

Hello left hand - stretch forward,

Hello Friend-

we join hands with our neighbor,

Hello Friend-

take it with the other hand,

Hello, hello friendly circle -

shake our hands.

We stand hand in hand, together we are a big ribbon,

We can be small - we squat,

Can we be big, let's get up,

But no one will be alone

    Main part of the lesson

    Game “Me and My Name” Children stand in a circle.

The teacher-psychologist throws the ball to the child, and the child, having caught the ball, says his name. After all the children have said their names, one of the children throws the ball, trying to come up with variations of the name of the child to whom the ball was thrown (full name, diminutive).

    Game “Fruits - Vegetables” Goal: development of concentration and distribution of attention.

There is a poster with pictures of fruits and vegetables on the board. Children “name fruits in a chain, but as soon as the psychologist points to a vegetable, the children clap their hands - once” (After completion, you can change actions)

    Exercise “Word to topic”

The psychologist names the topic (animals, birds, season, school supplies), and children use as many words as possible on this topic.

    Analytical exercise.

Each child has 4 identical squares (4:4) in front of them. The psychologist suggests finding as many ways as possible to divide the square into 4 parts. (The separator can be a thread, a pencil, a strip of paper, etc.)

    Exercise "On the contrary".

    option

The psychologist says a word, and the children say the opposite. (Cold - warm; dark - light; smart - stupid; sharp - dull; high – low; good - bad ; good - evil; brave - timid, cowardly; sweet – sour ; beginning – end; thin - thick).It's important to pay attention to the ending. a) Can be accompanied by pictures; b) Showing opposite words.

    option

The psychologist hangs a set of cards on the board and hands each child a card. Children take turns coming to the board and making pairs of opposites. (Annex 1.)

    Exercise "Definition"

Goal: orientation in space.The psychologist shows a picture of an object, and then a second one. The task is for children to be able to come up with a word that is located between these two words and that would serve as a “transitional bridge between them. (For example, for the pictures “sparrow” and “tree” “on”, “above”, “behind”, “under” - “The sparrow flew up the tree”, “The sparrow hid behind the tree”). The psychologist moves the image of a sparrow. (Appendix 2.)

    Final part (reflection).

    Exercise “Sunny Bunny” (relaxation exercise).

The sunbeam looked into your eyes. Close them. He ran further over his face, gently stroking it with his palms: on the forehead, on the nose, on the mouth, on the cheeks, on the chin. Stroke him carefully so as not to scare him. Lightly stroke his head, neck, arms, legs... He climbed onto his tummy, stroke his tummy.

The sunny bunny is not mischievous, he loves and caresses you. And you pet him and make friends with him.

    Parting.

Let's join hands.

Let's remember what we did today, what we liked, and what we would like to repeat in the next lesson

Annex 1.




Appendix 2.