Basic principles of speech therapy work to eliminate violations of written speech. Programmatic and methodological foundations of speech therapy work in preschool Principles of work of a speech therapist teacher
Basic principles speech therapy work
Speech therapy is among other special sciences: deaf pedagogy, oligophrenopedagogy, tiflopedagogy, education and training of children with motor disorders; it has a methodological basis in common with them and a common special task: the maximum overcoming of defects in children (and adults) suffering from a violation (in this case, speech), and preparing them for work.
The complexity of highlighting the basic principles of speech therapy impact lies in the fact that people of various ages (preschoolers, schoolchildren, adults) need speech therapy help; speech disorders are very diverse, just as diverse are the causes of their occurrence, their role and significance for the usefulness of the communicative function of a person’s speech, for his general development and education, character formation and for his participation in work and social life.
As a pedagogical discipline, speech therapy should be guided in its practice by general pedagogical principles, in particular the principles of didactics.
The system of speech therapy influences can be formulated in the form of the following provisions.
1. Speech therapy work should be carried out taking into account the personality of the speech pathologist, both its negative sides, which must be re-educated, and the positive ones, which must be used in the compensation process; in particular, taking into account the interdependence and connection of the activity of all analyzers, the involvement of healthy analyzers is used to compensate for the activity of inferior ones.
2. The speech of a person as a whole is involved in speech therapy work: a speech therapist must create a dictionary, grammatical structure and the sound side of speech (motor alalia) even with the mildest speech disorder, when there are pronunciation defects of only some sound groups and individual sounds, he cannot limit his work only to creating a correct isolated sound, but from the point of view of the pronunciation of this sound, rework both the dictionary (not a bow, but a hand, not a scythe, but a cat) and the phrase I don’t want to bite, but I want to eat ). The speech therapist must not only achieve the correct pronunciation of soft and hard consonants or voiced and deaf, but also distinguish them, that is, prepare the basis for the correct writing.
3. The focus of speech therapy work should always remain the most affected link in this disorder (primarily impaired speech component). So, for example, with dyslalia and dysarthria, this will be sound pronunciation, with alalia, a dictionary, with stuttering, a calm, smooth flow of speech, etc.
4. Depending on the stages speech development speech therapist must change their target methodological settings.
5. In a correctly constructed speech therapy process, the regularities and sequence of normal speech and general speech should be taken into account. mental development.
6. The organization, the form of work, the material involved should correspond to the age of the speech pathologist: it is desirable to quickly include program material in work with a schoolchild and conduct classes in the form of school classes, and with a preschooler to use mainly game forms, but still build their work in the form of organized and planned classes.
7. The difficulties of speech therapy work and its timing will depend on the nature of each speech disorder and on its degree. For example, the gradual development of sound pronunciation in dysarthria is associated with a gradual complication of the articulation patterns of sounds. given language and with a gradual transition from less affected movements to more affected ones.
With motor alalia, the gradual development of speech can be schematically characterized by the following main directions: a) from onomatopoeia and babble words to words that are increasingly complex in their verbal structure; b) from the most specific words and grammatical categories in terms of their semantic content to more and more abstract ones; c) from the most simple sentences to more and more extensive and complex.
8 All the work of a speech therapist should be imbued with psychotherapy, which is based on an understanding of the difficulties of a speech pathologist, on the understanding that the majority of poorly speaking people are having a hard time with their speech insufficiency - ridicule of others, failure in school; many of them already doubt that they will be able to overcome their difficulties.
9. The upbringing and re-education of speech takes place under the targeted influence of a speech therapist, largely on the basis of imitation of a speech therapist, therefore the personality of a speech therapist and, in particular, his speech becomes very great importance Painstaking, thoughtful work is possible only if the speech therapist sincerely loves his work and children.
All behavior of a speech therapist should be even, benevolent towards his pet; his emotional background should be colored with joyful, but calm and business-like animation (a stutterer starts stuttering again when strangers appear, confuses already practiced sounds when required to retell an article that is difficult for him, etc.).
All disruptions and failures of the speech therapy process should be considered by the speech therapist primarily from the point of view of the feasibility of the requirements for the speech pathologist.
The credibility of a speech therapist is very important both for children and for their parents and educators, since the relatively short work of a speech therapist should be supported extra work at home or in an orphanage.
Authority in the eyes of the child is achieved by the general manner of behavior, the clarity of their tasks and requirements; in relation to parents and educators, the speech therapist must also be even and patient, conduct a qualified, but accessible explanation of his requirements and his tasks.
A speech therapist must be able to subtly observe in order to know well those with whom he works, especially since in the process of work their speech level changes all the time, and in connection with this change, the difficulties and tasks of speech therapy work change accordingly. (So, in working with motor alalik at the first stage, it is most difficult to overcome its speech negativism, at the second and third stages, difficulties in the field of vocabulary and grammatical structure increase and there is a danger of stuttering.)
A speech therapist should be well aware of the main speech disorders and their course, should be familiar with the modern understanding of their mechanisms, should know the methodology for the initial teaching of literacy and mathematics, since it is he who has to start teaching children with severe speech disorders (dysarthria, alalia, rhinolalia, etc.). ).
Primary education with many speech disorders, it has specific difficulties, in addition, it is very often an auxiliary means of correcting defective speech.
The insufficiency of uniform programs, manuals requires a creative attitude of the speech therapist to his work and careful preliminary preparation for each lesson.
Speech therapy classes are conducted with specially selected groups or individually.
The organization of small (from 3-4 to 5-6 people) selected groups (by the nature and severity of the disorder, by age, by intelligence) provides more opportunities for various games and exercises, for educational and psychotherapeutic influence on both the most timid and shy, as well as on disinhibited and negative ones.
For successful work in a group (preschoolers, schoolchildren of different grades), there must be discipline, which is best ensured by a clear, thoughtful work plan for the entire group and individual requirements for everyone in the group.
Group work does not exclude the need for individual work, which is carried out either temporarily (as preparing the most "severe" children for work in a group), or in parallel (in addition to working in a group of individual children), or entirely (if the speech therapist does not have an appropriate group) .
The speech of a speech therapist should be a role model in all respects: in its pace, diction, euphony, correctness of expressions and pronunciation. Thus, a speech therapist cannot be either stuttering or tongue-tied, he must be able to speak fluently and expressively.
In speech therapy, special methods have been developed to overcome various speech defects.
The work of a speech therapist should be well equipped with various benefits. As aids in speech therapy work are toys, pictures (subject, plot, series of sequential pictures9), board games(such as loto, dominoes "Who is faster"), books (primers, books for reading, fiction, textbooks for different classes), tables in the Russian language. The speech therapist uses all these benefits depending on the immediate task that he sets for himself in connection with the nature of the violation, the stage of work, intelligence and common development involved. In this regard, toys, pictures, texts should be specially selected and grouped.
The choice of benefits and the method of using them are determined by the target setting for its use; the same manual can be used both for the purpose of examination and for the purpose of exercise, the creation of certain skills.
Special benefits include a speech therapy mirror, in which the practitioner can see both the face of the speech therapist and his own.
Pathogenetic principle (the principle of taking into account the mechanism of this violation).
Depending on the disturbed mechanism, various types of violations of written speech are distinguished. In the process of speech therapy work on the correction of a certain type of dysgraphia and dyslexia, the main task of the work is to correct the disturbed mechanism, the formation of those mental functions that ensure the normal functioning of writing and reading operations.
So, the mechanism of optical dyslexia and dysgraphia in children is the lack of formation of visual-spatial functions. In this regard, in the process of speech therapy work, the development of visual-spatial functions is carried out, which allows in the future to form clear visual images of letters, the skill of quickly distinguishing graphically similar letters.
When correcting dysgraphia on the basis of a violation of language analysis and synthesis, the formation of the skill of analyzing sentences into words, syllabic and phonemic analysis and synthesis.
In the process of eliminating agrammatical dyslexia and dysgraphia, it is necessary to develop the grammatical structure of speech, the formation of morphological and syntactic generalizations, which serves as the basis for grammatically correct writing.
The principle of accounting for the "zone of proximal development" (according to L.S. Vygotsky).
The process of development of a particular mental function during the correction of written speech should be carried out gradually, taking into account the nearest level of development of this function, i.e. the level at which the task can be completed with little help from the teacher.
The principle of maximum reliance on polymodal afferentations, on the possible large quantity functional systems, on various analyzers (at the initial stages of work).
This principle is based on the idea of speech, on speech activity as a complex functional system, as well as the teaching of the complex structure of mental functions. The formation of higher mental functions in ontogenesis is a complex process of organizing functional systems. At the early stages of ontogenesis, the function is carried out taking into account various analyzers. Thus, the process of differentiation of sounds is initially carried out with the participation of visual, kinesthetic, auditory afferentation. Later, auditory differentiation takes on a leading role. In this regard, in case of underdevelopment of phoneme differentiation, reliance is initially placed on visual perception articulation, kinesthetic discrimination in the pronunciation of sounds, on auditory images of differentiated sounds.
The principle of relying on the intact link of the disturbed mental function.
The maximum use of polymodal afferentations is carried out in a differentiated way, relying on the intact link of the disturbed mental function. So, with acoustic dysgraphia, the formation of auditory differentiation of sounds must be carried out based on visual and kinesthetic afferentations. In other cases, when the kinesthetic differentiation of sounds is disturbed, the formation of phoneme differentiation is carried out based on auditory, visual afferentations.
With acoustic dysgraphia, the main attention is paid to the development of auditory differentiation of phonetically close speech sounds.
In the process of eliminating articulatory-acoustic dysgraphia, the main task of speech therapy work is to automate the correct pronunciation and kinesthetic differentiation of speech sounds.
The principle of taking into account the psychological structure of the process of reading and writing and the nature of the violation of speech activity.
In children with reading and writing disorders, a different mechanism of disorganization of this complex speech activity is found:
a) the unformedness of one of the operations;
b) unformed several operations;
c) insufficient automation of operations;
d) violations in the organization of a holistic program of activities with the relative formation of individual operations.
In the process of speech therapy work, it is necessary not only to form one or another mental action, but also to bring it to automatism. Only under this condition is it possible to move to the normalization of the integral activity of the process of reading and writing.
The principle of taking into account the symptoms and severity of reading and writing disorders.
With the same type of dyslexia and dysgraphia, the level of underdevelopment of certain functions, the severity of violations may be different. So, with a severe degree of dysgraphia, due to the lack of formation of language analysis and synthesis, the child has an underdevelopment of both the analysis of sentences into words and phonemic analysis and synthesis. With a mild degree of this type of dysgraphia, only the underdevelopment of complex forms of phonemic analysis can be observed. In this regard, the areas of speech therapy work will be differentiated taking into account the symptoms and severity of the disorder, as well as the stage of formation of reading and writing skills.
The principle of complexity.
In many cases, dyslexia and dysgraphia are not isolated disorders. In this regard, the speech therapy effect in the correction of these disorders is carried out on the entire complex. speech disorders(speaking, reading and writing).
The principle of system.
Correction of each type of dyslexia and dysgraphia is carried out on the basis of using a system of methods. The use of certain techniques is determined by the purpose, objectives, place of this speech therapy lesson in common system corrective process.
On the other hand, the principle of consistency implies the formation of speech in the unity of all its components as a single functional system.
The principle of the activity approach.
The processes of reading and writing are considered as complex multi-level activities, including a large number of operations. Initially, the task is to form the disturbed operations of this activity. Gradually, as individual operations are automated, an integral structure of this activity is formed, with the main attention being paid to the operational component of speech activity.
The principle of the gradual formation of mental functions.
In the process of correcting written speech, a minimum introduction of difficulties is necessary.
In this regard, at each speech therapy lesson, it is necessary to complicate either the speech material or the nature of the task. It is recommended to give new tasks on the most simple speech material, gradually complicating it.
In the process of correcting written speech, certain stages of speech therapy work are distinguished. The identification of stages takes into account the sequence of the formation of a given function in ontogenesis (see the ontogenetic principle), the gradual formation of mental actions, as well as the "step by step" nature of the formation of mental functions.
The formation of mental actions is a complex and lengthy process. Initially, this or that action is carried out based on expanded external actions, but in the future, external actions are reduced, curtailed, automated and gradually transferred to the internal plan, they become mental actions, i.e. internalized (P. Ya. Galperin and others).
ontogenetic principle.
In the process of formation of functions that ensure the mastery of reading and writing, it is necessary to take into account the stages and sequence of their formation in ontogenesis.
Thus, in the process of correcting agrammatical dyslexia and dysgraphia, the sequence of inflection formation in ontogenesis is taken into account: differentiation of nouns singular and plural nominative case, fixing the use of forms of accusative, then instrumental, genitive, dative cases without prepositions, further clarification in impressive and expressive speech of prepositional - case constructions.
When correcting dysgraphia on the basis of a violation of language analysis and synthesis, the formation of phonemic analysis is carried out taking into account the ontogenetic sequence of the appearance of forms of phonemic analysis. First, work is carried out to determine the presence or absence of a sound in a word, then the ability to distinguish the first and last sound in a word, the place of the sound (beginning, middle, end) is consolidated. In the future, the ability to determine the number, sequence of sounds in a word, the place of a sound in a word in relation to other sounds is formed.
All content is based on these principles. speech therapy classes for the correction of violations of written speech.
The principles of logopedic work are general provisions, which guides the speech therapist in the process of correcting speech disorders.
Table number 2
| Special principles | 1. The principle of consistency | It is based on the idea of speech as a complex functional system, the structural components of which are in close interaction. In this regard, the correction of speech disorders involves the impact on all components, on all sides of the speech functional system. |
| 2. The principle of complexity | The elimination of speech disorders in these cases should be of a complex, medical-psychological-pedagogical nature. Stuttering is a complex disorder in which both motor and mental symptoms are observed. This determines a comprehensive approach to the elimination of stuttering, including medical and recreational work, psychotherapy, work on speech, impact on the social environment, etc. | |
| 3. Principle of development | It involves the allocation in the process of speech therapy work of those tasks, difficulties, stages that are in the zone of proximal development of the child. | |
| 4. The principle of the activity approach | The study of children with speech disorders, as well as the organization of speech therapy work with them, is carried out taking into account the leading activity of the child (subject-practical, playful, educational). | |
| 5. Ontogenetic principle | The development of a methodology for corrective and speech therapy influence is carried out taking into account the sequence of appearance of the forms and functions of speech, as well as the types of activities of the child in ontogenesis. | |
| 6. The principle of a differentiated approach | A differentiated approach is carried out on the basis of taking into account the etiology, mechanisms, symptoms of the disorder, the structure of the speech defect, age and individual features child. | |
| 7. The principle of phased speech therapy impact | Logopedic influence is a purposeful, complexly organized process in which various stages are distinguished. Each of them is characterized by its goals, objectives, methods and techniques of correction. Consistently formed the prerequisites for the transition from one stage to another. For example, work to eliminate dyslalia includes the following steps: staging, automation, differentiation of sounds. | |
| 8. Etiopathogenetic principle | It is necessary to establish in each individual case the etiology, mechanism, symptoms of the disorder, to single out the leading disorder, to correlate speech and non-speech symptoms in the structure of the defect. Depending on the nature of the etiological factors, the work to eliminate stuttering is built differently. With a functional nature, the main attention is paid to the normalization of speech communication of stutterers, the impact on the social environment, and the elimination of psychogenic symptoms. With an organic nature, the effect is directed to a greater extent at the normalization of motor symptoms. | |
| 9. Workaround principle | In the process of compensating for impaired speech and non-speech functions, restructuring the activity of functional systems, a new functional system is formed, bypassing the affected link. For example, the restoration of sound discrimination in sensory aphasia is carried out, as it were, bypassing the affected acoustic component of sound differentiation, relying on visual (oral sound image) and kinesthetic afferentation (sensations). | |
| 10. The principle of taking into account the personality of the child | In stuttering children, there is a disharmonic development of the personality, uneven development of its individual aspects, a violation interpersonal relationships. The impact on a child with a speech disorder is associated with the normalization of social contacts with other people. | |
| 11. The principle of the formation of speech skills in the conditions of natural speech communication | Taking into account the leading activity of the child in the process of speech therapy, various situations of verbal communication are modeled. To consolidate the correct speech skills in the conditions of natural speech communication, a close connection is necessary in the work of a speech therapist, teacher, educator, and family. The speech therapist informs teachers and parents about the nature of the speech disorder in the child, about the tasks, methods and techniques of work at this stage of correction, seeks to consolidate the correct speech skills not only in the speech therapy room, but also in the classroom, during extracurricular time under the supervision of teachers and parents. | |
| General didactic principles | 12. The principle of visibility | |
| 13. The principle of accessibility | ||
| 14. The principle of consciousness and activity | ||
| 15. The principle of systematic and consistent | ||
| 16. The principle of scientificity | ||
| 17. The principle of the educative nature of education | ||
| 18. The principle of an individual approach |
Logopedic influence is a pedagogical process in which the tasks of corrective education and upbringing are realized.
Education is a purposeful, systematic, organized management of the process of personality formation or its individual qualities in accordance with the needs of society.
Education – this is a two-way controlled process, including active cognitive activity of children in the assimilation of knowledge, skills and abilities and pedagogical guidance of this activity.
Correction is the correction of speech or the weakening of the symptoms of speech disorders (elimination, overcoming of speech disorders).
Compensation is a complex, multifaceted process of restructuring mental functions in case of violation or loss of any body functions.
Adaptation is the adaptation of an organism to the conditions of existence.
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Basic principles of speech therapy work
speech therapy education speech training
The logopedic effect is pedagogical process, in which the tasks of corrective education and upbringing are implemented. In the process of organizing corrective education, great importance is attached to general didactic principles: the educative nature of education, scientific character, systematicity and consistency, accessibility, visibility, consciousness and activity, strength, and individual approach.
The principles of speech therapy work are general starting points that determine the activities of a speech therapist and children in the process of correcting speech disorders.
Logopedic influence is based on special principles:
etiopathogenetic (accounting for the etiology and mechanisms of speech disorders), consistency and accounting for the structure of speech disorders;
Systemacity and consideration of the structure of speech disorders;
complexity;
a differentiated approach;
phasing;
development;
· ontogenetic;
accounting personality traits;
activity approach;
Use of a workaround
Formation of speech skills in conditions of natural speech communication.
When eliminating speech disorders, it is necessary to take into account the totality etiological factors that give rise to them. These are external, internal, biological and socio-psychological factors.
Principle systems approach implies the need to take into account the structure of the defect in speech therapy work, determine the leading violation, the ratio of primary and secondary symptoms.
The complexity of the structural and functional organization of the speech system determines the disorder of speech activity as a whole in violation of even its individual links. This determines the significance of the impact on all components of speech when eliminating speech disorders.
Speech disorders in many cases are included in the syndrome of nervous and neuropsychiatric diseases (for example, dysarthria, alalia, stuttering, etc.). The elimination of speech disorders in these cases should be of a complex, medical-psychological-pedagogical nature. Thus, in the study and elimination of speech disorders, it is important the principle of complexity.
The system of speech therapy work to eliminate various forms of speech disorders is differentiated, taking into account the many factors that determine it. Ddifferentiated approach is carried out on the basis of taking into account the etiology, mechanisms, symptoms of the disorder, the structure of the speech defect, the age and individual characteristics of the child. In the process of correcting speech disorders, general and specific patterns of development of abnormal children are taken into account.
Logopedic influence is a purposeful, complexly organized process in which various stages. Each of them is characterized by its goals, objectives, methods and techniques of correction. Consistently formed the prerequisites for the transition from one stage to another.
Development principle involves the allocation in the process of speech therapy work of those tasks, difficulties, stages that are in the zone of proximal development of the child.
The study of children with speech disorders, as well as the organization of speech therapy work with them are carried out taking into account the leading activity of the child(subject-practical, game, educational).
The development of a methodology for corrective and speech therapy influence is carried out taking into account the sequence of appearance of the forms and functions of speech, as well as the types of activities of the child in ontogenesis (ontogenetic principle).
In the process of compensating for impaired speech and non-speech functions, restructuring the activity of functional systems, workaround principle, those. formation of a new functional system bypassing the affected link.
WITH taking into account leading activities the child in the process of speech therapy work, various situations of speech communication are modeled. To consolidate the correct speech skills in the conditions of natural speech communication, a close connection is necessary in the work of a speech therapist, teacher, educator, and family. The speech therapist informs teachers, parents about the nature of the speech disorder in the child, about the tasks, methods and techniques of work at this stage of correction, seeks to consolidate the correct speech skills not only in the speech therapy room, but also in the classroom, during extracurricular time under the supervision of teachers and parents.
When eliminating speech disorders, the leader is speech therapy impact the main forms of which are education, training, correction, compensation, adaptation, rehabilitation.
Logopedic influence is carried out by various methods. The method of teaching in pedagogy is considered as a way of joint activity of a teacher and children, aimed at mastering children's knowledge, skills and abilities, at the formation of mental abilities, education of feelings, behavior and personal qualities.
Various methods are used in speech therapy work: Ppractical, visual and verbal. The choice and use of a particular method is determined by the nature of the speech disorder, the content, goals and objectives of the corrective speech therapy impact, the stage of work, the age, individual psychological characteristics of the child, etc. At each stage of speech therapy, the effectiveness of mastering the correct speech skills is ensured by the appropriate group of methods . Thus, the stage of sound production is characterized by the predominant use of practical and visual methods; during automation, especially in coherent speech, conversation, retelling, story are widely used, i.e. verbal methods.
To practical methods speech therapy impacts include exercises, games and simulations.
The exercise- this is the repeated repetition by the child of practical and mental specified actions. In speech therapy work, they are effective in eliminating articulatory and voice disorders, since children develop practical speech skills or prerequisites for their development, mastering various methods of practical and mental activity.
Mastering the correct speech skills is a long process that requires a variety of systematically used activities.
Exercises are divided into imitative-performing, constructive and creative.
Imitative-performing are performed by children in accordance with the model. In speech therapy work, exercises of a practical nature (respiratory, vocal, articulatory, developing general, manual motor skills) occupy a large place. At the initial stages of assimilation, a demonstration of actions is used, and during repetitions, as the method of action is mastered, the visual demonstration is more and more “curled up”, replaced by a verbal designation.
In speech therapy work, various types of construction are used. For example, when eliminating optical dysgraphia, children are taught to construct letters from elements, from one letter to another.
In the exercises creative character it is supposed to use learned methods in new conditions, on new speech material. So, in the formation of sound analysis and synthesis, the definition of the sequence of sounds is first given based on aids, and in the future only in the speech plane, since the assimilation of the action of sound analysis is transferred to new conditions. And finally, the action of sound analysis is considered formed if it can be performed internally (the child independently invents words with a certain sound, number of sounds, selects pictures whose names contain sounds, etc.).
Also used in speech therapy speech exercises. An example of them is the repetition of words with set sound in the correction of violations of sound pronunciation.
Usage gaming exercise causes an emotionally positive mood in children, relieves their stress. The game method involves the use of various components of game activity in combination with other techniques: showing, explanation, instructions, questions. One of the main components of the method is an imaginary situation in expanded form (plot, role, game actions).
In the game method, the leading role belongs to the teacher, who selects the game in accordance with the intended goals and objectives of correction, distributes roles, organizes and activates the activities of children.
Modeling- this is the process of creating models and their use in order to form ideas about the structure of objects, about the relationships and connections between the elements of these objects.
Significant and symbolic modeling. For example, when forming sound analysis and synthesis, graphic schemes of the sentence structure, syllabic and sound composition of the word are used.
The use of the model presupposes a certain level of formation of mental operations (analysis, synthesis, comparison, abstraction, generalization).
Visual methods are those forms of mastering knowledge, skills and abilities that are significantly dependent on those used in training visual aids and technical means learning.
The use of manuals facilitates the assimilation of materials, contributes to the formation of sensory prerequisites for the development of speech skills. Reliance on sensory images makes the assimilation of speech skills more specific, accessible, conscious, and increases the efficiency of speech therapy work.
Visual methods include observations, viewing drawings, paintings, layouts, viewing filmstrips, movies, listening to records, tape recordings, as well as showing a sample task, a method of action, which in some cases act as independent methods.
Observation is associated with the use of paintings, drawings, articulation profiles, layouts, as well as showing the articulation of sound, exercises.
The use of these benefits contributes to the clarification and expansion of children's ideas, the development of cognitive activity, creates a favorable emotional background for speech therapy work.
Features of use verbal methods in speech therapy work are determined age characteristics children, the structure and nature of the speech defect, goals, objectives, stage of corrective action.
Main verbal methods are storytelling, conversation, reading.
Story involves the impact on the child's thinking, his imagination, feelings, encourages verbal communication, the exchange of impressions. It is desirable to accompany the story with a demonstration of a series of plot pictures.
Depending on the didactic tasks, preliminary, final, summarizing conversations are organized. During the preliminary conversation, the speech therapist reveals the knowledge of children, creates a setting for mastering new topic. The final conversation is held to consolidate and differentiate speech skills and abilities.
In the process of logopedic influence, various verbal tricks: sample display, explanation, explanation, pedagogical assessment.
Explanation and explanation are included in visual and practical methods. For example, when staging a sound, along with a demonstration, a speech therapist uses an explanation of its correct articulation, draws attention to the position of the tongue, lips, and accompanies the demonstration with explanations.
By orientation methods of speech therapy work are divided into methods of "direct influence" (for example, the impact on articulatory motility in the elimination of dyslalia) and methods of "workarounds" (for example, the creation of new functional connections bypassing the disturbed links of the speech functional system in aphasia).
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The principles of speech therapy work are general starting points that determine the activities of a speech therapist and children in the process of correcting speech disorders.
General didactic principles of speech therapy influence: educational nature of education, scientific character, systematic and consistent nature, accessibility, visibility, consciousness and activity, strength, individual approach.
Special principles of speech therapy influence:
1) Etiopathogenetic - taking into account the etiology and mechanisms of speech disorders (When eliminating speech disorders, it is necessary to take into account the totality of etiological factors that cause their occurrence. These are external, internal, biological and socio-psychological factors. The content of speech therapy influence depends on the mechanism of speech disorders. With the same symptomatology of disorders speech, various mechanisms are possible.)
2) Consistency and consideration of the structure of speech disorders (Assumes the need to take into account the structure of the defect in speech therapy work, determine the leading disorder, the ratio of primary and secondary symptoms. The complexity of the structural and functional organization of the speech system causes a disorder of speech activity as a whole in violation of even its individual links. This and determines the significance of the impact on all components of speech in the elimination of speech disorders.)
3) Complexity (Complex medical-psychological-pedagogical impact is very important in eliminating all complex speech disorders, but it is especially significant in eliminating dysarthria, stuttering, alalia, aphasia.)
4) A differentiated approach (carried out on the basis of taking into account the etiology, mechanisms, symptoms of the disorder, the structure of the speech defect, the age and individual characteristics of the child. In the process of correcting speech disorders, general and specific patterns of development of abnormal children are taken into account. Speech therapy work to correct speech disorders in various categories of abnormal children has its own specifics, due to the peculiarities of their sensorimotor and mental development.In the process of speech therapy, it is necessary to take into account the level of development of speech, cognitive activity, especially the sensory sphere and motor skills of the child.)
5) Staged (Speech therapy impact is a purposeful, complexly organized process in which various stages are distinguished. Each of them is characterized by its goals, objectives, methods and methods of correction. Prerequisites for the transition from one stage to another are consistently formed. For example, work to eliminate dyslalia includes the following stages: staging, automation, differentiation of sounds.)
6) Development (involves the allocation in the process of speech therapy work of those tasks, difficulties, stages that are in the zone of proximal development of the child.)
7) Ontogenetic (Speech therapy impact is based on the ontogenetic principle, taking into account the patterns and sequence of formation of various forms and functions of speech. The formation of correct speech skills, forms and functions of speech is carried out from simple to complex, from specific to more abstract, from productive forms to unproductive , from situational speech to contextual, from the assimilation of semantic relations to the assimilation of formal features of speech (language) units.)
8) Taking into account age and personality characteristics (Peculiarities of personality formation in children with various forms of speech disorders, as well as age characteristics are taken into account. Special meaning takes into account personal characteristics in the correction of speech disorders associated with brain disorders (alalia, aphasia, stuttering, dysarthria). In this case, in the symptoms of the disorder, pronounced features of personality formation are noted, which are both primary in nature, due to organic damage to the brain, and the nature of secondary layers.)
9) Activity approach (Correction of speech disorders is carried out taking into account the leading activity. In preschool children, it is carried out in the process of playing activity, at school age, the leading activity is educational.)
10) Using a workaround (i.e., the formation of a new functional system bypassing the affected link. So, in the process of overcoming alalia, aphasia, the creation of new functional systems based on intact links is of great importance.)
11) Formation of speech skills in conditions of natural speech communication (Taking into account the leading activity of the child in the process of speech therapy work, various situations of speech communication are modeled. To consolidate the correct speech skills in conditions of natural speech communication, close communication is necessary in the work of a speech therapist, teacher, educator, family.)
Teaching method is a way of joint activity of a teacher and children, aimed at mastering children's knowledge, skills and abilities, at the formation of mental abilities, education of feelings, behavior and personal qualities. Various methods are used in speech therapy work:
1)Practical:
a) an exercise is a repeated repetition by a child of practical and mental given actions. They are divided into imitative-performing (performed by children in accordance with the model, for example, practical exercises - breathing, voice, articulatory, developing general, manual motor skills), constructive (using various kinds construction) and creative (involving the use of learned methods in new conditions, on new speech material).
b) games involve the use of various components of gaming activity in combination with other techniques: demonstration, explanation, instructions, questions. One of the main components is an imaginary situation in expanded form (plot, role, game actions).
c) modeling is the process of creating models and their use in order to form ideas about the structure of objects, about the relationships and connections between the elements of these objects. Sign-symbolic modeling has received wide application.
2) visual: they are those forms of mastering knowledge, skills and abilities that are significantly dependent on the visual aids and technical teaching aids used in teaching. The use of manuals facilitates the assimilation of materials, contributes to the formation of sensory prerequisites for the development of speech skills. Reliance on sensory images makes the assimilation of speech skills more specific, accessible, conscious, and increases the efficiency of speech therapy work. These include observations, viewing drawings, paintings, layouts, viewing filmstrips, movies, listening to records, tape recordings, showing a sample task, a method of action.
3) verbal: the features of their use are determined by the age characteristics of children, the structure and nature of the speech defect, goals, objectives, and the stage of corrective action.
a) a story is a form of learning in which the presentation is descriptive. It is used to create in children an idea about a particular phenomenon, to call positive emotions, to create a sample of correct expressive speech, prepare children for the next independent work, to enrich the dictionary, to consolidate the grammatical forms of speech.
b) conversation (depending on the didactic tasks, preliminary, final, summarizing conversations are organized)
c) reading
According to the nature of the orientation, the methods of speech therapy work are divided into methods of "direct influence" (for example, the impact on articulatory motility when eliminating dyslalia) and methods of "workarounds" (for example, the creation of new functional connections bypassing the broken links of the speech functional system in aphasia).
