Work program for children with special needs (III level). Speech therapist planning Program for teaching children with general speech underdevelopment

General speech underdevelopment is various complex speech disorders in which children have impaired formation of all components of the speech system related to its sound and semantic side, with normal hearing and intelligence.

For the first time, the theoretical basis for general underdevelopment of speech was formulated by R. E. Levina and a team of researchers at the Research Institute of Defectology (N. A. Nikashina, G. A. Kashe, L. F. Spirova, G. I. Zharenkova, etc.) in the 50s. 60s XX century Deviations in the formation of speech began to be considered as developmental disorders that occur according to the laws of the hierarchical structure of higher mental functions. From the standpoint of a systems approach, the question of the structure of various forms of speech pathology depending on the state of the components of the speech system was resolved.

A correct understanding of the structure of OPD, the reasons underlying it, and the various ratios of primary and secondary disorders is necessary for selecting children into special institutions, for choosing the most effective correction methods, and for preventing possible complications in school education.

General underdevelopment of speech can be observed in the most complex forms of childhood speech pathology: alalia, aphasia, as well as rhinolalia, dysarthria - in cases where insufficient vocabulary, grammatical structure and gaps in phonetic-phonematic development are simultaneously detected.

Characteristics of children with general speech underdevelopment

Despite the different nature of the defects, these children have typical manifestations indicating a systemic disorder of speech activity. One of the leading signs is the later onset of speech: the first words appear by 3-4, and sometimes by 5 years. The speech is agrammatic and insufficiently phonetically designed, and is difficult to understand. The most expressive indicator is the lag in expressive speech with a relatively good, at first glance, understanding of the addressed speech. There is insufficient speech activity, which drops sharply with age without special training. However, children are quite critical of their defect.

Inferior speech activity leaves an imprint on the formation of children's sensory, intellectual and affective-volitional spheres. There is insufficient stability of attention and limited possibilities for its distribution. While semantic and logical memory is relatively intact, children have reduced verbal memory and memorization productivity suffers. They forget complex instructions, elements and sequences of tasks.

In the weakest children, low recall activity can be combined with limited opportunities for the development of cognitive activity.

The connection between speech disorders and other aspects of mental development determines specific features of thinking. Having, in general, complete prerequisites for mastering mental operations accessible to their age, children lag behind in the development of verbal and logical thinking, without special training they have difficulty mastering analysis and synthesis, comparison and generalization.

Along with general somatic weakness, they are also characterized by some lag in the development of the motor sphere, which is characterized by poor coordination of movements, uncertainty in performing measured movements, and a decrease in speed and dexterity. The greatest difficulties are identified when performing movements according to verbal instructions.

Children with general speech underdevelopment lag behind normally developing peers in reproducing a motor task in spatiotemporal parameters, disrupt the sequence of action elements, and omit its components. For example, rolling the ball from hand to hand, passing it from a short distance, hitting the floor with alternating alternation; jumping on the right and left leg, rhythmic movements to the music.

There is insufficient coordination of the fingers and underdevelopment of fine motor skills. Slowness is detected, stuck in one position.

Correct assessment of non-speech processes is necessary to identify patterns of atypical development of children with general speech underdevelopment and at the same time to determine their compensatory background.

Children with general speech underdevelopment should be distinguished from children with similar conditions, for example, temporary delay in speech development. It should be borne in mind that children with general speech underdevelopment in normal periods develop an understanding of everyday spoken speech, interest in playful and objective activities, and an emotionally selective attitude towards the world around them.

One of the diagnostic signs may be dissociation between speech and mental development. This is manifested in the fact that the mental development of these children, as a rule, proceeds more successfully than the development of speech. They are distinguished by their criticality towards speech insufficiency. Primary speech pathology inhibits the formation of potentially intact mental abilities, preventing the normal functioning of speech intelligence. However, as verbal speech develops and speech difficulties themselves are eliminated, their intellectual development approaches the norm.

To distinguish the manifestation of general speech underdevelopment from delayed speech development, a thorough examination of the medical history and analysis of the child’s speech skills are necessary.

In most cases, the medical history does not contain evidence of gross disorders of the central nervous system. Only the presence of minor birth trauma and long-term somatic illnesses in early childhood are noted. The adverse effects of the speech environment, failures in education, and lack of communication can also be attributed to factors inhibiting the normal course of speech development. In these cases, attention is drawn primarily to the reversible dynamics of speech failure.

In children with delayed speech development, the nature of speech errors is less specific than in cases of general speech underdevelopment. Errors such as mixing productive and unproductive plural forms predominate (“chairs”, “sheets”), unification of genitive plural endings (“pencils”, “birds”, “trees”), These children's speech skills lag behind the norm and they are characterized by errors typical of younger children.

Despite certain deviations from age standards (especially in the field of phonetics), children’s speech provides its communicative function, and in some cases is a fairly complete regulator of behavior. They have a more pronounced tendency towards spontaneous development, towards the transfer of developed speech skills into conditions of free communication, which allows them to compensate for speech deficiency before entering school.

Periodization of OHP

R. E. Levina and the staff of her laboratory (1969) developed a periodization of manifestations of general speech underdevelopment: from the complete absence of speech means of communication to expanded forms of coherent speech with elements of phonetic-phonemic and lexical-grammatical underdevelopment.

The approach put forward by R. E. Levina made it possible to move away from describing only individual manifestations of speech insufficiency and to present a picture of the child’s abnormal development according to a number of parameters reflecting the state of linguistic means and communicative processes. Based on a step-by-step structural-dynamic study of abnormal speech development, specific patterns that determine the transition from a low level of development to a higher one are also revealed.

Each level is characterized by a certain ratio of the primary defect and secondary manifestations that delay the formation of speech components dependent on it. The transition from one level to another is determined by the emergence of new language capabilities, an increase in speech activity, a change in the motivational basis of speech and its subject-semantic content, and the mobilization of a compensatory fund.

The individual rate of progress of the child is determined by the severity of the primary defect and its shape.

The most typical and persistent manifestations of OHP are observed with alaria, dysarthria and, less commonly, with rhinolalia and stuttering.

R. E. Levin and other scientists highlight three levels of speech development, reflecting the typical state of language components in preschool and school-age children with general speech underdevelopment.

First level of speech development characterized by extremely limited verbal means of communication. Children's active vocabulary consists of a small number of vaguely pronounced everyday words, onomatopoeias and sound complexes. Pointing gestures and facial expressions are widely used. Children use the same complex to designate objects, actions, qualities, indicating the difference in meaning with intonation and gestures. Depending on the situation, babbling formations can be regarded as one-word sentences.

There is almost no differentiated designation of objects and actions. The names of actions are replaced by the names of objects (open - "tree"(door), and vice versa - the names of objects are replaced by the names of actions (bed- "stalemate") The polysemy of the words used is characteristic. A small vocabulary reflects directly perceived objects and phenomena.

Children do not use morphological elements to convey grammatical relations. Their speech is dominated by root words, devoid of inflections. The “phrase” consists of babbling elements that consistently reproduce the situation they denote using explanatory gestures. Each element used in such a “phrase” has a diverse correlation and cannot be understood outside a specific situation. The passive vocabulary of children is wider than the active one. However, the research of G.I. Zharenkova (1967) showed the limitations of the impressive side of speech of children at a low level of speech development. -

There is no or only a rudimentary understanding of the meaning of grammatical changes in words. If we exclude situational-orienting features, children are unable to distinguish between singular and plural forms of nouns, the past tense of a verb, masculine and feminine forms, and do not understand the meaning of prepositions. When perceiving addressed speech, the lexical meaning is dominant.

The sound side of speech is characterized by phonetic uncertainty. An unstable phonetic design is noted. The pronunciation of sounds is diffuse in nature, due to unstable articulation and low auditory recognition capabilities. The number of defective sounds can be significantly greater than correctly pronounced ones. In pronunciation there are contrasts only between vowels and consonants, orals and nasals, and some plosives and fricatives. Phonemic development is in its infancy.

The task of isolating individual sounds for a child with babbling speech is motivationally and cognitively incomprehensible and impossible.

A distinctive feature of the speech development of children at this level is the limited ability to perceive and reproduce the syllabic structure of a word.

Go to The second level of speech development is characterized by increased speech activity of the child. Communication is carried out through the use of a constant, although still distorted and limited, stock of common words.

The names of objects, actions, and individual characteristics are differentiated. At this level, it is possible to use pronouns, and sometimes conjunctions, simple prepositions in elementary meanings. Children can answer questions about the picture related to family and familiar events in their surrounding life. Speech failure is clearly manifested in all components. Children use only simple sentences consisting of 2-3, rarely 4 words. Vocabulary significantly lags behind the age norm: ignorance of many words denoting parts of the body, animals and their young, clothing, furniture, and professions is revealed.

There are limited possibilities for using a subject dictionary, a dictionary of actions, and signs. Children do not know the names of the color of an object, its shape, size, and replace words with similar meanings.

There are gross errors in the use of grammatical structures:

mixing of case forms (“the car is driving” instead of by car);

often the use of nouns in the nominative case, and verbs in the infinitive or the 3rd person singular and plural form of the present tense;

in the use of number and gender of verbs, when changing nouns according to numbers (“two kasi”- two pencils, "de tun*- two chairs);

lack of agreement of adjectives with nouns, numerals with nouns.

Children experience many difficulties when using prepositional constructions: often prepositions are omitted altogether, and the noun is used in its original form (“the book is coming then”- the book is on the table); It is also possible to replace the preposition (“gib lschpet na dalevim”- a mushroom grows under a tree). Conjunctions and particles are rarely used.

Understanding of addressed speech at the second level develops significantly due to the discrimination of certain grammatical forms (in contrast to the first level). Children can focus on morphological elements, which acquire a distinctive meaning for them.

This relates to distinguishing and understanding the singular and plural forms of nouns and verbs (especially those with stressed endings), and the masculine and feminine forms of past tense verbs. Difficulties remain in understanding the number forms and gender of adjectives.

The meanings of prepositions differ only in a well-known situation. The assimilation of grammatical patterns applies to a greater extent to those words that early entered the active speech of children.

The phonetic side of speech is characterized by the presence of numerous distortions of sounds, substitutions and mixtures. The pronunciation of soft and hard sounds, hissing, whistling, affricates, voiced and voiceless sounds is impaired (“pat book”- five books; "daddy"- grandmother; "dupa"- hand). There is a dissociation between the ability to correctly pronounce sounds in an isolated position and their use in spontaneous speech.

Difficulties in mastering the sound-syllable structure of a word also remain typical. Often, when correctly reproducing the contour of words, the sound content is disrupted: rearrangement of syllables, sounds, replacement and assimilation of syllables (“morashki” - daisies, “kukika” - strawberry). Polysyllabic words are reduced.

Children show insufficiency of phonemic perception, their unpreparedness to master sound analysis and synthesis.

Third level of speech development characterized by the presence of extensive phrasal speech with elements of lexico-grammatical and phonetic-phonemic underdevelopment.

Characteristic is the undifferentiated pronunciation of sounds (mainly whistling, hissing, affricates and sonorants), when one sound simultaneously replaces two or more sounds of a given or similar phonetic group. For example, the soft sound s", which itself is not yet clearly pronounced, replaces the sound s (“boots”), w (“syuba” instead of a fur coat), c ("shit" instead of a heron), h (“syaynik” instead of a kettle), ("net" instead of a brush); replacing groups of sounds with simpler articulation ones. Unstable substitutions are noted when a sound is pronounced differently in different words; mixing of sounds, when in isolation the child pronounces certain sounds correctly, and in words and sentences replaces them.

Correctly repeating three- or four-syllable words after a speech therapist, children often distort them in speech, reducing the number of syllables (Children made a snowman. - "Children of Sipi-li Novik"). Many errors are observed when conveying the sound content of words: rearrangements and replacements of sounds and syllables, abbreviations when consonants coincide in a word.

Against the background of relatively detailed speech, there is an inaccurate use of many lexical meanings. The active vocabulary is dominated by nouns and verbs. There are not enough words denoting qualities, signs, states of objects and actions. The inability to use word formation methods creates difficulties in using word variants; children are not always able to select words with the same root or form new words using suffixes and prefixes. They often replace the name of a part of an object with the name of the whole object, or the desired word with another word similar in meaning.

In free expressions, simple common sentences predominate; complex constructions are almost never used.

Agrammatism is noted: errors in the agreement of numerals with nouns, adjectives with nouns in gender, number, and case. A large number of errors are observed in the use of both simple and complex prepositions.

Understanding of spoken speech is developing significantly and is approaching the norm. There is insufficient understanding of changes in the meaning of words expressed by prefixes and suffixes; There are difficulties in distinguishing morphological elements expressing the meaning of number and gender, understanding logical-grammatical structures expressing cause-and-effect, temporal and spatial relationships.

The described gaps in the development of phonetics, vocabulary and grammatical structure in school-age children manifest themselves more clearly when studying at school, creating great difficulties in mastering writing, reading and educational material.

A long-term study of the speech of 6-7 year old preschoolers has made it possible to establish that there is another category of children that is beyond the levels described above and can be defined as fourth level speech development (T. B. Filicheva) - mildly expressed underdevelopment of speech.

These children show minor impairments in all components of language. More often they appear during a detailed examination when performing specially selected tasks.

Such children make, at first glance, a completely good impression; they do not have any significant problems with sound pronunciation. As a rule, there is only insufficient differentiation of sounds (*r-ry-l-l-iot*, “sch-ch-sh*, “t-ts-s-s” and etc.). A characteristic feature of a violation of the syllabic structure is that, understanding the meaning of a word, the child does not retain its phonemic image in memory and, as a consequence, there is a distortion of sound content in different ways: perseveration, rearrangement of sounds and syllables, elision, paraphasia. In rare cases - omitting syllables, adding sounds and syllables.

Insufficient intelligibility, expressiveness, somewhat sluggish articulation and unclear diction leave the impression of general blurred speech. The incompleteness of the formation of the sound-syllable structure and the mixing of sounds characterize the insufficient level of differentiated perception of phonemes. This feature is an important indicator of the not yet completed process of phoneme formation.

Along with deficiencies of a phonetic-phonemic nature, individual violations of the semantic aspect of speech were also found in these children.

Having a certain stock of words denoting different professions, they experience great difficulty in differentiated designation for masculine and feminine persons. Forming words using suffixes also causes significant difficulties. Errors remain persistent when using: nouns with diminutive suffixes, nouns with singularity suffixes, adjectives formed from nouns, adjectives with suffixes characterizing the emotional-volitional and physical state of objects, possessive adjectives wolfish- "volkin"; lisiy - “foxish”.

Children with fourth level speech development quite easily cope with the selection of commonly used antonyms indicating the size of an object (large - small), spatial opposition (far - close), evaluative characteristics (bad - good). Difficulties are manifested in expressing the antonymic relationships of the following words: run - step, run - walk.

Analysis of the features of the grammatical design of children's speech allows us to identify errors in the use of nouns in the genitive and accusative plural cases, complex prepositions (foxes and dogs were fed at the zoo); in the use of some prepositions (looked out from behind the door - “looked out and the door”, fell from the table - “fell from the table”, “the ball lies near the table and chair” instead of between the table and chair). In addition, in some cases there are violations of the agreement of adjectives with nouns.

Particularly difficult for these children are sentence constructions with different subordinate clauses:

missing conjunctions: “mom warned me, I didn’t go far” (so as not to walk far);

replacement of conjunctions: “I ran where the puppy was sitting” (where the puppy was sitting);

inversion: “finally, everyone saw the kitten they had been looking for for a long time” (we saw a kitten that we had been looking for for a long time).

The next distinctive feature of children fourth level is the originality of their coherent speech:

in a conversation, when composing a story on a given topic, a picture, a series of plot pictures, violations of the logical sequence, “getting stuck” on minor details, omissions of main events, repetition of individual episodes are noted;

when talking about events from their lives, composing a story on a free topic with elements of creativity, they mainly use simple, uninformative sentences;

Difficulties remain in planning your statements and selecting appropriate linguistic means.

Independent storytelling, which requires the mobilization of creative abilities, results in incomplete and meager texts that do not incorporate elements of the situation that are significant for naming.

Thus, the data obtained make it possible to classify children with a milder form of general speech underdevelopment into an independent category - the fourth level of speech underdevelopment.

Examination of children with general speech underdevelopment

The speech therapist identifies the volume of speech skills, compares it with age standards, with the level of mental development, determines the ratio of the defect and the compensatory background, speech and cognitive activity.

It is necessary to analyze the interaction between the process of mastering the sound side of speech, the development of vocabulary and grammatical structure. It is important to determine the relationship between the development of a child’s expressive and impressive speech; identify the compensating role of preserved parts of speech ability; compare the level of development of linguistic means with their actual use in verbal communication.

There are three stages of examination:

First stage- indicative. The speech therapist fills out the child’s development chart from the parents’ words, studies the documentation, and talks with the child.

On second stage an examination of the components of the language system is carried out and a speech therapy conclusion is made based on the data obtained.

On third stage The speech therapist conducts dynamic observation of the child during the learning process and clarifies the manifestations of the defect.

In a conversation with parents, the child’s pre-speech reactions are revealed, including humming and babbling (modulated). It is important to find out at what age the first words appeared and what is the quantitative ratio of words in passive imperative speech. The dissociation between the number of spoken words and passive vocabulary in children with primary speech pathology (with the exception of rare cases of sensory alalia) persists for a long time without special training.

During a conversation with parents, it is important to identify when two-word, multi-word sentences appeared, whether speech development was interrupted (if so, for what reason), what is the child’s speech activity, his sociability, the desire to establish contacts with others, at what age the parents discovered delay in speech development, what is the speech environment (features of natural speech among).

[IN In the process of talking with the child, the speech therapist establishes contact with him and directs him to communicate. The child is asked questions that help clarify his horizons, interests, attitude towards others, orientation in time and space; questions are asked in such a way that the answers are detailed and reasoning in nature. The conversation provides the first information about the child’s speech, determines the direction of further in-depth examination of various aspects of speech. (The sound-syllable structure of words, grammatical structure and coherent speech are examined especially carefully. When examining coherent speech, it becomes clear how the child can independently compose a story based on a picture, a series of pictures, retelling, story-description (by presentation).

Establishing the maturity of the grammatical structure of a language is one of the key aspects of a speech therapy examination of children with general speech underdevelopment. The correctness of children's use of the categories of gender, number, case of nouns, prepositional constructions, and the ability to coordinate a noun with an adjective and numeral in gender, number, and case are revealed. The examination material is pictures depicting objects and their characteristics, actions to identify the ability to use morphological forms of words, the formation of the plural from singular nouns is checked and, conversely, the formation of the diminutive form of a noun from a given word, as well as verbs with shades of action. The main techniques may be the following;

finish the started sentence based on leading questions;

make proposals for a picture or demonstration of actions;

insert the missing preposition or word into the correct case;

When examining vocabulary, the child’s ability to correlate a word (as a sound complex) with the designated object, action, and use it correctly in speech is revealed.

The main methods may be the following:

finding (showing) children objects and actions called by the speech therapist (Show who washes and who sweeps, etc.);

performing the named actions (Draw a house - paint the house);

children’s independent naming of the shown objects, actions, phenomena and signs and qualities (Who is drawn in the picture? What is the boy doing? What is he making a ball from?);

children naming specific concepts included in some general theme (Tell me what kind of summer clothes, winter shoes you know);

combining objects into a generalizing group (How can you call a fur coat, coat, dress, skirt in one word? etc.).

Examination of the structure of the articulatory apparatus and its motor skills is important for determining the causes of a defect in the sound side of a child’s speech and for planning corrective exercises. The degree and quality of violations of the motor functions of the organs of articulation are assessed and the level of available movements is identified.

To examine sound pronunciation, syllables, words and sentences with the main groups of sounds of the Russian language are selected.

To identify the level of phonemic perception, the ability to memorize and reproduce a syllabic sequence, the child is asked to repeat combinations of 2-3-4 syllables. This includes syllables consisting of sounds that differ in articulation and acoustic characteristics (ba-pa-ba, yes-da-da, sa-sha-sa).

To determine the presence of a sound in a word, words are selected so that a given sound is in different positions (at the beginning, middle and end of the word), so that along with words that include a given sound, there are words without this sound and with mixed sounds. This will allow us to further establish the degree of mixing of both distant and close sounds.

To examine the syllabic structure and sound content, words with certain sounds, with different numbers and types of syllables are selected; words with a combination of consonants at the beginning, middle, and end of the word. Reflected and independent naming of pictures is offered: subject and plot.

If a child has difficulties in reproducing the syllabic structure of a word and its sound content, then it is proposed to repeat rows of syllables consisting of different vowels and consonants (pa-tu-ko); from different consonants, but identical vowel sounds (pa-ta-ka-ma, etc.); from different vowels, but also the same consonant sounds (pa-pop, tu-ta-to); from the same vowels and consonants, but with different stress (pa-pa-pa); tap out the rhythmic pattern of the word.

In this case, it becomes possible to set the boundaries of the accessible level from which corrective exercises should subsequently begin.

When examining general and fine motor skills, the speech therapist pays attention to the child’s general appearance, his posture, gait, self-care skills (tying a bow, braiding a braid, fastening buttons, tying shoes, etc.), features of the demon, performing exercises with a ball, jumping length on landing accuracy? The ability to maintain balance (standing on the left, right leg), alternately stand (jump) on one leg, perform exercises for switching movements (right hand to the shoulder, left hand to the back of the head, left hand to the waist, right hand to the back, etc.) is tested. d.).

The accuracy of task reproduction is assessed based on spatio-temporal parameters, retention in memory of the components and sequence of elements of the action structure, and the presence of self-control when performing tasks.

"" The speech therapy conclusion is based on a comprehensive analysis of the results of studying the child, on a sufficiently large number of examples of child speech and on dynamic observation in the process of correctional pedagogical work.

The results of a comprehensive examination are summarized in the form of a speech therapy report, which indicates the level of speech development of the child and the form of the speech anomaly. Examples of speech therapy conclusions may be the following: third-level OHP in a child with dysarthria; OHP of the second level in a child with alalia; OHP of the second or third level in a child with open rhinolalia, etc.

The speech therapy report reveals the property of speech and aims to overcome the child’s specific difficulties caused by the clinical form of the speech anomaly. This is necessary for the correct organization of an individual approach in frontal and especially in subgroup classes.

Methodology of correctional pedagogical work

The fundamentals of correctional education were developed in psychological and pedagogical research by a number of authors (R. E. Levina, B. M. Grinshpun, L. F. Spirova, N. A. Nikashina, G. V. Chirkina, N. S. Zhukova, T. B. Filicheva, A. V. Yastrebova, etc.).

The formation of speech is based on the following provisions:

recognition of early signs of ODD and its impact on overall mental development;

timely prevention of potential deviations based on an analysis of the structure of speech insufficiency, the ratio of defective and intact parts of speech activity;

taking into account the socially determined consequences of a deficit in verbal communication;

taking into account the patterns of normal child speech development;

interconnected formation of phonetic-phonemic and lexical-grammatical components of the language;

a differentiated approach to speech therapy work with children with special needs of various origins;

the unity of the formation of speech processes, thinking and cognitive activity;

simultaneous correctional and educational impact on the sensory, intellectual and afferent-volitional spheres.

Children with OHP cannot spontaneously take the ontogenetic path of speech development characteristic of normal children (L. F. Spirova, 1980). Speech correction for them is a long process aimed at the formation of speech means sufficient for the independent development of speech in the process of communication and learning.

This task is implemented differently depending on the age of the children, the conditions of their education and upbringing, and the level of speech development.

Teaching children at the first level of speech development provides: development of speech understanding; development of independent speech based on imitative activity; formation of a two-part simple sentence based on the assimilation of elementary word formations.

Speech therapy classes with speechless children are conducted in small subgroups (2-3 people) in the form of game situations, which helps to gradually form the motivational basis of speech. In this case, puppet theater characters, wind-up toys, shadow theater, flannelgraph, etc. are used.

Work to expand speech understanding is based on the development in children of ideas about objects and phenomena of the surrounding reality, understanding of specific words and expressions that reflect situations and phenomena familiar to children.

From the first moments of speech therapy work, children are oriented toward understanding word combinations supported by visual action. The speech therapist speaks in short phrases of 2-4 words, using the same words in different grammatical forms, repeating individual phrases.

Children learn in impressive speech the names of objects and actions performed by the child himself, and gradually learn to distinguish the characteristics of objects. The materials for conducting such activities are toys, clothing, dishes, food, etc.

At the same time, they learn to understand some grammatical meanings. Particular attention is paid to the ability to distinguish between the grammatical forms of singular and plural nouns and verbs; appeals-commands to one or more persons (sit down - sit down); verbs that sound similar (they carry - carry; bathes - rides); actions that are close in similarity to the situation (sewing, knitting, embroidering, lying down, sleeping), as well as opposite in meaning (put on - take off, turn on - off), etc. The formation of passive speech helps to overcome the specificity and non-differentiation of verbal concepts. Accurate understanding of verbal instructions is controlled by the child's response. It is important to correctly organize the subject situation and select appropriate didactic and gaming material. In this case, it is necessary to use musical classes, visual arts, excursions, walks, etc. Exercises are carried out with good emotional contact with the child and the stability of his voluntary attention.

Development of independent speech is a necessary condition for the formation of an active vocabulary in children. The speech therapist names those words, phrases and phrases that he would like to include in the child’s expressive speech.

A situation is created that causes a communicative-cognitive need for speech. The sound complexes or babbling words that appear in a playful form must be repeated several times in different keys, tempos, and with different intonations. The child is not tasked with correct phonetic design. At this stage, children are taught to name: close people (mom, dad, woman); simple names (Tata, Nata, Kolya, Olya); express requests (go, na, yes) accompanied by a gesture, etc.

After children have the opportunity to imitate an adult’s word, they achieve the reproduction of a stressed syllable, and then the rhythmic-intonation pattern of one-two-three-syllable words (poppy, kitty, car). Children are taught to add identical syllables from the available sounds at the end of a word (ru-ka, knife-ka, dad-ka).

Babbling words must be used in simple sentences containing an appeal and a command (Mom, give); demonstrative words and nominative case of a noun (here kitty); command and direct object (give the ball).

When teaching children to use the imperative form of the 2nd person singular, initially you can limit yourself to reproducing only the stressed syllable, and then two or more syllables.

Children are taught to construct grammatically correct sentences such as: nominative case of a noun + agreed verb of the 3rd person present tense. It is recommended to first repeat the imperative verbs of the 2nd person singular, and then add the sound t to the stem of the verb “increase” (sit - sits).

The speech therapist involves children in verbal communication and teaches them to use such an elementary form of oral speech as a short answer to a question. This is a transitional step to mastering simple dialogue.

Work on the formation of the sound side of speech during this period consists primarily of the development of speech perception. Various specific exercises are recommended: highlighting a given word among other words. The speech therapist calls: car, dog, cat, and the child must raise a flag if he hears the word dog; distinguishing words that are similar in sound but different in meaning (duck - fishing rod); distinguishing sentences with similar sound composition (show a picture: who is swimming and who is riding). To expand the volume of auditory memory and retain the sequence of words, children are offered a series of activities to follow two-three-step instructions, memorize a series of 3-4 pictures, etc.

Formation of sound pronunciation at this stage is not an independent task. However, individual articulation exercises and clarification of the correct pronunciation of existing sounds in children make it possible to create favorable conditions for calling out missing ones. The formation of pronunciation is also closely related to the assimilation of words of different syllabic structures. Children are taught to subconsciously divide words into syllables and pronounce words syllable by syllable. The reproduction of the word is accompanied by clapping in compliance with the appropriate rhythm. Direct identical syllables (da-da, yes-da), syllables with different consonant sounds (ma-pa, pa-ma), closed into reverse syllables (pap-ap) are pronounced.

In the process of conducting classes with children of the first level, the child’s active attitude to linguistic reality is consistently formed.

The key point at this stage of training is a specially organized emotional game with a specific educational and speech task.

The motives, purpose and situation of the game are specified depending on the focus on mastering vocabulary and the rudiments of grammatical meanings.

As a result of multidimensional influence on speech activity, children move to a new stage of development. They begin to use rudiments of spoken language in various situations in connection with different types of activities. Their cognitive and speech activity increases noticeably.

Second level education for children is carried out mainly in preschool groups for children with special needs (from 4 years of age), in the preparatory class of a school for children with severe speech impairments of the first department (from 6 to 7 years of age). Correction of a speech defect with simultaneous medication, when indicated, can be periodically carried out on the basis of speech hospitals, psychoneurological sanatoriums (from 4-7 years old - preschool department, from 7-13 years old - school department). Key learning objectives include:

intensive work on developing speech understanding, aimed at distinguishing word forms;

development of elementary forms of oral speech on the basis of clarifying and expanding vocabulary, practical mastery of simple grammatical categories;

mastering the correct pronunciation and discrimination of sounds, the formation of the rhythmic-syllabic structure of the word.

The material for enriching children’s speech is the surrounding reality, the study of which takes place on the basis of a thematic cycle. Specific concepts are clarified and accumulated, the subject correlation of the word is formed, the selection and naming of actions, signs and qualities, etc.

Systematic work to expand the passive and active vocabulary, the development of conscious perception of speech allows you to build up and generalize linguistic observations on the semantic, sound, morphological and syntactic aspects of speech.

In order to further develop their understanding of speech, children are taught to distinguish the meaning of prefixes in passive participles; at the end of the past tense verb, determine the person performing the action; determine the relationships between the actors based on the syntactic structure (for example, paired pictures are presented, one of which depicts a “non-standard” situation: “The hare is running away from the girl”, “The girl is running away from the hare”); understand the spatial relationships of objects expressed by prepositions; combine items according to their general purpose (select everything you need for sewing); distinguish between case endings (show the book with a pencil, pencil with a pen), nouns in the diminutive form (take yourself a mushroom, give me a mushroom).

Questions are introduced that require an understanding of the changing forms of words and their connections in a sentence. The development of elementary forms of oral speech at this stage involves the practical use of sentences of several words.

A prerequisite for the successful learning of children at this stage is their understanding of the meaning of each member of the sentence.

Children are taught to answer questions and make sentences based on models.

They are taught to listen and compare nouns of the accusative, instrumental (with stressed endings), dative cases with the nominative. Sentences with these word forms are clearly pronounced first by the speech therapist, and then repeated repeatedly by the child. At this time, simple definitions are introduced into children’s speech, denoting the characteristics of objects by size, color, taste, etc.

Question-and-answer conversations are organized about the knowledge? any situations and objects.

Practical mastery of grammatical forms is prepared by the development of auditory perception, passive and active vocabulary, and sound pronunciation.

As soon as children learn to answer questions and make sentences to demonstrate actions for pictures, they can begin to develop the ability to combine sentences into a short story. Memorization of short poems is widely used.

Mastering correct pronunciation includes the use of a variety of exercises to develop articulation, evoking sounds, and distinguishing phonemes by ear.

Children of the third level of speech development currently constitute the main contingent of special preschool and school institutions. At the age of 5, they are enrolled in the senior group of a kindergarten for education and training, and from the age of 6-7 they enter the preparatory or first grade of a school for children with severe speech disorders.

Children who can be conditionally classified as the upper limit of the third level, subject to sufficient school preparation, are educated in a comprehensive school with mandatory attendance at speech therapy classes at the school speech therapy center.

The main objectives of correctional education for this category of children are:

practical acquisition of lexical and grammatical means of the language;

formation of a full-fledged sound aspect of speech (education of articulation skills, correct sound pronunciation, syllabic structure and phonemic perception);

preparation for literacy; mastering the elements of literacy;

further development of coherent speech.

The formation of speech practice as the basis for mastering the elementary laws of language is carried out on the basis of developing phonemic perception, correct pronunciation of sounds and correct perception of word structure; practical ability to distinguish, highlight and generalize significant parts of a word; based on observations of the connections between words in a sentence.

Through the systematic accumulation of observations on the semantic, sound, morphological, syntactic aspects of speech, children develop a sense of language and master speech means, on the basis of which a transition to independent development and enrichment of speech in the process of free communication is possible.

At the same time, children are prepared for successful mastery of academic subjects.

The fulfillment of these tasks is closely connected with the development of children’s cognitive activity, with their development of the ability to observe, compare and generalize the phenomena of life around them.

Children with fourth level speech development, they speak detailed phrasal speech, are quite sociable, willingly answer questions, and ask them to others themselves.

The process of mastering language resources in special education conditions is focused on two aspects: reliance on comprehension and training exercises. Children's ability to compare, analyze, and highlight differences in certain lexical and grammatical categories allows them to generalize linguistic patterns, which, in turn, contributes to the development of the phenomenon of transfer and a sense of language.

When implementing the principle of a systematic approach in teaching children with the fourth level of speech development, a large role is still given to the interconnected formation of lexical-grammatical and phonetic-phonemic components of the language.

The following tasks are set:

development in children of the ability to differentiate by ear oppositional speech sounds (whistling - hissing, voiced - deaf, soft - hard, R- l), and then practicing these differentiations in pronunciation;

consolidation of the pronunciation of polysyllabic words with various combinations of consonant sounds, while the emphasis is on their differentiation, the use of complex syllable structure and sound content in independent speech (poultry house, thermometer, rusty wire, stainless pan, basketball players playing basketball);

strengthening the skills of sound analysis and synthesis;

literacy training.

Speech therapy classes on the formation of pronunciation skills at this stage of correctional education include several areas:

strengthening the skills of clear, intelligible pronunciation of vowels and consonants;

assimilation of complex differentiations (t-ch-s-sh-s; rrr-ll-y);

the use in a speech context of words of complex syllabic structure and sound content (“female cyclists ride bicycles” etc.).

When working on the lexical component of a language, attention is focused on the following:

on clarifying and expanding the meanings of words;

on the formation of the semantic structure of a word;

on the introduction of new words and combinations into independent speech.

In this regard, the direction of teaching children the skills of practical use of words in speech is highlighted. In the process of correctional education at the fourth level, much attention is also paid to the practical acquisition of grammatical forms of the language. By consolidating the skills of changing words by numbers, gender, cases, persons, children learn to correctly use the learned material in various speech contexts and regime situations. And this, in turn, requires well-organized speech practice. Variants of choral pronunciation are still widely used. This helps each child repeatedly pronounce a new form of the word, increases the speech activity of children, and helps expand their speech activity.

Various types of sentences fix the focus on the different sound of questions, depending on this, the tense, type, and number of verbs change. The child can speak about the actions performed on his own behalf, on behalf of other children, etc. Children practice constructing a short question and answer in a complete common sentence.

Throughout the entire correctional education, the above lexical and grammatical forms are studied not in isolation, but in a speech context, relying on previously formed skills in composing sentences.

When developing children's skills of coherent storytelling, there are a number of requirements for their speech:

disclosure of the topic (this condition is mandatory);

compliance with a certain volume of the story;

use of expressive means (epithets, antonyms, comparisons, metaphors);

use of direct speech;

correct structure of the narrative, compositional harmony and completeness of the story.

Working on coherent speech involves further strengthening the skills of composing different types of stories and retellings.

Thus, successful correction of speech underdevelopment is carried out as a result of multidimensional influence aimed at speech and extra-speech processes, at enhancing the cognitive activity of preschool children (I. T. Vlasenko).

Education and upbringing of school-age children with special needs is carried out in special schools for children with severe speech impairments.

The development of content and teaching methods is based on a thorough study of the patterns of speech development of students (R. E. Levina, N. A. Nikashina, G. A. Kashe, L. F. Spirova, I. K. Kolpovskaya, G. V. Chirkina, O. E. Gribova and others).

Systemic impairment of all components of speech activity is characterized by the following manifestations:

limited vocabulary;

the presence of numerous verbal substitutions;

the use of words in limited speech situations without taking into account contextual connections;

persistent agrammatism;

poor and stereotypical syntactic format of speech;

using predominantly simple common sentences with a small number of members (3-4);

violation of the sound-syllable structure of speech with a predominance of sound errors of the phonemic type.

The spoken language of children entering school is laconic and closely related to a specific situation. Coherent (monologue) speech lags significantly behind the age norm in terms of development and has specific defects (V.K. Vorobyova, 1975; L.F. Spirova, 1980).

Thus, at the beginning of schooling, children with ODD have insufficiently developed language means, and the formation of the communicative and generalizing functions of speech is delayed.

The characteristics of the speech development of students in the first department determine the specifics of schooling. The main academic subject, which serves correctional purposes to the greatest extent, is the initial course of the Russian language. The content of lessons on this subject in a special school has several directions: elimination of speech development disorders; organization of active speech practice; teaching writing and reading; systematic study of information on grammar and spelling; preparation for further mastery of the Russian language as a subject and other courses in the scope of incomplete secondary school.

In the process of special language teaching, the development of cognitive activity based on the material of speech facts, the gradual formation of abstract verbal thinking, and the creation of a solid foundation for further raising the educational and cultural level of students and mastering a profession are carried out.

The goals of special training are ensured by a clearly thought-out solution to a number of specific tasks:

mastering basic theoretical information on phonetics, morphology, syntax, spelling, graphics and punctuation, preparing for the study of a systematic high school language course;

enriching children's speech practice, developing the ability to consciously use knowledge of phonetics, grammar and spelling;

mastery on this basis of modeling methods and various speech operations.

There is a gradual transition from purely practical classes on speech formation to language learning. Solving speech and language problems in their interrelation requires special pedagogical means and the division of the Russian language course into sections that are different from the general education school.

The primary school program consists of the following sections: “Speech Development”, “Pronunciation”, “Literacy Teaching”, “Phonics, Grammar, Spelling and Speech Development”, “Reading and Speech Development”.

The main task of speech development is to bring students closer to the normal level of practical proficiency in their native language, that is, to teach them to use speech as a means of communication.

To this end, the forms of speech communication and means of language are systematically improved in the following interrelated areas:

Development in children of various types of oral speech (dialogical, monological) based on enriching knowledge about the world around them;

formation and expansion of the lexical side of speech;

practical mastery of the basic laws of language based on the assimilation of semantic and grammatical relations;

formation of lexical and grammatical readiness for conscious mastery of other sections of the native language (teaching grammar, literacy, spelling).

The starting point for the system of work on speech development is the principle of the communicative orientation of speech. Compliance with it involves the formation of communication in the process of active speech activity, the creation of a motivated need for speech in students by stimulating their speech activity and modeling situations that contribute to the generation of independent and proactive statements.

Students with general speech underdevelopment are involved in communicative activities from the earliest stages of learning, not yet mastering the entire language system. Language material accumulates in stages in connection with various types of activities. At the same time, there is a gradual transition from speech activity unfolding in a visual situation to communication based on previous speech experience and context. Students are prepared to produce detailed statements that require complex syntactic structures, the use of abstract vocabulary, and fluency in morphological changes in words.

The selection of language material is also subordinated to communicative goals and is carried out taking into account the frequency of its use, productivity and accessibility for assimilation.

The system of work on speech development provides for a concentric path to mastering speech material.

First, everyday vocabulary and incentive phrases of the simplest structure are practiced. This provides elementary forms of communication. The vocabulary necessary to express concepts of a more abstract nature is gradually introduced, and grammatical forms become more complex. On this basis, a transition is made from dialogical speech to descriptive-narrative, and then to the compilation of oral and written coherent texts.

At the beginning of training, a predominantly situational form of communication is used, and then the basis for contextual speech is formed.

The speech development program has special subsections: “Work on words”, “Work on sentences” and “Coherent speech”.

It reflects the requirements for students’ oral and written speech, the amount of vocabulary and semantic work, and presents models of word combinations. Materials for speech development include a course on familiarization with the outside world, provided for in the curriculum for a secondary school.

The study of vocabulary and the selection of vocabulary for the development of passive and active forms of speech are carried out thematically. Each topic contains an approximate amount of information, signs of belonging to a given topic and provides for its gradual clarification and systematization based on observations and logical techniques of comparison, analysis, synthesis, and generalization.

The initial focus is on developing understanding of spoken language. In specially organized situations, students listen attentively to the speech addressed to them, meaningfully carry out requests, instructions, etc. The correctness of understanding at this stage is controlled by the response action, but the possibility of a verbal response is not excluded.

Then a dialogue is formed in a learning and play situation (pre-graduate - grade I) with a gradual transition to a short conversation based on the children's ideas (grades P-III).

B III - In fourth grade, the development of coherent oral speech is carried out during thematic conversations. Attention is drawn to the correct sequence in the transmission of events, the inclusion of elements of reasoning, evaluation and evidence.

Practical mastery of morphological and syntactic patterns occurs in the process of working on mastering thematic material. Thus, lexical, morphological and syntactic material is acquired V close relationship.

Mastery of the grammatical structure of a language, morphological and syntactic elements is carried out in a practical way, without the use of grammatical terms.

By highlighting one or another grammatical category or form for study, the teacher must lead students to certain grammatical generalizations.

In preparatory, I, II and partially III grades, students must practically master the basic grammatical patterns of the language.

Starting from the third grade, children develop the ability to use complex sentences and consolidate the skills of using learned types of sentences in coherent speech.

In grades IV and V, practical generalization of learned grammatical patterns is provided.

Based on the development of oral speech, skills in the field of written speech are developed.

Teaching writing begins in grade III and is conventionally divided into three stages:

• the stage of conscious assimilation of grammatical actions and conscious operation of grammatical units;

  stage of formation of automated skills.

The methodology for teaching written speech is correction-

but propaedeutic in nature. The objective of the methodology, along with teaching a new type of speech activity and developing the skill of using grammatical rules for constructing a written statement, includes creating adequate prerequisites for their successful development, which consists in correcting the mechanism for generating agrammatism in written speech (O. E. Gribova).

In close connection with the formation of speech, its mastery occurs. sound side. In the system of teaching children with severe speech impairments, a special section is allocated - pronunciation. Its main task is to educate students in clear, intelligible and expressive speech, correct phonemic underdevelopment and develop skills in analysis and synthesis of the sound composition of speech.

When teaching pronunciation at all stages, three main tasks are solved: the formation of pronunciation skills and the development of phonemic perception; development of the rhythmic and sound-syllable structure of speech; development of skills in analysis and synthesis of the sound composition of speech.

The most effective work on developing pronunciation in a special school is a combination of pronunciation lessons and individual speech therapy sessions.

Individual watches are intended primarily for correcting the pronunciation of sounds. Their essential feature in the lower grades is the preliminary practice of sounds before studying them in class during pronunciation lessons.

When planning frontal work, the teacher-speech therapist should focus on the features of the sound side, characteristic of the first and second levels of speech development. Specific features of articulation and perception of sounds, caused by various forms of speech pathology, are eliminated in individual lessons.

Students with the first and second levels of speech development are usually enrolled in the preparatory class.

The general task of learning during this period is to intensify, clarify and enrich verbal speech, during which its phonetic design gradually develops. Particular attention is paid to evoking words with subsequent clarification and consolidation of the correct pronunciation of sounds, syllables and words of a simple sound-syllable structure.

The study of speech sounds is carried out concentrically. First, the pronunciation of sounds and their differentiation are learned. The development process occurs in the sphere of auditory and kinesthetic perception. Then the corresponding letters are studied and the relationship between sound and graphic images is established.

Writing under dictation of individual words, sentences with preliminary analysis and independently helps to consolidate the correct pronunciation and differences in sounds.

In this regard, for each stage of training, a system of exercises has been developed that allows for the consistent formation of grammatical skills and abilities in students with general speech underdevelopment.

Task introductory stage is to introduce children to the phenomenon of written speech and identify its specific features. At this stage, an indirect task is also solved - clarifying the generalized morphological meanings of parts of speech and developing the ability to correlate a specific word with its generalized lexical and grammatical meaning. For this purpose, an algorithm is used to determine the morphological correlation of a word, based, on the one hand, on the visual-subject representations of students, and on the other, on formal language analysis.

On second stage They are taught to determine the boundaries of a sentence, based on the automated ability to isolate the predicative core from the composition of a sentence, and a conscious skill of forming a sentence in written work is developed. To do this, children are offered an algorithm for analyzing the sentence “from predicate to subject” and special superscripts are introduced to make it possible to establish visual connections between the components of the kernel. During the training, the method of linguistic experiment and a large number of corrective exercises are used. The use of symbols that carry meaning allows for the effective use of modeling and design methods in the process of forming a Conscious skill and an automated skill. Algorithmization of grammatical actions allows, if children have difficulties, to return to individual operations and correct them at a conceptual and linguistic level accessible to students.

On third stage teaching, the task is to include the skills of grammatical formatting of a written statement that students recognize in independent written speech and bring them to the level of an automated skill. In the process of automating skills, parallels are established between written speech and codified literary language using numerous oral statements as training, while emphasizing the features inherent in the literary language. The use of diagrams and symbols allows at this stage to regulate the process of automating skills and limit the range of grammatical forms and structures used. On third stage they begin to work on presentations and essays.

Having completed the preparatory class, students, as a rule, master the standard pronunciation of all speech sounds using limited speech material.

Therefore, in grade I, previously studied sounds are again practiced using expanded vocabulary material. Accordingly, tasks to develop and clarify phonemic perception become more complicated.

Work in the first grade is built taking into account a more complex and heterogeneous composition of students. Along with children who have completed preparatory class, low-achieving students from general education schools are also enrolled in first grade. Their oral speech is characterized by general slurredness, vagueness and, as a rule, phonemic underdevelopment, and their writing is characterized by dysgraphic errors.

In accordance with this, the following work is carried out in individual lessons:

development of movements of the articulatory apparatus necessary for correct and clear pronunciation of sounds. For children with severe articulatory praxis disorders, special exercises are carried out (during the year).

developing the skill of correct pronunciation of sounds in newly admitted students in accordance with their individual difficulties and the structure of the defect;

overcoming violations of the pronunciation of words of complex syllabic composition (combination of 2-3 consonants, three- and four complex words, etc.);

overcoming individual difficulties associated with analyzing the sound composition of a word and correcting dysgraphia.

The content of frontal work in grade 1 is to improve the skill of correctly pronouncing previously learned sounds and to identify incorrectly pronounced ones. The sound-syllable structure of speech material becomes more complex, and sounds that are similar in acoustic-articulatory characteristics are differentiated from each other. Mastering the pronunciation of each speech sound and differentiating it from all similar sounds must precede the study of letters.

Work on the correct construction of sentences is carried out taking into account the speech development program. Attention is drawn to the ability to clearly pronounce the endings of words in connection with changes in their forms.

The development of auditory memory includes the ability to repeat a syllable series consisting of 3-4 combinations in a given sequence, the ability to remember 3-5 words in a given sequence, and memorizing alphabetic texts (8 sentences).

The formation of the sound side of speech in grade II aims to fully assimilate the sound composition of speech and develop a normal tempo and fluency of speech. On the basis of individual plans, individual speech difficulties of students are overcome. This includes:

Development of articulatory motor skills and production of sounds for students with impaired mobility or structure of the articulatory apparatus, continuation of work begun in preparatory and first grades, production of sounds for newly admitted students;

strengthening the correct pronunciation of sounds and differentiation of sounds;

overcoming difficulties associated with the pronunciation of words with complex syllabic composition and sentences;

elimination of individual deviations in the writing of newly admitted students and students with particularly complex speech impairments.

In frontal classes, the formation of sound pronunciation skills continues. It includes the differentiation of all speech sounds in words of any sound-syllable complexity.

There is a requirement for clear, consistent pronunciation of polysyllabic words with correct emphasis.

Students practice composing and clearly pronouncing simple, common sentences with correct intonation and stress.

There is an improvement in pronunciation skills in independent coherent speech. By this time, under the influence of special training and increased speech practice, the mechanisms for the perception of phonemes (phonemic identification of audible speech) and the correct articulation of sounds have already been formed. The task of automating these skills in coherent speech remains relevant, and the process of automating skills follows the path of reducing consciousness during pronunciation.

Significantly higher demands are placed on the rhythmic and intonation organization of speech. The means of intonation of a statement, changing the tempo, increasing or decreasing the volume are fixed. For this purpose, more complex speech material is used.

A pronunciation lesson in a special school for children with severe speech impairments, as a rule, consists of the following sections: “Development of the articulatory apparatus”; “Articulation and perception of sounds”; “Assimilation of syllable structures”; Analysis and synthesis of the sound composition of speech." Speech material for the lesson is selected differentially depending on the main goal: recognizing sounds by ear or clearly reproducing them.

In addition, speech material depends on the level of speech development of students.

In addition to the formation of general educational and educational tasks, the reading program takes into account the corrective role of reading as an effective means of consolidating the correct pronunciation of sounds and words of various syllabic structures, accumulating and enriching vocabulary, developing the grammatical structure of the language, understanding syntactic structures and developing coherent speech.

The grammar and spelling program reinforces grammatical patterns that students previously learned practically during speech and pronunciation lessons.

The rhythm program provides for the elimination of deficiencies in the motor development of students. In this regard, specific correctional tasks are solved in lessons:

teach children to control muscle tone;

coordinate movements in connection with changes in music;

cultivate auditory attention;

Labor training lessons in a special school are a powerful correctional tool for the development of speech and social adaptation.

The content and methodological techniques for speech development that should be used in manual labor lessons have been determined.

Under the influence of comprehensive correctional training and education, graduates of a special school experience positive changes in the development of speech and cognitive activity.

Most students demonstrate activity in social life, a conscientious attitude to work in various types of professional activities, and in some cases a desire for further education. All this allows us to positively assess the possibilities of their full social adaptation.

Test questions and assignments

Define OHP.

Describe the characteristics of children at the first level of speech development, give examples.

Compare the characteristics of levels II and III, IV of speech development, give examples.

Highlight the main tasks and directions of correctional education for preschoolers with the first level of speech development.

Explain the stages of speech therapy work with preschool children of levels II and III of speech development.

What are the starting points when teaching school-age children with special needs development?

Reveal the organizational and methodological requirements for building education at school for children with severe speech impairments.

Literature

Vorobyova V.K. Formation of coherent speech in students with motor alalia. M., 1986.

Glukhoe V.I. Features of coherent monologue speech of children of senior preschool age with general speech underdevelopment. L., 1987.

Gribova O. E., Bessonova T. P. Formation of the grammatical structure of speech of primary school students for children with severe speech impairments. M., 1992.

Efimenkova L. N. Formation of speech in preschool children. M., 1985.

Zhukova N. S., Mastyukova E. M., Filicheva T. B. Overcoming general speech underdevelopment in preschool children.

M., 1990. Zhukova N. S.

Overcoming speech underdevelopment in children. M., 1994. Lalaeva R.I., Serebryakova N.V.

Correction of general speech underdevelopment in preschool children. St. Petersburg, 1999.

Komarov K.V.

Methods of teaching the Russian language at school for children with severe speech impairments. M., 1982.

Overcoming general speech underdevelopment in preschool children // Pod. ed. T.V. Volosovets. M., 2002. Fundamentals of the theory and practice of speech therapy / Ed. R. E. Levina. M., 1968.

Spirova L. F. Children with general speech underdevelopment. Education and training. M., 1999.

Filicheva T.V., Chirkina G.V. Preparing children with general speech underdevelopment for school in a special kindergarten. M., 1994.

, speech therapist, Asbest, Sverdlovsk region.

The work program defines correctional tasks, main directions of work, conditions and means for the formation of phonetic-phonemic, lexical-grammatical aspects and coherent speech of children of senior preschool age with OHP.

The work program was developed taking into account the goals and objectives of the main educational program of preschool education, the needs and capabilities of preschool children.

2. Section I. Senior group (planning and results).

• Appendix No. 1.
• Appendix No. 2.
• Appendix No. 3.

3. Section II. Preparatory group (planning and results).

• Appendix No. 4.
• Appendix No. 5.
• Appendix No. 6.

Explanatory note.

One of the leading lines of modernization of education is the achievement of a new modern quality of preschool education. This necessitates the development of modern correctional and educational technologies, updating the content of the work of groups for children with general speech underdevelopment (GSD) in preschool educational institutions of compensatory and combined types.

Today, the problem of compatibility between correctional and general developmental programs is relevant in order to build a comprehensive correctional and developmental model, which defines the interaction of all participants in the educational process in achieving the goals and objectives of the kindergarten educational program.

The solution to this problem is possible through the development of a work program that integrates the content of comprehensive and correctional programs.

This program is of a correctional and developmental nature. It is intended for training and education of children aged 5-7 years with the third level of speech development, admitted to a preschool institution for two years.

The theoretical and methodological basis of the program are: L.S. Vygodsky’s position on the leading role of teaching and upbringing in the mental development of a child; the teaching of R.E. Levina about the three levels of speech development of children and the psychological and pedagogical approach in the system of special education; studies of the patterns of development of children's speech in conditions of its impairment, carried out by T.B. Filicheva and G.V. Chirkina.

The main basis of the work program is:

• kindergarten educational program;
• “Program of education and training in kindergarten”, ed. M.A. Vasilyeva;
• program by T.B. Filicheva and G.V. Chirkina “Preparation for school of children with special needs in a special kindergarten” with priority implementation of correction of the physical and (or) mental development of children with severe speech impairments.

Purpose of the program.

The main tasks of correctional education.

1. Elimination of defects in sound pronunciation (education of articulatory skills, sound pronunciation, syllabic structure) and development of phonemic hearing (the ability to carry out operations of discrimination and recognition of phonemes that make up the sound shell of a word).
2. Development of sound analysis skills (special mental actions to differentiate phonemes and establish the sound structure of a word)
3. Clarification, expansion and enrichment of the vocabulary of older preschoolers with SEN.
4. Formation of the grammatical structure of speech.
5. Development of coherent speech in older preschoolers.
6. Development of communication skills, success in communication.

This program will make it possible to most rationally organize the work of a group for children with special needs, save the time of the teacher and speech therapist on preparing for classes, ensure the unity of their requirements in the formation of full-fledged speech activity, and create the prerequisites for further training.

Features of psycho-speech development of children with general speech underdevelopment.

According to P.Ya. Galperin’s theory of the gradual formation of mental actions, in the early stages of child development, speech “sums up” the result achieved by the action; then the accompanying, action-directing function of speech comes into force. By the end of preschool childhood, speech replaces action as a way of solving problems. This allows the action to “curl up”, turn completely into a mental action, and transfer to the plane of inner speech.

Thus, the formation of a child’s intellectual sphere directly depends on the level of his speech function. Speech, in turn, is supplemented and improved under the influence of constantly developing and increasingly complex mental processes.

Speech activity that is defective for one reason or another has a negative impact on the formation of the child’s mental sphere and the development of his personal qualities.

First of all, defects in speech function lead to impaired or delayed development of higher mental functions mediated by speech: verbal memory, semantic memorization, auditory attention, verbal-logical thinking. This is reflected both in the productivity of mental operations and in the rate of development of cognitive activity (V.K. Vorobyova, R.I. Martynova, T.A. Tkachenko, T.B. Filicheva, G.V. Chirkina). In addition, a speech defect leaves a certain imprint on the formation of a child’s personality and makes it difficult for him to communicate with adults and peers (Yu.F. Garkusha, N.S. Zhukova, E.M. Mastyukova, etc.).

These factors inhibit the development of the child’s play activity, which, as in the norm, is of leading importance in terms of general mental development, and complicate the transition to more organized educational activities.

According to the psychological and pedagogical classification of R.E. Levina, speech disorders are divided into two groups: violations of means of communication and violations in the use of means of communication. A fairly common type of communication disorder is general speech underdevelopment in children with normal hearing and intact intelligence.

Difficulties in learning and upbringing that occur in such children are often aggravated by concomitant neurotic manifestations. Most children have a complicated variant of OPD, in which the characteristics of the psycho-speech sphere are caused by a delay in the maturation of the central nervous system or minor damage to individual brain structures. Among the neurological syndromes in children with OHP, the following are most often identified: hypertensive-hydrocephalic syndrome, cerebrasthenic syndrome and movement disorder syndrome. Clinical manifestations of these disorders significantly complicate the education and upbringing of the child.

With the complicated nature of OHP, in addition to scattered focal microsymptoms, manifested in impaired tone, balance function, coordination of movements, general and oral praxis, a number of features in the mental and personal sphere are revealed in children. They are characterized by decreased mental performance, increased mental exhaustion, excessive excitability and irritability, and emotional instability.

Underdevelopment of speech, especially its lexical and grammatical aspects, significantly affects the process of formation of the child’s leading activity. Speech, as A.R. Luria noted in his studies, performs an essential function, being a form of orienting activity of the child; with its help, a speech plan is realized, which can be folded into a complex game plot. With the expansion of the sign-semantic function of speech, the entire process of the game radically changes: the game from procedural becomes objective, semantic. It is this process of moving play to a new level that is difficult for children with ODD.

Thus, disturbances in speech activity in children with ODD are multidimensional in nature, requiring the development of a unified strategy, methodological and organizational continuity in solving educational and correctional problems.

Features of the organization of training and education of children of senior preschool age with general speech underdevelopment.

Determination of priority areas and establishment of successive connections in the correctional activities of participants in the educational process, taking into account the structure of the defect of children with special needs.

Distribution of speech development classes conducted during the week in accordance with the requirements for the maximum educational load for a child in a preschool educational institution, determined by SanPiN No. 2.4.1.2660-10.

Forms and means of organizing educational activities.

Teacher speech therapist:

• frontal (subgroup) correctional classes,
• individual correctional classes.

Educator:

Preview:

Explanatory note.

The work program was developed in accordance with the Law of the Russian Federation “On Education”. The content of the work program corresponds to the federal state educational standards established in accordance with paragraph 2 of Art. 7 of the Law of the Russian Federation “On Education”, educational standards and requirements; goals and objectives of the educational program of the institution.

The creation of this program is based on the experience of working at a preschool speech center, supported by modern correctional and developmental programs of the Ministry of Education of the Russian Federation, scientific and methodological recommendations:

G.V. Chirkina. Programs of preschool educational institutions of a compensatory type for children with speech impairments. – M.: Education, 2009;

T.B. Filicheva, G.V. Chirkina. Corrective education and upbringing of 5-year-old children with general speech underdevelopment. –– M., 1991;

T.B. Filicheva, G.V. Chirkina. Preparing children with general speech underdevelopment for school in a special kindergarten: At 2 o’clock. M.: Alfa, 1993.

These programs are designed to work in the conditions of speech therapy groups in a kindergarten, and therefore are not entirely suitable for use at a speech therapy center in a kindergarten.

This explains the importance of writing a work program, the use of which will help children with speech impairments master the basic general education program; will make it possible to help children in a timely manner, that is, even before entering school, in overcoming all the difficulties that cause school maladjustment.

Children with speech disorders are considered as a group of pedagogical risk, because their physiological and mental characteristics make it difficult for them to successfully master educational material at school. Readiness for schooling largely depends on the timely overcoming of speech disorders. Children with speech disorders need special organization of correctional and speech therapy assistance, the content, forms and methods of which must be adequate to the capabilities and individual characteristics of the children.

Characteristics of children with III level of speech development.

This level of children's speech development is characterized by the presence of extensive phrasal speech with pronounced elements of underdevelopment of vocabulary, grammar and phonetics. It is typical to use simple common sentences, as well as some types of complex sentences. The structure of sentences can be disrupted by omitting or rearranging major and minor members, for example:“The beika moves and does not recognize” -the squirrel looks and doesn’t recognize (the hare);“from the tube there is smoke from the tube, from the potamuta hoydna” -Smoke is pouring out of the chimney in a column because it is cold. Words consisting of three to five syllables appear in children's utterances.(“akváiyum” - aquarium, “tatalist” - tractor driver, “vadapavod” - water supply, “zadigáyka” - lighter).

Special tasks make it possible to identify significant difficulties in the use of some simple and most complex prepositions, in the agreement of nouns with adjectives and numerals in indirect cases(“took it from the yasik” - took from the box, “tli vedela” - three buckets, “the little girl is crawling under the chair” -the box is under the chair,“no kolichnaya stick” -no brown stick,“the lamástel is peeing, the beam is brushing” -writes with a felt-tip pen, paints with a pen,“lies from you” - took it from the table, etc.). Thus, the formation of the grammatical structure of language in children at this level is incomplete and is still characterized by the presence of pronounced violations of coordination and control.

An important feature of a child’s speech is the insufficient development of word-formation activity. In their own speech, children use simple diminutive forms of nouns, individual possessive and relative adjectives, names of some professions, prefixed verbs, etc., corresponding to the most productive and frequent word-formation models (“tail - tail, nose - spout, teaches - teacher , plays hockey - a hockey player, chicken soup - chicken, etc."). At the same time, they do not yet have sufficient cognitive and speech capabilities to adequately explain the meanings of these words (“switch” -“the light turns on”, “vineyard” - “he plants”, “stove maker” - “stove”, etc.).

Persistent and severe violations are observed when trying to form words that go beyond the scope of everyday speech practice. Thus, children often replace the operation of word formation with inflection (instead of “hand” -"hands", instead of "sparrow" -"sparrows" etc.) or even refuse to transform the word, replacing it with a situational statement (instead of “cyclist” -"who rides a bicycle"instead of "sage" -“who is smart, he thinks everything”).

In cases where children do resort to word-formation operations, their statements. are replete with specific speech errors, such as: violations in the choice of a productive basis (“builds houses - domnik", "ski poles - poles") omissions and replacements of word-forming affixes(“tractoril - tractor driver, chitik - reader, abrikosnyn - apricot”, etc.), gross distortion of the sound-syllable structure of the derived word (“lead -svitenoy, svitoy"),the desire for a mechanical connection within the word root and affix (“pea - pea", "fur - fur" and so on.). A typical manifestation of general underdevelopment of speech at this level is the difficulty of transferring word-formation skills to new speech material.

These children are characterized by an inaccurate understanding and use of generalizing concepts, words with abstract and figurative meanings (instead of “clothes” -“coats”, “coffees” -blouses, “furniture” -“different tables”, “dishes” - “bowls”), ignorance of the names of words that go beyond the scope of everyday everyday communication: parts of the human body (elbow, bridge of the nose, nostrils, eyelids), animals (hooves, udder, mane, tusks), names of professions (machinist, ballerina, carpenter, joiner) and actions related with them (drives, performs, saws, chops, planes), inaccuracy in the use of words to designate animals, birds, fish, insects (rhinoceros -"cow", giraffe - “big horse”, woodpecker, nightingale -“bird”, pike, catfish - “fish”, spider - “fly”, caterpillar - “worm”), etc.

There is a tendency towards multiple lexical substitutions of various types: mixtures based on external similarity, substitutions based on the value of the functional load, species-generic mixtures, substitutions within the same associative field, etc. (“dishes” -“bowl”, “hole” - “hole”, “pan” - “bowl”, “dive” - “swimmed”).

Along with lexical errors, children with the third level of speech development also have a specific uniqueness of coherent speech. Its lack of development often manifests itself both in children's dialogues and monologues. This is confirmed by the difficulties of programming the content of extended statements and their linguistic design.

Characteristic features of coherent speech are a violation of the coherence and sequence of the story, semantic omissions of essential elements of the storyline, noticeable fragmentation of the presentation, violation of temporal and cause-and-effect relationships in the text. These specific features are due to the low degree of independent speech activity of the child, with the inability to identify the main and secondary elements of his plan and the connections between them, with the impossibility of clearly constructing an integral composition of the text. At the same time as these errors, the poverty and monotony of the language used is noted.

Thus, when talking about their favorite toys or events from their own lives, children mostly use short, uninformative phrases. When constructing sentences, they omit or rearrange individual parts of the sentence and replace complex prepositions with simple ones. Often there is an incorrect design of word connections within a phrase and a violation of interphrase connections between sentences.

In independent speech, difficulties in reproducing words of different syllable structure and sound content are typical: perseveration (“nenevik” - snowman, “hihiist” - hockey player), anticipation ("astobus" - bus), adding extra sounds ("mendved" - bear), syllable truncation ("misanel" - policeman, "vapravot" - plumbing), rearrangement of syllables (“vokrik” - rug, “wools” - hairs), adding syllables or a syllabic vowel (“korabyl” - ship, “tyrava” - grass). The sound aspect of speech is characterized by inaccurate articulation of some sounds and unclear differentiation of them by ear.

The lack of phonemic perception is manifested in the fact that children have difficulty identifying the first and last consonant, vowel sound in the middle and end of a word, do not select pictures whose names contain a given sound, cannot always correctly determine the presence and place of a sound in a word, etc. n. Tasks for independently coming up with words for a given sound are not completed.

The purpose of the program isform a full-fledged phonetic system of the language, develop phonemic perception and skills of initial sound analysis and synthesis, automate auditory pronunciation skills, developlexico-grammatical means of language, coherent speech.

Program objectives– development of understanding of speech and lexico-grammatical means of language; pronunciation side of speech; independent developed phrasal speech;

1st half of September – examination of children, filling out speech cards, completing documentation.

Planning activities with diagnosed children ONR - III ur.r. divided into 3 training periods:

I period – September–November, 11 weeks, 29 lessons – 3 lessons per week.

II period –December–March, 18 weeks, 46 lessons – 3 lessons per week.

III period – April – May, 9 weeks, 24 lessons – 3 lessons per week.

A total of 99 lessons per year.

Form of training organization– subgroup and individual.

Target subgroup classes:development of understanding of lexical and grammatical means of language; development of independent, detailed phrasal speech.

Compound subgroups is an open system, changes at the discretion of the speech therapist depending on the dynamics of preschoolers’ achievements in pronunciation correction.

For subgroup classes, children of the same age group with similar nature and severity of speech disorders are brought together, 2-3 people each, the frequency of classes is 3 times a week.

Purpose of individual lessonsconsists in the selection and application of a set of articulation exercises aimed at eliminating specific violations of the sound side of speech, characteristic of dyslalia, dysarthria, etc.

In individual lessons, a speech therapist has the opportunity to establish emotional contact with the child, increase control over the quality of speech, correct speech defects, and smooth out neurotic reactions. In these classes, the preschooler must master the correct articulation of each sound being studied and automate it in facilitated phonetic conditions: in isolation, in forward and backward syllables, words of a simple syllabic structure.

The frequency of individual lessons is determined by the nature and severity of the speech disorder, age and individual psychophysical characteristics of the children; the duration of individual lessons is 15-20 minutes.

Directions of correctional and developmental work:

• formation of full-fledged pronunciation skills;
• development of phonemic perception, phonemic representations, forms of sound analysis and synthesis accessible to age;
• development of attention to the morphological composition of words and changes in words and their combinations in a sentence;
• enriching the vocabulary mainly by drawing attention to the methods of word formation;
• developing the skills to correctly compose simple and complex common sentences; use different sentence structures in independent coherent speech;
• development of coherent speech in the process of working on retelling, with the formulation of a certain correctional task for the automation in speech of phonemes specified in pronunciation.

Educational and thematic plan of the correctional and developmental program:

Planned results of speech therapy work:

Use simple common and complex sentences in independent speech;

Possess basic retelling skills;

Possess word formation skills: produce names of nouns from verbs, adjectives from nouns and verbs,

diminutive and magnifying forms of nouns, etc.;

Formulate independent speech grammatically correctly in accordance with the norms of the language; case and gender endings of words must be pronounced clearly; simple and almost all complex prepositions - used adequately;

Use words of various lexical and grammatical categories (nouns, verbs, adverbs, adjectives, pronouns, etc.) in spontaneous communication;

• correctly articulate all speech sounds in different positions;
• clearly differentiate all studied sounds;
• determine the place of a sound in a word;
• distinguish between the concepts of “sound”, “hard sound”, “soft sound”, “dull sound”, “voiced sound”, “syllable”, “sentence” on a practical level;
• name the sequence of words in a sentence, sounds in words;
• perform basic sound analysis and synthesis;

Distribution of topics by month:

• September: “Autumn Fair. Garden-vegetable garden (vegetables, fruits, berries).
• October: “Where did the bread come from?”, “Autumn. Man, clothes, shoes, hats", "Home. Furniture", "Deciduous trees. Mushrooms".
• November: “Pets”, “Birds of Migratory”, “Beasts of Our Forests”,"Autumn" (generalization).
• December: “Library”, “Wintering Birds”, “Coniferous Trees”, “New Year”.
• January: “Winter Fun”, “Our City. My street”, “How animals spend the winter” (wild animals in winter).
• February: “Toys. Russian folk toy”, “Transport. Traffic rules", "Defender of the Fatherland Day. Military professions”, “Winter” (generalization).
• March: “Mail. Professions", "March 8. Women's professions", "Animals of cold countries", "Animals of hot countries".
• April: “Birds of Migratory”, “Cosmonautics Day”, “Fish”, “Tools and Tools. Professions" (generalization).
• May: “Victory Day”, “Garden, park, meadow. The forest is our wealth”, “Insects”, “Spring (generalization). Seasons".

Literature

1. G.V. Chirkina. Programs of compensatory preschool educational institutions for children with speech impairments. – M.: Education, 2009.

2. Filicheva T.B., Chirkina G.V. Corrective education and upbringing of 5-year-old children with general speech underdevelopment

. –– M., 1991.

3. T.B. Filicheva, T.V. Tumanova. Children with general speech underdevelopment. Education and training. Educational and methodological manual. M.: Publishing House GNOM and D, 2000.

4. T.B. Filicheva, G.V. Chirkina. Preparing children with general speech underdevelopment for school in a special kindergarten: At 2 o’clock. Moscow: Alfa, 1993.

5. N.V. Nishcheva. Corrective developmental work program for children with disabilities.

6. Z.E.Agranovich. Collection of homework for overcoming lexical and grammatical underdevelopment of speech in preschoolers with special needs. S.P.: Detstvo-Press, 2002.

7. O.I.Krupenchuk. Teach me to speak correctly. - S.P.: Litera, 2001.

8. G.S. Shvaiko. Game exercises for speech development. - M.: education, 1988.

9. N.V. Solovyova Preparation for teaching literacy to children with speech impediments. - M.: TC Sfera, 2009.

10. O.B.Inshakova. Album for a speech therapist.-M.: Vlados, 2003.

11. A.V. Yastrebova. A set of classes on the formation of speech and thinking activity in children.-M.: ARKTI, 2001

Explanatory note.

The work program was developed in accordance with the Law of the Russian Federation “On Education”. The content of the work program corresponds to the federal state educational standards established in accordance with paragraph 2 of Art. 7 of the Law of the Russian Federation “On Education”, educational standards and requirements; goals and objectives of the educational program of the institution.

The creation of this program is based on the experience of working at a preschool speech center, supported by modern correctional and developmental programs of the Ministry of Education of the Russian Federation, scientific and methodological recommendations:

G.V. Chirkina. Programs of preschool educational institutions of a compensatory type for children with speech impairments. - M.: Education, 2009;

T.B. Filicheva, G.V. Chirkina. Corrective education and upbringing of 5-year-old children with general speech underdevelopment. -- M., 1991;

T.B. Filicheva, G.V. Chirkina. Preparing children with general speech underdevelopment for school in a special kindergarten: At 2 o’clock. M.: Alfa, 1993.

These programs are designed to work in the conditions of speech therapy groups in a kindergarten, and therefore are not entirely suitable for use at a speech therapy center in a kindergarten.

This explains the importance of writing a work program, the use of which will help children with speech impairments master the basic general education program; will make it possible to help children in a timely manner, that is, even before entering school, in overcoming all the difficulties that cause school maladjustment.

Children with speech disorders are considered as a group of pedagogical risk, because their physiological and mental characteristics make it difficult for them to successfully master educational material at school. Readiness for schooling largely depends on the timely overcoming of speech disorders. Children with speech disorders need special organization of correctional and speech therapy assistance, the content, forms and methods of which must be adequate to the capabilities and individual characteristics of the children.

Characteristics of children with III level of speech development.

This level of children's speech development is characterized by the presence of extensive phrasal speech with pronounced elements of underdevelopment of vocabulary, grammar and phonetics. It is typical to use simple common sentences, as well as some types of complex sentences. The structure of sentences can be disrupted by omitting or rearranging major and minor members, for example:“The beika moves and does not recognize” -the squirrel looks and doesn’t recognize (the hare);“from the tube there is smoke from the tube, from the potamuta hoydna” -Smoke is pouring out of the chimney in a column because it is cold. Words consisting of three to five syllables appear in children's utterances.(“akvaiyum” - aquarium, “tatalist” - tractor driver, “vadapavod” - water supply system, “zadigayaka” - lighter).

Special tasks make it possible to identify significant difficulties in the use of some simple and most complex prepositions, in the agreement of nouns with adjectives and numerals in indirect cases(“took it from the yasik” - took from the box, “tli vedela” - three buckets, “the little girl is crawling under the chair” -the box is under the chair,“no kolichnaya stick” -no brown stick,“the lamástel is peeing, the beam is brushing” -writes with a felt-tip pen, paints with a pen,“lies from you” -took it from the table, etc.). Thus, the formation of the grammatical structure of language in children at this level is incomplete and is still characterized by the presence of pronounced violations of coordination and control.

An important feature of a child’s speech is the insufficient development of word-formation activity. In their own speech, children use simple diminutive forms of nouns, individual possessive and relative adjectives, names of some professions, prefixed verbs, etc., corresponding to the most productive and frequent word-formation models (“tail - tail, nose - spout, teaches - teacher , plays hockey - a hockey player, chicken soup - chicken, etc."). At the same time, they do not yet have sufficient cognitive and speech capabilities to adequately explain the meanings of these words (“switch” -"turns on the light" "vineyard" -“he sits down”, “stove maker” - “stove”, etc.).

Persistent and severe violations are observed when trying to form words that go beyond the scope of everyday speech practice. Thus, children often replace the operation of word formation with inflection (instead of “hand” -"hands", instead of "sparrow" -"sparrows" etc.) or even refuse to transform the word, replacing it with a situational statement (instead of “cyclist” -"who rides a bicycle"instead of "sage" -“who is smart, he thinks everything”).

In cases where children do resort to word-formation operations, their statements. are replete with specific speech errors, such as: violations in the choice of the productive basis (“builds houses - domnik", "ski poles - burning), omissions and replacements of word-forming affixes(“tractoril - tractor driver, chitik - reader, abrikosnyn - apricot”, etc.), gross distortion of the sound-syllable structure of the derived word (“lead -svitenoy, svitoy"),the desire for a mechanical connection within the word root and affix (“pea - pea", "fur - fur" and so on.). A typical manifestation of general underdevelopment of speech at this level is the difficulty of transferring word-formation skills to new speech material.

These children are characterized by an inaccurate understanding and use of generalizing concepts, words with abstract and figurative meanings (instead of “clothes” -“coats”, “coffees” -blouses, “furniture” -“different tables”, “dishes” - “bowls”), ignorance of the names of words that go beyond the scope of everyday everyday communication: parts of the human body (elbow, bridge of the nose, nostrils, eyelids), animals (hooves, udder, mane, tusks), names of professions (machinist, ballerina, carpenter, joiner) and actions related with them (drives, performs, saws, chops, planes), inaccuracy in the use of words to designate animals, birds, fish, insects (rhinoceros -"cow", giraffe - “big horse”, woodpecker, nightingale -“bird”, pike, catfish - “fish”, spider - “fly”, caterpillar - “worm”), etc.

There is a tendency towards multiple lexical substitutions of various types: mixtures based on external similarity, substitutions based on the value of the functional load, species-generic mixtures, substitutions within the same associative field, etc. (“dishes” -“bowl”, “hole” - “hole”, “pan” - “bowl”, “dive” - “swimmed”).

Along with lexical errors, children with the third level of speech development also have a specific uniqueness of coherent speech. Its lack of development often manifests itself both in children's dialogues and monologues. This is confirmed by the difficulties of programming the content of extended statements and their linguistic design.

Characteristic features of coherent speech are a violation of the coherence and sequence of the story, semantic omissions of essential elements of the storyline, noticeable fragmentation of the presentation, violation of temporal and cause-and-effect relationships in the text. These specific features are due to the low degree of independent speech activity of the child, with the inability to identify the main and secondary elements of his plan and the connections between them, with the impossibility of clearly constructing an integral composition of the text. At the same time as these errors, the poverty and monotony of the language used is noted.

Thus, when talking about their favorite toys or events from their own lives, children mostly use short, uninformative phrases. When constructing sentences, they omit or rearrange individual parts of the sentence and replace complex prepositions with simple ones. Often there is an incorrect design of word connections within a phrase and a violation of interphrase connections between sentences.

In independent speech, difficulties in reproducing words of different syllable structure and sound content are typical: perseveration (“nenevik” - snowman, “hikhist” - hockey player), anticipation ("astobus" - bus), adding extra sounds ("mendved" - bear), syllable truncation ("misanel" - policeman, "vapravot" - plumbing), rearrangement of syllables (“vokrik” - rug, “wools” - hairs), adding syllables or a syllabic vowel (“korabyl” - ship, “tyrava” - grass). The sound aspect of speech is characterized by inaccurate articulation of some sounds and unclear differentiation of them by ear.

The lack of phonemic perception is manifested in the fact that children have difficulty identifying the first and last consonant, vowel sound in the middle and end of a word, do not select pictures whose names contain a given sound, cannot always correctly determine the presence and place of a sound in a word, etc. n. Tasks for independently coming up with words for a given sound are not completed.

The purpose of the program is form a full-fledged phonetic system of the language, develop phonemic perception and skills of initial sound analysis and synthesis, automate auditory pronunciation skills, developlexico-grammatical means of language,coherent speech.

Program objectives - development of understanding of speech and lexico-grammatical means of language; pronunciation side of speech; independent developed phrasal speech;

1st half of September - examination of children, filling out speech cards, completing documentation.

Planning activities with diagnosed childrenONR - III level of birth divided into 3 training periods:

I period - September-November, 11 weeks, 29 lessons -3 lessons per week.

II period -December-March, 18 weeks, 46 lessons - 3 lessons per week.

III period -April-May, 9 weeks, 24 lessons -3 lessons per week.

Total99 classes per year.

Form of training organization - subgroup and individual.

Target subgroup classes: development of understanding of lexical and grammatical means of language; development of independent, detailed phrasal speech.

Compoundsubgroups is an open system, changes at the discretion of the speech therapist depending on the dynamics of preschoolers’ achievements in pronunciation correction.

For subgroup classes, children of the same age group with similar nature and severity of speech disorders are brought together, 2-3 people each, the frequency of classes is 3 times a week.

Target individual lessons consists in the selection and application of a set of articulation exercises aimed at eliminating specific violations of the sound side of speech, characteristic of dyslalia, dysarthria, etc.

In individual lessons, a speech therapist has the opportunity to establish emotional contact with the child, increase control over the quality of speech, correct speech defects, and smooth out neurotic reactions. In these classes, the preschooler must master the correct articulation of each sound being studied and automate it in facilitated phonetic conditions: in isolation, in forward and backward syllables, words of a simple syllabic structure.

The frequency of individual lessons is determined by the nature and severity of the speech disorder, age and individual psychophysical characteristics of the children; the duration of individual lessons is 15-20 minutes.

Directions of correctional and developmental work:

formation of full-fledged pronunciation skills;

development of phonemic perception, phonemic representations, forms of sound analysis and synthesis accessible to age;

development of attention to the morphological composition of words and changes in words and their combinations in a sentence;

enriching the vocabulary mainly by drawing attention to the methods of word formation;

developing the skills to correctly compose simple and complex common sentences; use different sentence structures in independent coherent speech;

development of coherent speech in the process of working on retelling, with the formulation of a certain correctional task for the automation in speech of phonemes specified in pronunciation.

Educational and thematic plan of the correctional and developmental program:

Planned results of speech therapy work:

. use simple common and complex sentences in independent speech;

. have basic retelling skills;

.possess word formation skills: produce the names of nouns from verbs, adjectives from nouns and verbs,

diminutive and magnifying forms of nouns, etc.;

. formulate independent speech grammatically correctly in accordance with the norms of the language; case and gender endings of words must be pronounced clearly; simple and almost all complex prepositions are used adequately;

. use words of various lexical and grammatical categories (nouns, verbs, adverbs, adjectives, pronouns, etc.) in spontaneous communication;

correctly articulate all speech sounds in different positions;

clearly differentiate all studied sounds;

determine the place of a sound in a word;

distinguish between the concepts of “sound”, “hard sound”, “soft sound”, “dull sound”, “voiced sound”, “syllable”, “sentence” on a practical level;

name the sequence of words in a sentence, sounds in words;

perform basic sound analysis and synthesis;

Distribution of topics by month:

September: “Autumn Fair. Garden-vegetable garden (vegetables, fruits, berries).

October: “Where did the bread come from?”, “Autumn. Man, clothes, shoes, hats", "Home. Furniture", "Deciduous trees. Mushrooms".

November:“Pets”, “Birds of Migratory”, “Beasts of Our Forests”,"Autumn" (generalization).

December: “Library”, “Wintering Birds”, “Coniferous Trees”, “New Year”.

January: “Winter Fun”, “Our City. My street”, “How animals spend the winter” (wild animals in winter).

February: “Toys. Russian folk toy”, “Transport. Traffic rules", "Defender of the Fatherland Day. Military professions”, “Winter” (generalization).

March: “Mail. Professions", "March 8. Women's professions", "Animals of cold countries", "Animals of hot countries".

April: “Birds of Migratory”, “Cosmonautics Day”, “Fish”, “Tools and Tools. Professions" (generalization).

May: “Victory Day”, “Garden, park, meadow. The forest is our wealth”, “Insects”, “Spring (generalization). Seasons".

Literature

1. G.V. Chirkina. Programs of compensatory preschool educational institutions for children with speech impairments. - M.: Education, 2009.

2. Filicheva T.B., Chirkina G.V. Corrective education and upbringing of 5-year-old children with general speech underdevelopment

M., 1991.

3. T.B. Filicheva, T.V. Tumanova. Children with general speech underdevelopment. Education and training. Educational and methodological manual. M.: Publishing House GNOM and D, 2000.

4. T.B. Filicheva, G.V. Chirkina. Preparing children with general speech underdevelopment for school in a special kindergarten: At 2 o’clock. Moscow: Alfa, 1993.

5. N.V. Nishcheva. Corrective developmental work program for children with disabilities.

6. Z.E.Agranovich. Collection of homework for overcoming lexical and grammatical underdevelopment of speech in preschoolers with special needs. S.P.: Detstvo-Press, 2002.

7. O.I.Krupenchuk. Teach me to speak correctly. - S.P.: Litera, 2001.

8. G.S. Shvaiko. Game exercises for speech development. - M.: education, 1988.

9. N.V. Solovyova Preparation for teaching literacy to children with speech impediments. - M.: TC Sfera, 2009.

10. O.B.Inshakova. Album for a speech therapist.-M.: Vlados, 2003.

11. A.V. Yastrebova. A set of classes on the formation of speech and thinking activity in children.-M.: ARKTI, 2001

In children with normal hearing and intact intelligence, it is a disorder that covers both the phonetic-phonemic and lexical-grammatical systems of the language.

Children with ONR are characterized by aggravating deviations in:

Neuropsychic sphere;

Cognitive activity;

Behavior;

Development of general and articulatory motor skills;

The development of vocabulary, the formation of grammatical structure, sound-syllable structure, along with a gross violation of sound pronunciation, with underdevelopment of phonemic hearing - leading to the need for speech therapy of the entire pedagogical process, the entire life and activity of children, as well as to some shift in emphasis in correctional and educational work.

This program was developed on the basis of the Program for correctional training and education of children with general speech underdevelopment by T. B. Filicheva, G. V. Chirkina and the Program of correctional and developmental work in the speech therapy group of a kindergarten for children with general speech underdevelopment by N. V. Nishcheva. It contains changes, since the above programs were created for speech therapy work in kindergarten for children with speech disorders. The main tasks and directions of correctional work have been supplemented and expanded; sections such as the development of general and fine motor skills and mental processes are presented in more detail. Taking into account the characteristics of children with general speech underdevelopment, kinesiology methods are actively used in classes to develop the intelligence of older preschoolers, elements of logorhythmics, and music therapy.

Organization of correctional and developmental work with children with level I speech development

The need for early (from 3 years of age) comprehensive systematic correctional intervention is determined by the possibility of compensating for speech underdevelopment at this age stage.

Speech therapy classes with children of the first level of speech development are conducted individually. This is explained by the fact that they do not fully understand speech, assimilate instructions addressed only to them personally, as well as the presence of specific characteristics of mental activity. Therefore, the first classes are carried out only in the form of a game with the participation of your favorite puppet characters.

Development of speech understanding;

Development of active imitative speech activity;

Development of attention, memory, thinking of children.

Throughout the academic year, individual lessons are held 3 times a week. Program material is studied and reinforced in all classes of teachers in the kindergarten program, in the daily life and activities of children.

1st period – (14 weeks, 42 lessons in total);

I period of study

September October November December

Development of speech understanding

Teach children to find objects and toys.

Teach children, following the instructions of a speech therapist, to recognize and correctly show objects and toys.

Learn to show body parts as requested by an adult.

Learn to understand words with a general meaning.

Teach children to show and perform actions related to the world around them, familiar everyday or play situations.

Strengthen the skill of conducting a one-way dialogue (the speech therapist asks a question about the content of the plot picture, and the child answers it with a gesture).

Teach children to differentially perceive the questions: who?, where?, where from?, with whom?.

Teach children to understand the grammatical categories of number of nouns and verbs.

Learn to distinguish by ear addresses to one or more persons.

Lexical topics: “Toys”, “Clothing”, “Furniture”, “Dishes”, “Food”, “Transport”.

Teach children to call their parents and relatives (mom, dad, grandmother).

Teach children to name the names of friends and dolls.

The sounds of the surrounding world;

The sounds of musical instruments.

Teach children to remember and choose from a number of toys and objects offered by adults (2-4 toys).

Learn to identify from a number of toys the one that was removed or added.

Learn to remember and arrange toys in any order (within the same topic).

Teach children to remember and arrange toys in a given sequence (2-3 toys of the same theme).

Learn to remember and pronounce 2-3 words at the request of a speech therapist (mom, dad; mom, dad, aunt).

Teach children to find the “extra” one from a number of pictures (objects, toys): ball, ball, brush; hat, Panama hat, apple; apple, pear, table.

Learn to find an object by its outline image. Learn to recognize an object by one of its details.

II period of study:

January February March April May.

Development of speech understanding

Teach children to guess objects, toys, animals, birds based on their verbal description (big, brown, club-footed, lives in a den, sucks a paw).

Teach, at the request of an adult, to select objects to perform the named actions (cutting - a knife, sewing - a needle, pouring soup - a ladle).

Learn to identify cause-and-effect relationships (snow - sleds, skates, snow woman).

Development of active imitative speech activity

Teach children to give orders: here, go, give.

Teach children to point to certain objects: here, this, here.

Learn to form first sentences, for example: Here is Tata. This is Tom.

Teach children to make sentences using the model: address + imperative verb: Tata, sleep.

Learn to transform imperative verbs into 3rd person singular present tense verbs (sleep - sleeps, go - goes).

Development of attention, memory, thinking

Teach children to remember toys (objects, pictures) and choose them from different thematic groups and arrange them in a certain sequence: ball, car, hat; ball, spoon, pencil.

Learn to remember and select pictures that match the meaning: rain - umbrella, snow - skates.

Learn to select objects of a certain color (select only red cars, white cubes, etc.).

Learn to select shapes of a certain shape (only squares, triangles, circles).

Learn to identify an extra item from the presented row:

3 red dice and 1 blue;

Doll, clown, Pinocchio - hat;

Fur coat, coat, raincoat - wardrobe;

Red car, red boat, red steamer - yellow car.

Teach children to put together pictures from two or four parts.

Learn to select cubes of different shapes in accordance with the slots on the lid of the box.

Learn to solve riddles based on reference pictures (“The wind tore out balloons from the children’s hands”)

Understand and isolate from speech the names of surrounding objects and actions with them (in accordance with the studied lexical topics: “Toys”, “Utensils”, “Furniture”, “Food”, “Clothing”, etc.);

Name some parts of the body (head, legs, arms, eyes, mouth, ears, etc.) and clothing (pocket, sleeve, etc.);

Indicate the most common actions (sit, wash, stand, sing, eat, drink, walk, etc.), some of your physiological and emotional-affective states (cold, warm, painful, etc.);

Express desires using simple requests and appeals;

Answer simple questions with one word or a two-word phrase without using a gesture; in some cases, the use of sound complexes is allowed.

In this case, there are no requirements for the phonetic correctness of the statement, but attention is paid to grammatical formatting.

Organization of correctional and developmental work with children with level II speech development

Speech therapy classes in the middle group for these children are conducted individually.

Development of speech understanding;

Activation of speech activity and development of lexical and grammatical means of the language;

Development of the pronunciation aspect of speech (activation and development of differentiated movements of the organs of the articulatory apparatus; preparation of the articulatory base for the assimilation of missing sounds; production of missing sounds, their differentiation by ear and the initial stage of automation at the level of syllables, words);

Development of independent phrasal speech.

The following types of speech therapy classes are distinguished:

1) lexical and grammatical aspects of speech and the development of coherent speech;

4) sound pronunciation, development of phonemic hearing and syllabic structure.

Throughout the academic year, individual lessons are held 3 times a week: 2 times a week - on the formation of the lexical and grammatical aspects of speech and the development of coherent speech; Once a week - on the formation of sound pronunciation, the development of phonemic hearing and syllable structure. Program material is studied and reinforced in all classes of teachers in the kindergarten program, in the daily life and activities of children.

Annual training is conventionally divided into 2 training periods:

2nd period – January, February, March, April, May (16 weeks, 48 ​​lessons in total).

I period of study:

September October November December

Development of speech understanding

To develop in children the ability to listen to spoken speech.

Learn to highlight the names of objects, actions, and some signs.

Develop an understanding of the general meaning of words.

Prepare children to master dialogic and monologue speech.

Learn to name words with a one-, two-, three-syllable syllable structure (cat, poppy, fly, vase, shovel, milk).

Teach children initial word formation skills: teach them to form nouns with diminutive suffixes -ik, -k (house, forehead, ball, mouth; pen, leg, paw, fur coat, etc.).

Teach the skills of using grammatical categories in speech: numbers of nouns and adjectives.

Learn to differentiate the names of objects according to the category of animate/inanimate. Teach the skill of using quality adjectives in speech (big, small, tasty, sweet, beautiful, etc.).

Teach the skill of using masculine and feminine possessive adjectives “my - mine” in speech and their agreement with nouns.

Strengthen the skill of composing simple sentences using the model: address + verb in the imperative mood (Misha, go! Vova, stop!).

Learn to transform imperative verbs into indicative verbs (Misha is walking. Vova is standing).

To strengthen children's skills in composing simple sentences using the model: “Who? What is he doing? What?"

Teach children to memorize short couplets and nursery rhymes.

Develop dialogue skills, the ability to listen to a question, understand its content, adequately answer the question asked, redirect the question to a friend (I’m walking. What about you? Misha is eating. And you?).

Teach how to independently formulate questions (Who is walking? Where is the doll? Can I take it?).

Strengthen the ability to finish a sentence started by a speech therapist.

To develop in children the skill of using personal pronouns in speech (I, you, he, she, they).

Teach children to compose their first simple stories of two or three sentences (using a question plan).

Lexical topics: “Kindergarten premises”, “Clothing”, “Shoes”, “Dishes”, “Fruits”, “Vegetables”, “Food”, “Toys”, “Autumn”, “Winter”, “New Year holiday” ", "Entertaining children in winter", etc.

II period of study:

January February March April May

Activation of speech activity and development of lexical and grammatical means of language

Teach children to use individual ordinal numbers in speech (one, two, many).

Learn to use common sentences in independent speech by introducing homogeneous subjects, predicates, and objects into them (Tata and Vova are playing. Vova took a bear and a ball.).

Continue learning to change nouns according to case category (dative, instrumental, genitive cases).

To develop an understanding and skill in using some simple prepositions in independent speech (on, in, under).

Learn to understand and use in independent speech some of the most commonly used prefixed verbs (ate, drank, slept, served, left, carried away, removed, etc.).

Continue to develop skills in using nouns with diminutive meanings.

To consolidate the initial skills of agreeing adjectives with nouns in children’s independent speech.

To consolidate in independent speech the initial skills of coordinating numerals with nouns with productive endings (many tables, many mushrooms, many cows, etc.).

To develop initial skills in coordinating personal pronouns with verbs (I am sitting, he is sitting, they are sitting).

Teach children to select homogeneous subjects, predicates, objects in response to a question (For example: Who is sleeping? Dog, cat).

Learn to name the parts of an object to determine the whole (back - chair, branches - tree, hands - clock).

Learn to select words for the named word according to the associative-situational principle (sleigh - winter, ship - sea).

Learn to select nouns for the name of the action (ride - bicycle, fly - plane, cook - soup, cut - bread).

Teach children to guess the names of objects, animals, birds from their descriptions.

Teach children to use in independent speech some names of geometric shapes (circle, square, oval, triangle), primary colors (red, blue, green, black) and the most common materials (rubber, wood, iron, stone, etc.).

Development of independent phrasal speech

Strengthen the skills of composing simple sentences using the model: “Who? What is he doing? What?"; "Who? What is he doing? How?".

Expand the scope of sentences by introducing homogeneous subjects, predicates, objects (Tata and Vova are playing. Vova took the bear and the ball.).

Learn short couplets and nursery rhymes.

Strengthen dialogue skills: the ability to adequately answer questions and formulate them independently, redirect a question to a friend (I’m walking. And you? Vova is playing. And you?).

Continue to develop the skills of writing short stories of two, three or four simple sentences (using a picture and question plan).

Learn to make proposals to demonstrate actions and questions.

Improve the ability to finish a sentence started by a speech therapist with one or two words.

Development of the pronunciation aspect of speech

Teach children to distinguish between speech and non-speech sounds.

Teach children to identify the source of sound.

Learn to differentiate sounds that are distant and close in sound.

Clarify the correct pronunciation of sounds in the child’s speech.

Cause missing sounds (early and middle ontogenesis).

Automate delivered sounds at the level of syllables, words, sentences.

Teach children to clap the rhythmic pattern of words suggested by the speech therapist.

Form the sound-syllable structure of a word.

Teach children to differentiate short and long words by ear.

Teach children to remember and pronounce combinations of homogeneous syllables, for example: “pa-pa-pa” with different stress, voice strength, intonation.

Learn to reproduce chains of syllables consisting of the same vowels and different consonant sounds (pa-po-pu) and from different consonants and vowels (pa-to-ku).

Learn to reproduce syllables with a combination of consonants (ta - kta, po - pto).

Lexical topics: “Games and entertainment for children in winter”, “Christmas”, “Epiphany”, “Christmas time”; “Help for birds and animals in winter”, “Warm clothes”, “The arrival of spring”, “Maslenitsa”, “Defender of the Fatherland Day”, “March 8”, “The arrival of birds”, “Natural phenomena of spring”, “People’s work in spring”, “Garden”, “Transport”, “Professions”, “Summer”, etc.

As a result of speech therapy work, children should learn:

Correlate objects with their qualitative characteristics and functional purpose;

Recognize familiar objects by verbal description;

Compare familiar objects according to individual, most clearly visible characteristics;

Understand simple grammatical categories: singular and plural nouns, imperative and indicative moods of verbs, nominative, genitive, dative and accusative cases, some simple prepositions;

It is phonetically correct to formulate consonant sounds ([p], [b], [m], [t], [d], [n], [k], [x], [g]), vowel sounds of the first row ([a ], [o], [y], [s], [i]);

Reproduce, reflectively and independently, the rhythmic-intonation structure of two- and three-syllable words from preserved and learned sounds;

Correctly use individual case endings of words used within prepositional constructions in independent speech;

Communicate using phrases and simple uncommon sentences in independent speech (“My bear”, “You can (cannot) take”, “Masha, sing”, “Masha, give me a doll”, etc.).

In the process of correctional and developmental training, children’s understanding of addressed speech expands and speech activity develops.

Organization of correctional and developmental work with children with level III speech development

The main objectives of correctional and developmental education for children at this speech level are to continue working on the development of:

1) understanding speech and lexico-grammatical means of language;

2) the pronunciation side of speech;

3) independent, detailed phrasal speech;

4) preparation for mastering basic writing and reading skills.

Corrective work with children with Level III of speech development is divided into two years of study. Classes are conducted both individually and in subgroup forms. In the first and second years of training (conditionally senior group and preparatory group), taking into account the structure of the defect, the speech therapist conducts two types of subgroup classes:

To improve lexical and grammatical concepts and develop coherent speech;

On the formation of the phonetic-phonemic aspect of speech and teaching literacy;

Classes to develop correct sound pronunciation are conducted only in an individual form.

During the first year of study, subgroup classes are held 2 times a week: 1 time a week - on the formation of lexical and grammatical means of the language and the development of coherent speech; Once a week - on the formation of the phonetic-phonemic aspect of speech and on preparation for learning to read and write.

In the second year of study, subgroup classes are held 3 times a week: 1 time a week - on the formation of lexical and grammatical means of the language and the development of coherent speech; 2 times a week - on the formation of the phonetic-phonemic aspect of speech and literacy training. Individual lessons on developing correct sound pronunciation - 3 times a week.

The number of subgroup and individual lessons may vary at the discretion of the speech therapist, depending on the speech level and speech capabilities of the children.

Program material is studied and reinforced in all classes of teachers in the kindergarten program, in the daily life and activities of children.

Annual training is divided into 3 periods:

I period of study: September, October, November;

II period of study: December, January, February

III period of study: March, April, May.

Calendar-thematic plan of lessons on the formation of the lexical and grammatical side of speech and the development of coherent speech (first year of study)

— I period of study. There are 10 lessons in total.

II period of study. There are 10 lessons in total.

III period of study. There are 10 lessons in total.

Calendar-thematic plan of lessons on the formation of the phonetic-phonemic aspect of speech and preparation for learning to read and write (second year of study)

I period of study. There are 20 lessons in total.

II period of study. There are 20 lessons in total.

III period of study. There are 20 lessons in total.

Calendar-thematic plan of lessons on the formation of the lexical and grammatical side of speech and the development of coherent speech (second year of study)

I period of study. There are 10 lessons in total.

II period of study. There are 10 lessons in total.

III period of study. There are 10 lessons in total.

As a result of speech therapy work, children should learn:

Understand spoken speech in accordance with the parameters of the age norm;

Formulate the sound side of speech phonetically;

Correctly convey the syllabic structure of words used in independent speech;

Use simple common and complex sentences in independent speech, have the skills to combine them into a story;

Possess basic retelling skills;

Possess dialogic speech skills;

Possess word formation skills: produce names of nouns from verbs, adjectives from nouns and verbs, diminutive and magnifying forms of nouns, etc.;