Guidelines. Instructive-methodical letter about the work of a teacher-speech therapist at a secondary school main directions of the formation of prerequisites for the I stage of correctional and educational training

These Methodological Recommendations are addressed to speech geopa teachers working in general education institutions. It presents the characteristics of the deficiencies of the oral and written speech of schoolchildren with primary speech pathology; techniques to identify speech defects; the most important provisions of differential diagnostics; the main contingent of speech therapy points (students with violations of speech development, which prevents the successful development of educational programs of school institutions - phonetic-phonematical, general underdevelopment of speech); The principles of the acquisition of speech therapy points, groups of students for front learning are determined.

Survey of children with violations of speech development.
Timely and correct identification of speech deficiencies of children will help the speech therapist determine what kind of help they need and how to provide it more.

The main task of the teacher of the speech therapist with an individual examination of students is to correctly assess all the manifestations of the speech failure of each student. The scheme of the speech therapy examination is presented in a speech card, which is necessarily filled with each student depending on the structure of the speech defect.

In the process of filling out the general data on the child, not only official performance (paragraph 5) is recorded, but also it turns out the real level of knowledge of students in their native language. In cases of underdevelopment of the sound and semantic sides of speech-ODA (oral and written form of speech), these data may be decisive both in determining a clear speech therapy conclusion and in establishing the primacy-recycling defect.

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The following textbooks and books:

ministry of Education of the Russian Federation

republican Institute

advanced training of education workers

______________________________________________________________________

A.V. Yastrebova, T.P. Wessonova

Methodical letter

about the work of the teacher-speech therapist when

secondary school.

(The main directions of the formation of prerequisites for the productive assimilation of the learning program by the native language in children with speech pathology)

Moscow

Kogito-Center

1996

47

The present guideline writing letter addressed to teachers-speech therapists working with general educational institutions. It presents the characteristics of violations of the oral and written speech of schoolchildren studying in general educational institutions; techniques to identify speech violations and the most important provisions of differential diagnosis; The main contingent of speech therapy points (it is part of students, whose speech violations are hampered by successful education under the Program of General Educational Institutions - Phonetic-Phonematical, General Lady of Speech); The principles of the acquisition of speech therapy points, groups of students for front learning are determined.

The methodological recommendations presented in this letter on the organization, planning and maintenance of speech therapy classes with the main contingent of students reflect the basic directions of the correctional training of students suffering from various interferences of oral and written speech.

Release editor:Belopolsky V.I.

© Yastrebova A.V., Bessonova TP, 1996

© Kogito-Center, 1996

computer Maketing and Design

The publication was carried out on request

Ministry of Education of the Russian Federation

I. Characteristics of violations of oral and written speech students

Deviations in the speech development of children enrolled in general education institutions have a different structure and degree of severity. Some of them relate to the onlyto pronounce sounds (mainly distorted by the background); others affect the processwith background melting and, as a rule, accompanied by violations of reading and writing; Third - expressed in underdevelopmentas sound, that to the semantic sides of speech and all its components.

The presence of schoolchildren even weakly pronounced deviations in secondary and lexico-grammatical development is a serious obstacle to the assimilation of the secondary school program.

Students who have deviations in the formation of phonetic and phonumatic and lexico-grammatical means of the language can be divided conditionally onthree groups.

It is clear that each of these groups cannot be uniform, but at the same time, the allocation of the main feature of the speech defect is most typical for each group gives them a certain homogeneity.

First group schoolchildren who have deviations in speech development concern only sound pronunciation defects without other concomitant manifestations. Typical examples of such violations are an intense, unsteaded or disposable pronunciation of the sound "P", a soft pronunciation of navel with the lower position of the tongue, an interdental or lateral pronunciation of whistle, i.e. Various sound distortion. Such speech defects, as a rule, do not affect negatively on the assimilation of children of the secondary school program.

The phonism formation process in such cases is not delayed. These students, acquiring a certain stock of more or less sustainable ideas about the sound composition of the word, correctly relate sounds and letters and do not allow mistakes in written works related to the lack of sound pronunciation. Students with such pronunciation defects are 50-60% of the total number of children who have deviations in the formation of language funds. There are no no longer among these students.

Second group schoolchildren who have a non-formation of the entire sound side of speech - pronunciation, phonderatic processes (phonetic-phonmematic underdevelopment). Typical for the pronunciation of students of this group, replacements and mixtures of the background, similar to sound or articulation (hissing-whistling; ring-deaf;R ~ L \\ solid-soft). Moreover, schoolchildren of this group of replacement and mixing can cover not all listed sounds. In most cases, the disorder is distributed only on any couple of sounds, for example,Sch, zh-3, sh-h, ch-t, ch-c, dtetc. Most often, whether whistling and hissing sounds are most often found,R-l write and deaf. In some cases, in the absence of pronounced defects of individual sounds, there is an insufficient clarity of their pronouncement.

The shortcomings of pronunciations expressed in the mixture and replacement of sounds (unlike the shortcomings expressed in the distorted utterance of individual sounds) should be attributed to phhematic defects.

Schoolchildren of the group under consideration, especially students of the first two classes, have pronounced deviations not only in sound suspension, but also in differentiation of sounds. These children experience difficulties (sometimes significant) in the perception of rumor of close sounds, the definition of their acoustic (for example: ringing and deaf sounds) and articulation (for example: whistling-hissing sounds) of similarities and differences, do not take into account the meaning of the distinctive meaning of these sounds in words (For example: Barrel - Kidney, Bass - Tower). All this complicates the formation of sustainable ideas about the sound composition of the word.

Such a level of underdevelopment of the sound side of the speech prevents the insertion of the analysis and synthesis skills with the sound composition of the word and often serves as the appearance of a secondary (relative to the oral form of speech) of a defect manifested in specific violations of reading and writing. These students are completed in special groups: students with violations of reading and writing due to

phonetic-phonmematic underdevelopment; either phonemematic underdevelopment (in cases where pronunciation defects are eliminated).

The number of students having the underdevelopment of the sound side of speech (FFN and FN) is approximately 20-30% of the total number of children with non-formation of language funds. Among these students, the number of people really disqualify from 50 to 100% fluctuate.

Third group group students who, along with violations of sound pronunciation, there are underdevelopment of phondematic processes and lexico-grammatical means of language -general underdevelopment of speech. These deviations, even with a well-known manifestation of manifestations, lead to the fact that children experience great difficulties in mastering reading and writing, leading to a resignancy in their native language and other subjects.

Despite the fact that this group of students in a general education school is not a few, it requires special attention to the speech therapist, since it is very heterogeneous as in the severity, and in terms of the severity of the manifestations of the general underdevelopment of speech. Mostly in the secondary school they receive children III levels (according to the classification of R.E.levina).

Pupils of the first classes prevail the insufficiency of the oral form of speech, which can also be expressed in different ways. In some students for 6-7 years old, there is a non-view of the pronounced inferiority of phonetic-phonumatic and lexico-grammatical means of language (NVONR). Other students have lack of linguistic means more pronounced (OR).

The characteristic of children with ONR is presented in the Scheme (Table 1). This table reflects a number of diagnostic moments that are important both to predict the effectiveness of corrective training in general and to plan its content. These are, first of all, those consequences of the abnormal development of the oral form of speech (its sound side and lexico-grammatical system), which, braking the spontaneous development of full prerequisites for the formation of the written form of speech, create serious obstacles to the mastering material in the native language and (in A number of cases) mathematics.

Study of the manifestations of speech violations in students of primary schools of general education schools shows that the part of these is the inconsistency of the linguistic agents is less pronounced (NVONR). This applies to both the sound side of speech and semantic.

Thus, the number of incorrectly pronounced sounds does not exceed 2-5 and applies only to one or two groups of opposition sounds. In some children who have passed preschool correctional training, the pronunciation of all these sounds can be within the normal range or not intelligible ("lubricated").

At the same time, all children remain a lack of formation of phondermatatic processes, the degree of severity of which can be different.

The quantitative composition of the dictionary reserve of students in this group of children is wider and varied than that of schoolchildren who have a pronounced general underdevelopment of speech. However, they are allowed in independent statements a number of errors due to the mixture of words in meaning and acoustic similarity. (See Table 1).

The grammatical design of oral statements is also characterized by the presence of specific errors reflecting the insufficient assimilation of the children of the proposed and case management, coordination, complex syntactic structures.

As for children with ONR, all the listed deviations in the formation of the language of the language are more rudely pronounced.

Studing in the development of language means (pronunciation, dictionary, grammatical system) cannot, naturally, do not have a certain impact on the formation of speech functions (or speech activities).

The speech of the first grader with ONR is predominantly situational character and has the form of dialogue. She is still connected with the immediate experience of children. First-graders are experiencing certain difficulties in the production of connected statements (monologue), which are often accompanied by the search necessary for the expression of the thoughts of the language tools. Children have no skills and skills to communicate their thoughts. Therefore, they are characterized by the substitution of a coherent statement by single responses to questions or fragmented non-prolonged proposals, as well as repeated repeat words and individual proposals.

Table 1

Summary characteristics of the manifestations of general underdevelopment of speech

Pupils of the first grade (the beginning of the study OF THE YEAR)

Children with NVONR are available to less unfolded connected statements within everyday life. At the same time, connected statements in the process of training activities cause certain difficulties from these children. Their independent statements are characterized by fragmentation, insufficient connectedness, logicality.

As for students of 2-3 grades with ONR, then the manifestations of the non-deformation of the linguistic funds they have others. These students can answer the question, draw up an elementary story in the picture, transfer individual episodes of read, tell about exciting events, i.e. Build your statement within the closest topic. However, when changing the conditions of communication, if necessary, to give detailed responses with elements of reasoning, evidence, when performing special learning tasks, such children arise significant difficulties in the use of lexico-grammatical funds indicating insufficient development. Namely: the limitance and qualitative inferiority of the vocabulary stock, the lack of formation of grammatical means of the language.

The originality of the manifestations of the general underdevelopment of speech in these students is that errors in the use of lexico-grammatical funds (individual manifestations of agrammatism, semantic errors) are observed against the background of correctly compiled proposals, text. In other words, the same grammatical category or form in different conditions can be used correctly and incorrectly depending on the conditions in which the oral speech of children proceeds, i.e. The conditions for their communications and requirements for it.

The sound side of the speech of students of 2-3 grades with a general underdevelopment is also not formed enough. Despite the fact that these schoolchildren have only separate shortcomings in the pronunciation of sounds, they experience difficulties in distinguishing acoustically close sounds, in a consistent pronunciation of syllables in multilone strangers, with a coherence of consonant sounds (sidelive - secondary, tranny-transport).

Analysis of speech activities of students in 2-3 classes suggests that they prefer the dialogic forms of speech. Under the influence of training, monologular, contextual speech develops. This is expressed in increasing the volume of statements and quantity of complex structures; In addition, it becomes more free. However, the specified development of monologue speech is slowed. Children are more or less free to build connected statements within their closest topics and have difficulty in producing connected statements in a situation of educational activities: the formulation of conclusions, generalizations, evidence, reproducing the content of educational texts.

These difficulties are expressed in the desire for the loss of presentation, jams on certain words and thoughts, the repetition of individual parts of proposals. During the presentation, evidence, etc. Children note not the most essential signs. In addition, they violate the syntactic relationship between words, which finds its expression in the incompleteness of proposals, changes in the word order. There are often cases of the use of words in the meaningful meaning, which, apparently, is explained not only to the poverty of the dictionary, but mainly a fuzzy understanding of the meaning of the words used, inability to catch their stylistic color.

Similar smoothed deviations in the development of the oral speech of the described group of children together create serious obstacles in teaching their competent writing and proper reading. That is why they most brightly show not defects of oral speech, but violations of reading and writing.

Writing works of this group of children are replete with a variety of errors - specific, spelling and syntactic. Moreover, the number of specific errors in children with the general underdevelopment of speech is much larger than in children with phonetic and phonematic and phonamatic underdevelopment. In these cases, along with errors that are a consequence of the insufficient development of phonematics processes, there are a number of errors associated with the underdevelopment of lexico-grammatical means of the language (errors of the proposed-case management, coordination, etc.). The presence of such mistakes indicates that the process of mastering the grammatical patterns of the language among the group under consideration has not yet been completed.

Among the students of the secondary school there are also children with anomalies of the structure and mobility of the articulation apparatus (dysarthria, rinolalia); Children suffering from stuttering.

These children also need to identify the level of formation of language funds (pronunciation, phonderatic processes, dictionary, grammatical system). In accordance with the identified level, they can be attributed to either I, or to II, or to the III group.

The above grouping of schoolchildren on the leading manifestation of the speech defect helps the teacher-speech therapist to solve the fundamental issues of organizing correctional work with children and determine the content, methods and techniques of speech therapy effect in each group. The main contingent, which must be identified by the teacher-logopian general education schools before others, make up children, the shortcomings of whose speech impede their successful learning, i.e. Studentsthe second and third Group. It is these children for the purpose of warningw. of course, the speech therapy assistance should be provided first.

When organizing speech therapy classes with schoolchildren who have sound-proof defects and the insufficient development of phondermatatic processes, along with the elimination of pronunciation, it is necessary to provide work on the education of phondermatatic representations, the formation of the skills of the analysis and synthesis of the word of the word. Such work should be carried out sequentially on the differentiation of the mixed opposition sounds and the development of the analysis and synthesis of the sound-letter composition of the word, which will make it possible to fill the gaps in the development of speech side.

Effective assistance to students with ONR, who have lack of pronunciation of the background constitute only one of the manifestations of speech underdevelopment, is possible only in the case of interconnected work in several directions, namely: pronunciation corrections, the formation of full-fledged phonmematic ideas, development of the analysis of the analysis and synthesis of the word, clarification and enrichment of the lexic reserve, mastering the syntactic structures (of different complexity), the development of a coherent speech carried out in a certain sequence.

The speech therapy assistance to students with only the shortcomings of the pronunciation of sounds (phonetic defects - I group) comes down to the correction of incorrectly pronounced sounds and consolidate them in the oral speech of children.

Survey of children with speech impairment

Timely and correct identification of speech deficiencies of children will help the speech therapist determine what kind of help they need and how to provide it more.

The main task of the teacher of the speech therapist with an individual examination of students is to correctly assess all the manifestations of the speech failure of each student. Scheme of speech therapy examination is presented in a speech card, whichbefore Filled at each student depending on the structure of the speech defect.

In the process of filling in passport data about the child, not only official performance (paragraph 5) is recorded, but also it turns out the real level of knowledge of students in their native language. In casesstructural complex speech defects These data may be decisive both in determining a clear speech therapy and in the establishment of the primacy of the secondaryness of the speech violation.

Data on the development of the speech of the student with a complex structure of the speech defect Teacher-speech therapist finds out the words of the mother. During the conversation, it is important to get a clear idea of \u200b\u200bhow the early speech development of the child proceeded: when the first words appeared, phrases, as was the further formation of speech. At the same time, it is noted whether they appeared earlier for speech therapy assistance, if so, how much time classes were carried out, their effectiveness. In addition, the fixation and features of the speech environment, the surrounding child (the state of speech of the parents: violation of pronunciation, stuttering, two and multilingualism, etc.).

Before starting the speech survey, the speech therapist is obliged to see the safety of hearing (we recall that the rumor is considered normal if the child hears the individual words spoken by a whisper at a distance of 6-7 meters from the ear shell).

When examining the child, attention is drawn to the state of the articulation apparatus. All the structure detected during the examination of the abnormal structure (lips, sky, jaws, teeth, tongue), as well as the state of the motor function is subject to mandatory fixation in the speech card.

Naturally, the gross pathology of the structure and functions of the articulation apparatus requires a thorough, detailed examination with a detailed description of all deviations that create obstacles to the formation of correct sounds. In other cases, the survey may be more brief.

The characteristic of the sore speech of students is drawn up on the basis of its oral statements during the conversation about the read, seen, as well as on the basis of a child who performed special tasks: drawing up separate proposals, a coherent statement on issues, according to the story, according to a series of pictures, according to observations, etc. d.

The material obtained during the conversation will help choose the direction of further survey, which should be individualized, depending on the idea of \u200b\u200bthe idea of \u200b\u200bthe child's formation detected during the conversation.

The speech card records the overall surprise of speech, the nature and availability of building connected statements, general ideas about the dictionary and syntactic structures used by the child.

When surveying the sound side of the speech, defects pronunciation are detected: the number of impaired sounds, character (type) of violations: no, distortion, mixing or replacement of sounds (see Table 1). If pronunciation defects are mainly expressed by replacements and mixing different groups of opposition sounds, it should be carefully investigated by the possibilities of distinguishing sounds on acoustic and articulation features.

In addition, it is necessary to determine the formation level of the analysis of the analysis and synthesis of the word sound composition.

Thus, the survey of the sound side of the speech implies a thorough clarification:

1) character (type) of pronunciation violations: the number of defective pronounced sounds and groups (in difficult cases);

2) the level of phondematic development (the formation of the differentiation of opposition sounds);

3) the level of formation of analysis and synthesis of the sound composition of the word.

In the case of general underdevelopment of speech, the sound side of the speech (pronunciation, phonderatic processes) is similarly carried out. In addition, it is envisaged to identify the ability of children to pronounce the words and phrases of a complex syllable structure.

When examining children with ONR, it is also necessary to establish the level of formation of lexic and grammatical means of language. When examining the vocabulary stock, a number of well-known techniques that detect in children both passive and an active dictionary are used. At the same time, knowledge of the words, denoting objects, actions or states of items, is revealed; Words denoting common and abstract concepts. Thus, the quantitative composition of the vocabulary stock is determined.

The correct calling of the subject does not mean that the child can adequately use this word in a sentence, a connected text, therefore, along with the definition of the quantitative side of the vocabulary stock, special attention is paid to its qualitative characteristic, i.e. identifying an understanding by the child the meanings of the words used.

When drawing up a speech therapy conclusion, the data on the dictionary should be considered not isolated, and in conjunction with materials characterizing the characteristics of the sound side of speech and its grammatical system.

During the survey of the formation of grammatical means of the language, special tasks are used to identify the level of mastering the skills to build proposals for various syntactic structures, the use of forms and word formation.

Data analysis of errors (agrammatism) admitted to students when performing special tasks, make it possible to determine the formation level of the grammatical system of speech. The established level of formation of the grammatical system of speech correlates with the state of the dictionary and the level of phonderatic development.

The level of oral speech formation predetermines a certain degree of violation of reading and writing.

In cases where the defect of the oral speech is limited only to the non-formation of the sound side of it, then violations of reading and writing are due to phonetic and phonereatic or only phonderatic shortcomings.

In these cases, the most typical errors are replacing and mixing consonant letters denoting sounds of various opposition groups.

When examining the letter, which is carried out both collectively and individually, should pay attention to the nature of the letter process: whether the child writes the word correctly or says it several times, selecting the desired sound and the corresponding letter; What difficulties are experiencing; What errors allow.

It is necessary to make a quantitative and high-quality error analysis: to identify what specific errors to replace letters are allowed by a child, whether these errors are single or frequent, whether the child's speech disorders correspond. In addition, skipping, adding, permutations, distortions of words are taken into account. These errors indicate that the child did not clearly mastered the sound-alphabetic analysis and synthesis, it does not know how to allocate acoustically or articulately close sounds, understand the sound and syllated structure of the word.

Errors should be carefully analyzed for the rules of spelling, as mistakes on the spelling of paired ringing-deaf, soft-solid consonants are due to non-corruption in children with speech defects on the sound-lettering words.

Students with letters violations should be examined and reading. Reading is checked individually. In the course of reading, you should not make any corrections and comments. Specially selected texts available to a child in volume and content, but not used in the classroom, can serve as a survey material. The examination begins with the presentation of the child the text of the proposals, individual words, syllables (direct, inverse with the coherence).

If the child does not own reading skills, he is presented with a set of letters for their recognition.

During the survey, the level of formation of reading skills is recorded, namely: whether he reads in syllables; whole words; whether individual letters go and with difficulty combines them into syllables and words; What errors allow; Whether it replaces the name of individual letters in the process of reading, whether this replacement is defective sounds; Are there any mistakes for skipping words, syllables, individual letters, what is the pace of reading; Does the child understand the importance of individual words and the general meaning of the read.

All observations obtained are fixed. They help to clarify than the deficiencies of reading and find more rational techniques and methods to overcome difficulties in reading. The identified drawback disadvantages compare the letter and oral speech survey data.

Completing a brief description of the violation of reading and writing in children with FFN, it should be emphasized that the most typical errors are the replacements and mixing of consonant letters corresponding to the sounds that differ in acoustic and articulation features.

The above errors are considered specific (disgrafical). Usually they manifest themselves in children with FFN against the background of insufficient assimilation of certain orphograms, whose spelling rules are closely related to the full ideas about the sound composition of the word.

As for the violation of reading and letters in children with ONR, they also have errors related to the non-formation of lexico-grammatical means of language, along with errors that reflect the non-formation of the sound side of speech. Namely:

1. Errors of proposed-case management;

2. Errors matching the names of nouns and adjectives, verbs, numeral, etc.;

3. Separate spelling of consoles and fusion writing prepositions;

4. Different deformations of proposals: violation of the word order, passing one or more words in the sentence (including the passage of the main members of the sentence); passing prepositions; fusion writing 2-3 words; improper definition of borders of proposals, etc.;

5. Different deformations of the word-letter-lettering word ("torn" words, skipping symbols; Involvement of syllables, etc.).

In the written works of children, graphic errors can also occur - the predisteating of individual elements of letters or extra elements of the letters, the spatial location of the individual elements of the letters (and-y, pt, lr, bd, shh)

All listed errors associated with the underdevelopment of sound and semantic sides of speech are manifested in children with ONR against the background of a large number of varied spelling errors.

Independent written works of students with ONR (presentation, composition) have a number of specific features relating to both the construction of the text (insufficient connectivity, sequence and logicality of the presentation), and not enough adequate use of lexical, grammatical and syntactic tests of the language.

The examination of the status of writing and reading among students should be carried out with special care. During the examination, the student is invited to fulfill various types of written works:

* Hearing dictations, including words that include sounds that are most often disturbed in pronunciation;

* Independent letter (presentation, essay).

When examining the student of the first classes at the beginning of the school year, knowledge of letters, skills and skills of compiling syllables and words are revealed.

Upon completion of the survey of the child's speech, it is necessary to carry out a comparable analysis of the entire material obtained in the process of studying the level of development of sound and semantic sides of speech, reading and writing. This will determine in each particular case that it is prevailing in the picture of a speech defect: whether the child prevails the lack of vocabulary-grammatical means of the language or underdevelopment of the sound side of speech and, above all, phonderatic processes.

In the process of surveying stuffing students, the logo should be focused on identifying situations in which stuttering is particularly intensively, as well as analysis of communicative with difficulties in these conditions. Equally important is the study of stuttering schoolchildren (especially weakly speaking) level formation-: language tools (pronunciation; phonderatic processes; lexical stock; grammatical system), as well as the level of writing and reading, because Stuttering can manifest itself both in children with FFN and from ONR.

Particular attention is paid to the features of general and speech behavior (organization, sociability, closure, impulsivity), as well as the possibility of adapting children to the conditions of communication. The tempo of speech stuttering, the presence of concomitant movements, tricks, the intensity of the manifestation of the lock is fixed.

Violation of speech must be viewed with the features of the child's personality. In the course of the survey, the material accumulates that allows you to make a brief description of the child, illustrating the features of its attention, the ability to switch, observation, efficiency. It should be noted how the child takes the study tasks, can it be able to organize himself to perform them, whether independently performs tasks or requires assistance. The child's reaction is recorded to the difficulties encountered during the study work, fatigue (depletion) of the child. The characteristics also notes the features of the behavior of children during the examination: moving, impulsive, distract, passive, etc.

The generalized result of studying the level of development of oral and written speech of a child seems to be a speechopedic conclusion in a speech card. The conclusion should be designed in such a way that the correctional measures corresponding to the structure of the speech defect are logical from it, namely:

=> Phonetic defect. This refers to such a lack of speech at which pronunciation defects are an isolated violation. In the speech therapy conclusion, the nature of the distortion of sound is reflected (for example,R - intense, unsuccessful; C- interdental, lateral;SH-J. - lower, luminous, etc.) In this case, the correctional impact is limited to the formulation and automation of sounds;

=> Phonetic and Phonematics underdevelopment (FFN). This means that the child takes place underdevelopment of the entire sound side of speech: defects of pronunciation, the difficulties of differentiation of opposition sounds; Nonformation of the analysis and synthesis of the sound composition of the word. In this case, it is necessary in addition to the correction of defects pronounces to provide for the development of phondermatatic ideas of children, as well as the formation of full-fledged analysis and synthesis of the sound composition of the word;

\u003d\u003e O. speech underdevelopment (ONR). Since this defect is a systemic violation (i.e., the insufficient formation of phonetic-phonumatic and lexico-grammatical means of the language), during the correctional training, the speech therapist should provide for the replenishment of gaps in the formation of sound suspension; phonderatic processes and skills for analyzing and synthesizing the sound composition of the word; vocabulary (especially in terms of semantic development), grammatical system and connected speech. These speech therapy conclusions characterize the level of oral speech formation.

In cases of complex speech defects (dysarthria, rinolalia, alalium), the speech therapy should include both the structure of the speech defect and the form of speech pathology (nature). For example:

As an example, we give a speech card on a child with ONR (beginning of the school year).

Speech therapy

At secondary school number

Speech card

1. Surname, name, age

2. School class

3. Home address

4. Date of enrollment on the speech therapy

5. Humidity (by the time of examination)

6. Complaints of teachers and parentsAccording to the teacher: at the lesson, low-effectivee. h, shy to talk. According to the mother: says unbelievable, distorts words, does not remember poems ..

7. CONCLUSION OF PSYCHIATURE (FILLED ON MERY NUMBERS): From a medical card, indicating the date of examination and the name of the doctor.

8. Hearing condition: Checked if necessary

9. Data on the development of speech: According to "Mother:. Slov appeared to 2 - 2.5 years, phrases - to4 - 5 years. Speech is incomprehensible to others.

10. The state of the articulation apparatus (structure, mobility)

Building - N.

Mobility is difficult to hold the predetermined posture and experiences difficulties in switching from one articulation position to another

11. General characteristics of speech (recording conversation, independent connected statements)

In a conversation about the family, the child's answers may be the following: "Vanya" "Mom's name is Zoyku" "I do not know" (patronymic) "Pope Name" Petya "" I don't know "(patronymic)" Sister's name is Luda "" at work "(about mom) "Cassa" (on the question - who works?) "I don't know" (about dad)

a) Vocabulary (quantitative and qualitative characteristic). Quantitative characteristics: total vocabulary. Qualitative characteristic: errors in the use of words (replacement in meaning and acoustic similarity). Bring examples

The dictionary is limited by the realities of everyday-household subject: an insufficient number of generalized words and words related to adjective, verbs, etc. Qualitative characteristic: (answers to presented tasks): lamp (lamp), hose (water), decanter (bottle), driver (instead of a driver), watchmaker, craneker, (does not know), postal (postman), wrapper (glazer), machine (instead of transport), shoes (instead of shoes), etc.; Brave - weak, lies - does not lie, the crow - the gate, etc.

b) Grammatical system: types of used proposals, the presence of agrammatism. Bring examples

see recording conversation and connected statement

Pencil pulled out due to the book. The boy jumped puddle. The first leaflets appeared on the trees

MN.ch., im.p.- trees, glazes, wings ...

MN.ch., Rod.p. - Tetradov, Rottz, died ...

The jam is apple bodies; Orange water; Plushen bear

c) pronunciation and distinction of sounds

1) Sound pronunciation: no, distortion, replacement and mixing of individual sounds R-abolished; in the stream of speech l \u003d p (Rail - Larёk), sh \u003d g (lower); Ш \u003d s; x \u003d s

2) discerning opposition sounds

tighter (chairsto) , Goloishna (pea), Yasels(Lasher C A) , PA-BA-BA (N), Ta daa-yes () Ga-Ka-Ka () In-course (Zha-Zha-for) Cha-Cha-Cha (Tu-Cha-Tea) Cha-Cha (Cha-Scha-cha) Ra-Ra-Ra (Ra La-Ra) in O-for (in Zasha-z) Tea-Cha (Tu-Cha-Ta) schA SHA (schA-cha-cha) La La La (La Ra)

3) Reproduction of words with different sound-byproof(Certain examples) Liguchite (regulates), Tlanc, Stampat (Transport), Zele - Green (Railway), Meshchella (policeman), Pysina (Orange)

d) pace and margin of speech:speech is a vague, slow-down tempo

12. The formation level of the skills of the analysis and synthesis of the word of the word

cloak: How many sounds? - "2".

1stzvuk? -"P",

2nd sound? - "BUT"

3rd sound? - "BUT".

Name the last sound? -"BUT".

13. Letter: the presence and nature of specific errors (mixing and replacing consonant letters, adgrammatyisms, etc.) in written works of students - dictations, presentations, the writings performed by them during the primary examination and in the process of corrective learning.

(Written works are attached to the speech card).

Options: 1) Plays separate printed letters: A, P, M, 2) Prints individual words like: Mac, Mom

14. Reading

a) the level of mastering the reading technique (defective, random, words)

Options: 1) Knows individual letters: A, P, M, T, 2) knows all letters, but does not read, 3) reads syllables and single words, 4) reads by syllables, slowly, monotonously, misses the vowels, disabilities words, distorts the syllable structure of the word, confuses some letters.

b) reading errors

sheet (leaves), on trees (trees), wishes and pareles (punched).

Angry wind burgers (circling) them ... (by) air.

C) understanding read

Options: 1) with difficulty understands the read-read speaker, retells only with the help of questions;

2) the main content of the story understands; Hidden meaning understands difficulty; 3) is experiencing some difficulties.

15. Manifestation of stuttering:does not stutter

a) the intended reason; severity of stuttering; situations in which it manifests itself (answers at the board, etc.)

b) formation of linguistic agents

c) Features of general and speech development (organization, sociability, closedness, impulsiveness)

d) adaptation to the conditions of communication

17. Brief description of the child in pedagogical observations (organization, independence, stability, performance, observation, attitude to its defect)

The attention is unstable, reduced performance, the difficulty of switching from one type of activity to another, lowthe level of self-control and independence.

18 . Conclusion of speech therapist

Options: 1) NVONR 2) ONR II-III UR. (These findings reflect the level of formation of the oral form of speech)

19. Results of the correction of speech (marked in the map by the time of the issue of students from the speech therapy point)

Since the violations of reading and writing are secondary manifestations of the level of non-formation of oral speech, then speech therapy conclusions should reflect the causal dependence of the primary and secondary defect, namely:

* violations of reading and writing due to ONR;

* Violations of reading and writing caused by FFN:

* violations of reading and writing due to phondematic underdevelopment.

In cases of complex speech defects (dysarthria, rinolalia, alalium), speech therapy conclusions on violations of reading and writing with FFN and OND are complemented by data on the form of speech pathology (see above).

Mandatory confirmations of the correctness of the speech therapy conclusion in cases of violation of reading and writing are written work and reading survey results.

Oral and written speech

The main task of the general education school speech therapist is a statelessness due to various violations of oral speech. That is why the company's logo should be on the first grades (children of 6-7 years old) with phonetic-phonecathic and general underdevelopment of speech. The earlier correctional and developing training be started, the higher its result will be.

The general problem with the correctional and developing training of first-graders is timely and targeted preparation for literacy. In this regard, the main task of the initial stage of correctional learning is the normalization of the sound side of speech. This means that both for a group of children having phonetic-phonmematic, phonderatic underdevelopment and for a group of children who have a general underdevelopment of speech, necessary:

* form full-fledged phondematic processes;

* form the ideas about the sound-letter composition of the word;

* form the analysis and synthesis synthesis synthesis of the word;

* Cross the defects of pronunciation (if any).

These challenges constitute the main content of the corrective training of children with phonetic and phonmematic and phonametic underdevelopment. As for children with a general underdevelopment of speech, this content is only the first stage of correctional learning: in this way, the total content and sequence of correctional and developing learning children from the FFN and the first stage of the correctional work of children with ONR can be approximately the same. At the same time, the number of classes for each topic is determined by the composition of a particular group. The fundamental difference in planning speech therapy classes will be to select a speech material corresponding to the overall development of the child and the structure of the defect.

Based on the student survey materials, it is advisable to make a promising work plan for each group of children with interference of oral and written speech, in which it is noted: the composition of students and a brief description of the manifestations of the speech defect; main content and sequence of work; Approximate deadlines for the passage of each stage. It can be represented by either a diagram or description of the directions of work and its sequence at each stage.

Create a planople's planople with students with students who suffer from a common underdevelopment of speech. In this scheme (Table 2) - step-by-step planning of corrective training of children with ONR.

table 2

Scheme plan for corrective learning children with ONR

Consider in more detail each stage. As already noted, the main content of the stage of the stage is the replenishment of gaps in the development of sound side of speech (both in children with FFN and in children with ONR). Therefore, the methodological letter does not provide separate planning of speech therapy with a group of children with FFN).

The first stage of correctional educational training of children with OSR continues from September 15-18 to March 13, which is, about 50-60 lessons. The number of classes for children with severe ONR can be increased, approximately 15-20 lessons.

Of the total sessions of this stage, the first 10-15 classes are highlighted, the main tasks of which are the development of phondermatatic ideas: setting and fixing the sounds of the sounds; Formation of full-fledged psychological prerequisites (attention, memory, the ability to switch from one type of activity to another, the ability to listen and hear the speech therapist, the pace of work, etc.) to full-fledged training activities. These classes may have the following structure:

*15 minutes - the frontal part of the classes aimed at the formation of a phonderatic hearing of children, the development of attention to the sound direction of speech (work is built on properly pronounced sounds) and to replenish gaps in the formation of psychological prerequisites for full-fledged training,

* 5 minutes - preparation of the articulation apparatus (the exercise complex is determined by the specific composition of the Group);

* 20 minutes - Clarification and setting (calling) of incorrectly pronounced sounds individually and in subgroups (2-3 people) depending on the stage of work on sound.

With first-graders in the program 1-4, it is possible to work on a similar structure the first 20 classes with amendments to the operation of these classes (35 min.).

In subsequent classes, the stage I, the automation of the sounds of the sounds in the process of front occupations are carried out.

The structure of classes is determined by the composition of the group: with a minor number of children in a group with pronunciation defects or in the absence of pronunciation defects, most of the time is given to frontal work.

In the course of the frontal part of the classes, phondermatatic processes are formed and the ideas about the sound-syllable composition of the word are clarified, in addition, with children having an ONR, the oral advance method is carried out to be carried out on clarifying and enhancing the vocabulary and models of simple syntactic structures in children.

The need for such an approach is due to the basic principle of correctional and developing learning children with ONR, namely: simultaneous work on all components of the speech system. In connection with this method of oral ahead, elements of work on the formation of lexico-grammatical means of language and connected speech are selectively included in the stage I stages.

The front part of the following 40-45 classes are made of work on:

* Development of phonumatic processes;

* the formation of the skills of the analysis and synthesis of sound-sound composition of the word, using the letters studied by this time in class and spent words-terms;

* the formation of readiness for the perception of certain orphograms, whose spelling is based on full ideas about the sound composition of the word;

* consolidate sound-letter connections;

* Automation of the sounds.

Speech and offer.

Offer and word.

Sounds of speech.

Public sounds (and letters traveled in class).

Decision words on syllables.

Emphasis.

The consonants (and the letters passed in the class).

Solid and soft consonants.

Write and deaf consonants.

Sounds P and P '. Letter P.

Sounds b and b ". Letter B.

Differentiation of Bd. (B "-p '')

Sounds T and T. Letter T.

Sounds d and d ". Letter D.

Differentiation T-d. (T "-D ').

Sounds to and k ". Letter K.

Sounds g and g '. Letter G.

Differentiation K-g. (K "-G 1).

Sounds with and c '. Letter S.

Sounds 3 and 3 ". Letter 3.

Differentiation C-3. (With "-").

Sound w and letter sh.

Sound and letter J.

Differentiation sh-w.

Differentiation with ss.

Differentiation of zh-3.

Sounds r and r '. Letter R.

Sounds l and l. "Letter L.

Differentiation of rd (L "-R ').

Sound h and letter C.

Differentiation of ch-t

Sound u and letter Shch.

Differentiation Shch-s.

Differentiation Shch-h.

Sound c and letter C.

Differentiation c-s.

Differentiation c-t.

Differentiation c-h.

This variant of the sequence of study in the 1st stage of the correctional and developing learning of schoolchildren with FFN and ONR is an exemplary and determined by the specific composition of the group, i.e. It depends on what is the level of formation of the sound side of speech in children. For example, with a minor violation of the differentiation of ringing and deaf consonants or the absence of a violation of the distinction of these sounds, in order to propiance, it is possible to carry out only 5-6 lessons at the same time with all the sounds of this group.

With the elimination of sound-proof impairment, the frontal work takes more and more time. Working in this case is carried out with a strictly compulsory individual approach to each student, taking into account its psychophysical features, the severity of the speech defect, the degree of exhaustness of each sound. Individualization of corrective learning should be sure to reflect in the planning of each lesson.

Upon completion of the stage of correctional and educational training, it is necessary to check the learning of the content of this phase.

By this time, students should be:

* The focus of attention on the sound side of speech is formed;

* The main gaps in the formation of phonderatic processes are replenished;

* the initial ideas about the sound-letter, syllable of the word taking into account the program requirements are refined;

* All sounds are delivered and retrained;

* refined and intensified in children in children and refined for the design of a simple proposal (with a slight distribution);

* Entered into the active dictionary necessary at this stage of learning word-terms: - sound, syllable, merger, word, vowels, consonants, solid-soft consonants, ring-deaf consonants, proposal, etc.

Thus, the streamlining of ideas about the sound side of speech and mastering the skills of the analysis and synthesis of the sound-letter composition of the word create the necessary prerequisites for the formation and consolidation of the skill of the right letter and reading, the development of linguistic faintness, warnings of general and functional illiteracy.

This exhausts work with children having FFN. Despite the community of tasks and techniques for the correction of the sound side of speech in children with FFN and ONR, speech therapy work with children with ONR requires the use of additional specific techniques. This is due to the fact that at the first stage, in the process of solving the general problem of streamlining the sound side of the speech, the prerequisites of the normalization of lexico-grammatical means of language and the formation of a coherent speech are beginning to be laid.

In order to prepare children to absorb the morphological composition of the word, which will be the main task of the stage II, exercises for automation and differentiation of the sounds of the sounds appropriate in a specific form.

For example, in the process of differentiation of soundsChh the speech therapist offers children to listen carefully to words:puppy, brush, drawer, Determine whether the sound is the same in all words. Next, on the task of the speech therapy, children change the words so that they indicate a small subject(puppy, brush, boxes), and determine what has changed in the audio composition of the word, the location of soundsSch. The same work can be carried out when differentiating other sounds(C - W - Sun-Sun ), as well as in the process of studying individual sounds. At the same time, receiving a comparison of words on sound composition remains rod in all tasks. (What new sounds appeared in newly selected words? Compare two words. What sounds do they differ? Determine the location of this sound: in what place is it? After what sound? Before sound? Between what sounds?). As an example, we present some techniques for the suffix education of words (suffixes of diminity and magnifying value), which can be effectively applied at the stage of correctional and developing learning children with ONR:

J. - boot shoes, book book, horn, horn,Sh - hut-hut, house-domishko, H - Glass-cup, rope, piece. When distinguishing soundsChh, sch you can offer children to change words so that they have a magnifying value:Ch, - hand-crop, wolf's wolf;S-sh - Nose-carriat, mustache-efforts.

Implementing a differentiated approach, separate students you can offer more complex tasks. For example, compare the sound composition of words in a form that requires them to match the words in kind, number or case. This work passes in the following sequence: first, when differentiating soundsC-3, the speech therapist suggests calling pictures to the sound studied and determine its place in the word (stem, currant, cloth, leaves); Call the color of the images presented (green). Determine the place of sound "3 "Then the children are invited to draw up phrases, clearly saying the endings of the names of adjectives and nouns (green stem, green currant, green cloth, green leaves); such a task is completed with a mandatory word analysis in phrases, highlighting differentiable sounds and giving them a complete articulating and acoustic characteristic and giving them a complete articulating and acoustic characteristic and Determining their place in each word analyzed.

The originality of such classes of the first stage is that the implementation of the main goal is carried out in a diverse form, which contributes to the intensification of the mental and speech activity of the child. In the work, organized in this way, the foundations are created for a more successful implementation of both the second and third stage, since children learn to make phrases and use elements of connected speech.

Despite the fact that the normalization of connected speech in children with ONR is given a separate III stage, its formation is laid at the stage of the stage. Here this work is purely specific. It is sharply different from the traditional forms of the development of connected speech.

Since the global task of corrective teaching of children with ONR is the creation of prerequisites for successful training activities in the classroom, in addition to the normalization of phonetic and phonumatic and lexico-grammatical means of the language, it is necessary to teach them to use the means of language in working work, i.e. To be able to configure, consistently set out the essence of the task performed, answer questions in exactly according to the instructions or task in the course of academic work using the learned terminology; Make a detailed connected statement about the sequence of learning work, etc.

For example, when performing a task of a speech therapist on differentiation of any sounds, in the process of analyzing the sound composition of the word, the student must answer, approximately, so:

* 1st answer option (the easiest): "In the word" noise "there are three sounds, one syllable. The first sound w, consonant, hissing, solid, deaf. The second sound is, vowel. Third soundM. - consonant, solid, ringing. "

* 2nd answer (more complicated) when comparing two words: "In the word" bite "the third sound" C ", consonant, whistling, solid, deaf; in the word" eat "- the third sound"Sh", consonants, hissing, solid, deaf. The remaining sounds in these words are the same. "

Only such a job (in contrast to working with a picture or a series of pictures) will prepare children with ONR to a free learning statement in the classroom and, developing the skills of adequate use of language funds, will prevent the occurrence of functional illiteracy, and in general will contribute to a more complete development of the identity of the child.

I stage of correctional learning

Exemplary Stage I Plan

Subject: Sounds and letters chh.

Purpose: Improving the skills of differentiation of sounds and letters of Ch-sh; Improving sound-lettering and synthesis skills; ability to switch, memory, control actions; Fastening the correct pronunciation of these sounds.

Structure occupation

1. Definition of the subject of children through the formulation of problematic issues by the speech.

2. The characteristic of the sound and articulation of the studied sounds. SoundsChh in front of individual mirrors, (comparative articulation and phonetic characteristics of soundsChh (For some children, memo-algorithms can be used).

3. Training exercises in pronouncing, distinguishing, allocating studied sounds from the words, proposals and text.

There are a large number of benefits in which exercises are widely represented, aiming for the formation of children and skills to differentiate and analyze the sound-letter composition of words. Selecting the tasks to specific classes should be preferred not to reproductive forms of work (insert letters to words, write off from the board, emphasizing one or another letter), and those that activate the speech and mental activity of the child. For example, when differentiating soundsChh the speech therapist suggests first to listen to words (simple, steep, thick, clean, etc.); Determine the presence of soundsChh; then change the words so that the sounds studied appear in them; analyze these words by specifying the place of soundsChh and write these words; or distribute words containing soundsCh, in three columns: h, sh, chh.

A certain difficulty in performing the task is brought by a special selection of words, rarely found in the use of children (glazer, porter, bricklayer, grinder, watchmaker, cleaner, violinist, etc.) and the form of the presentation of their children, namely:

\u003d\u003e record dictated words, or write down the name of the same professions (individuals) shown in the pictures; Or children are invited to listen to words containing soundsChh (I am looking for, flying, clean, etc.);

\u003d\u003e analyze the sound composition of these words, give a complete phonetic characteristic of the studied sounds and then pick up the word to this word containing the opposition sound (I am looking for a clock, to fly a puppy, I clean the pike, kettle);

Exercises are very useful, in the course of which various types of symbols are used, encrypses. The developing effect of these exercises is due to the fact that correcting the sound stronger speech, they contribute to attracting the attention of children to language phenomena, activating the vocabulary and the development of attention, memory and switching ability.

II Stage of Correction and Development Training

At the II stage of the correction work, 35-45 occupations are given (approximately from March 4-5 to November 3-4 of the next year), depending on the composition of the specific group.

The main task of this stage is the replenishment of gaps in the development of the lexical stock and the grammatical system of speech. The content of this stage is aimed at active work on:

* clarify the meanings of the words in children and the further enrichment of the vocabulary of the vocabulary of both the accumulation of new words, which are different parts of speech, and through the development of the ability to actively use various ways of word formation;

* clarify the values \u200b\u200bof the syntax structures used;

* Further developing and improving the grammatical design of a coherent speech by mastering words of phrases, tie words in a sentence, models of various syntactic structures.

The implementation of the content of the II stage of corrective training is carried out at front-class.

Since during the I stage in the process of working to streamline the ideas of children about the sound side of the speech, the basis was created for the purposeful assimilation of lexico-grammatical means of the language, at the stage II, the main task is to form in children of full-fledged ideas about the morphological composition of the word and synonymia of the native language.

In the process of working on the development of morphological generalizations, children are formed by the skills and skills of education of words through various affixes and active and adequate use of their intentional purposes in different learning situations.

In addition, on speech therapy classes, the ability to establish links between the word shape and its meaning are implemented.

Since the study of the morphological composition of the word is not provided for by the program of studying students of 1 class by the native language, the whole work on the formation in children of the initial morphological representations is carried out propordantically in a purely practical plan, which is the specifics of the correctional and developing learning of grade 1 students in the conditions of a speech therapy. school. The sequence of work to replenish the lexical means of the language may be like this:

* Practical mastering the skills of education of words with the help of suffixes and adequate use;

* practical mastering the skills of education of words with the help of consoles and adequate use;

* The concept of related words (in practical terms);

* The concept of pretexts and methods of their use, differentiation of prepositions and consoles;

* Practical mastering the skill of the selection of antonyms, synonyms and methods of their use;

* The concept of meaningful words.

The replenishment of gaps in the field of lexical means should be linked to the development of proposals for various syntactic structures.

In the process of speech therapy classes in terms of oral speech, work is permanently carried out on the mastering models of various proposals. The most efficient and in-depth can be carried out in this work when the topic "Education of words with the help of consoles", because The meaning of each newly formed by the console word is specified primarily in phrase and offer.

In the process of working on the formation of full-fledged morphological representations, prerequisites should be formed to the conscious absorption of such the most important topics of teaching the Russian language as unstressed vowels in the root, generic, the case of various parts of speech, etc.

Since one of the most complex grammatical categories of the Russian language is the emphasis and it is it - the basis of mastering the rule of spelling of unstressed vowels, then it takes place one of the main directions of speech therapy. At the same time, it is important to teach a student not only to correctly emphasize in accordance with the orthoepic standards, but also be able to analyze and allocate words with emphasis on a certain position on the material of a large number of related words.

Thus, the essence of speech therapy exercises is reduced to the preparatory work on the formation of the prerequisites for the skills and skills necessary to assimage the relevant software and missing in children with ONR. This is exactly what they differ fundamentally from the tasks of the teacher.

During the second stage, active work is carried out to improve the skills of full-fledged reading and writing, students follow more often to exercise in reading:

* various sludge tables having different grammatical forms (son, son, to son, about son),

* different words with the same endings (on the bushes, on the tables, on the desks, in bags, in notebooks;

* Single words (land, countryman, strawberries, strawberry);

* words formed with the help of different prefixes from one root (fly, fly away, fly, fly, fly away, seal);

* words having the same consoles, but different roots (fly to take away, come, rush).

After reading the words necessarily compare, their sound-letter composition, similarity and difference, the meaning of words appear.

The listed exercises will help students to better navigate the words, determine what value does the word acquires at a time or another affix and thereby not allow errors to replace the word or its part, and in the process of reading the words immediately; Grouping words among themselves in lexico-grammatical features. In addition, it is useful to offer children to choose from readable text words and phrases in accordance with the subject of classes:

* Choose words responsible for questions: who? What? And to independently select words to them, combined in meaning and answering questions: what does it do? What?;

* Choose to verbs (words-action) -sinonyms suitable for meaning nouns (do, cook, make; lessons, lunch, medicine, hairstyle, model of the aircraft, toy); to the adjective-synonyms suitable for meaning nouns (wet, wet, raw; snow, rain, raincoat, hay, street, underwear, sand, man, tree, floor, etc.);

* Insert the most suitable words in the sense of the word-action (verb) (student ... handle and ... word);

* Leave a question based on action (verb) (surprise, touch; what? What?).

When performing these exercises, it is important to ensure that the student is not limited to an approximate guide, and accurately determined the meaning of each word.

Listed exercises depending on the stage of work are carried out on the material of both individual words and phrases and on the material of proposals of various complexity and the whole text. Thus, at the second stage of correctional-developing learning, one of the most important reading qualities is formed - awareness that develops from a number of skills and skills: the ability to explain the meaning of words used in the text in the literal and figurative sense, as well as the value of phrases, proposals. Because of this, work on the formation of a full-fledged reading skill must be carried out at each lesson.

As for written works, they constitute various tasks that are aimed at the formation of new words through affixes, drawing up phrases with them, proposals, texts. This kind of task should be carried out regularly.

On the speech therapy classes II of the training stage continues work on the development of a coherent speech. It is being developed for various types of statements in the course of academic work, on its completion, training dialogues, which are gradually becoming more deployed compared to similar statements in the 1st stage. Special attention is paid to the formation of such types of statements as evidence and reasoning. This, as already noted, is of great importance for the implementation of the productive training activities of the child in the class and to prevent functional illiteracy. That is why on speech therapy classes need to teach children to waste training and operations produced by them and operations in various shapes.

We give exemplary statements of students:

* From the word "forest" I made up three new words: Forers, Forester, Forest. The word "fishing line" means a small forest. The word "forester" is a man who guards the forest. "Forest" is the road. These words are all related, as in all words, the general part of the "forest".

* From the word "walked" I made up new words. All of them are different in meaning (by meaning). Left the room. He entered the school. Came home. I went for a friend, for the house.

* Offer "The boy jumped from the tree" wrong. I must say "the boy jumped from the tree."

Thus, after the stage of the II stage of correctional and developing training, students should learn students in practical terms:

* navigate in the morphological composition of the word, i.e. To be able to determine, through which parts of the word facing or after a common part of the related words, new words are formed and their values \u200b\u200bchange:

* actively use different ways of word formation;

* correctly use new words in the proposals of various syntactic structures (i.e., establish a connection between the form and the value);

* Transmit the essence of the exercises performed, the sequence of mental articles in the expanded statement.

By this time, the basis (prerequisites) should be created for productive assimilation of spelling rules related to full-fledged ideas about the morphological composition of the word.

To show the specifics of the speech therapy work (as opposed to the methods of working as a teacher for learning native language), we present separate exercises on one of the topics of the stage of correctional and educational training. For example:

Subject: Education words with consoles.

Purpose: formation (or improving the skill of the formation of words by means of consoles (the ratio of the value and form of the word) and adequate use of them in speech.

When implementing the task of the stage II, special attention of children is attracted to the meaning of the word. To this end, each newly educated word is needed in the offer.

All exercises used in working with children at stage II have the majority of improving the semantic side of speech. This means that the speech therapist in the process of classes should develop the functionality of the lexicon of grammatical means of the language necessary for full-fledged speech activities in general and the construction of a connected statement in particular. For this purpose, the exercises for the preparation of phrases of various complexity are particularly useful (with the help of the question and supporting words; only by supporting words; only with the help of questions; without reference words and questions)

At the stage of the stage it is advisable to offer children more complex tasks (multi-step). For example: first, students must form with new words through consoles. In the number of consoles include such, with which it is impossible to form a new word from the specified speech therapist.

In the footsteps of the implementation of this task, a complete meaning analysis is carried out with the fixation of the attention of children on the relationship between the meaning and form of the word. Then work is carried out on the compilation of phrases and the introduction of them in the proposal. The final point can be asked to find the task of finding semantic errors in the proposal and their correction with subsequent analysis (Sasha drove to the house).

During the fulfillment of the last stage of the complex task, conditions are created for the formation of the skills of a connected statement of the type of evidence and reasoning in children.

When working out this topic on speech therapy classes, it is necessary to work on differentiation of prepositions and consoles, because It is the distinguishing between prepositions and consoles on their semantic signs (and not learning their spelling) is the specifics of the work of the teacher-speech therapist.

Recall that the main purpose of speech therapy classes with children with ONR isformation of full-fledged speech activity. This means that during the fulfillment of any exercise, it is necessary not only to form a language of language (pronunciation, phondermatatic processes, dictionary, grammatical system), but also to teach children freely, adequately use them for communication purposes, i.e. communications. These skills are being worked out in the process of drawing up proposals and connected statements. Initially, these skills were formed during work on the development of full-fledged ideas about the sound and morphological composition of the word (I and II stages). Improving these skills is given to the III stage.

III stage of correctional and educational training

The main purpose of the III stage is the development and improvement of the skills and skills of building a connected statement:

* Programming the semantic structure of the statement,

* establishing connectivity and sequence of statement,

* Selection of language means necessary to build a statement for certain purposes of communication (proof, reasoning, transfer of text content, plot pictures).

These goals are implemented in a specific sequence:

1. Formation of practical ideas about the text. Development of skills and skills to learn the essential signs of a connected statement are carried out in the process of comparing the text and a set of words; text and set of proposals; The text and its distorted various options (skipping, middle, end of the text; adding words and proposals not on the topic; the lack of words and proposals that reveal the main theme of the text).

2. Development of skills and skills to analyze the text:

* define the topic of the story (text);

* define the main idea of \u200b\u200bthe text;

* define the sequence and connectivity of proposals in the text;

* establish the semantic relationship between proposals;

3. Development of skills and skills for building an independent connected statement:

* define the intention of statements;

* determine the sequence of deployment of the statement (plan);

* define the conjunction of proposals and the semantic relationship between them;

* Select language remedies, adequate expression plan;

* Make a plan of a connected statement.

Forming a coherent speech in class conditions, the teacher prefers its reproductive forms (drawing up a story in the picture, retelling, etc.).

For children with ONR, this is not enough. The formation of full-fledged speech activities involves the formation of communicative skills and skills.

To this end, it is important for speech therapy classes to develop speech activity in children (initiative forms of speech), i.e. Not just to answer questions (briefly or deployed), which is carried out by almost any speech therapy occupation, but to learn to lead actively dialogues on the educational topic:

\u003d\u003e Be able to independently formulate and ask questions to continue communication-dialogue;

\u003d\u003e Be able to compare, summarize and conclude, prove and reason.

As already noted, these skills and skills were formed and developed in the process of correctional and educational training at the first two stages of the represented system.

On the III stage, the task of forming communicative activities in children with ONR is complicated. Here are the skills and skills to exercise such statements as a message in the process of dialogue as a message, prompting to action, receiving information, discussion, generalization, proof, reasoning.

The practice of learning children with the underdevelopment of speech showed that they are particularly slow and with great difficulties they master such a form of statement as reasoning.

The argument requires thoughtfulness, argument, expressing its attitude to the expressed ,.Osting of its point of view.

To master the reasoning, the student must learn to open the causal relationship between the phenomena and the facts of reality. This skill is formed gradually, in a certain sequence. At first, it is advisable how to make it possible to offer children to repeat after a teacher or a student of the formulation of tasks, generalizing conclusions, rules, etc. Later, you should systematically exercise students in free statements, constantly encouraging them to create situations that contribute to the speech activity of children. At the same time, the teacher should naturally regulate and stimulate the sequence, logicality, connectivity and exploration of statements. This is achieved in various ways, and above all, the system of questions. In addition, it is necessary to constantly attract the attention of children to their own speech in the process of forming tasks, conclusions, evidence, generalizations, reasoning, rules, etc. It should also be formed by their assessment actions by organizing verification of the correctness of the fulfillment of those other tasks. In the process of checking (at first, with the maximum assistance of the teacher), children are also trained to build connected statements. The sequence of statement is determined by the sequence of educational work carried out by children, and the connection is the procedure for performing training actions.

As already mentioned, a special place in the system of work on the development of a coherent speech occupies a plan of a deployed statement.

Work on the plan a lot of space and time is given in the program in the native language. However, in teaching children who have a general underdevelopment of speech, it must be given much longer than time and place, especially when forming a coherent speech. In the course of correctional classes with these children, work on the plan should be used not only as a means for the development of speech (external and internal), but also as a way to organize their training activities.

In the course of this work, children learn to identify the topic of statements, separating the main one from the secondary, to build their own messages in a logical sequence. At the same time, much attention should be paid to the development of various techniques of material processing; The division of the text within the meaning of individual parts, the allocation of semantic reference points, drawing up a plan of the recovery, the presentation. Experience shows that it is necessary to specifically teach children and how to use the plan inhis practical activity, in particular, how to respond according to plan.

Give approximate occupation of the III stage.

Subject: Drawing up a coherent text.

Purpose: fastening the skill of compiling a connected statement; Development of interpersonal communication skills, dialogue management.

Plan of classes

1. Message the subject of classes.

2: Restoring deformed text.

Students read the text given by the speech therapist; Determine the topic; explain how to fix the text by determining the logical sequence (for example, to rearrange the proposals, remove more superfluous, etc.); Find suggestions in which the main idea is concluded; Castle text, choosing the most suitable name from the proposed speech therapist; Fix this logoped plan in accordance with the text content.

3. Improving text.

The speech therapist offers students to read an entitled and corrected test. Explains that the improvement of the text is achieved if it is necessary to change the order of words, the replacement of repeating words, the exception of repeats, accurate use of words, etc. Such work is advisable to hold on the texts of a narrative nature. Any task of a speech therapist at this occupation should be a starting point to the organization of active communication: the speech therapist - students - a student.

In addition, in this lesson, the speech therapist constantly attracts the attention of students to the adequate use of words in the text, clarifies the value of rarely used words, and also attracts the attention of students to the correct utterance of the structural words.

This is the total content and direction of corrective training of children with ONR on the speech therapy paragraph of general education institutions.

Finishing the presentation of the content of learning, you must once again emphasize the principal moments of its organization and implementation:

* All the work of the teacher-speech therapist aims not to repeat the studied in class, andreplenishment of gaps in the development of the language of the language and the functions of speech, and this means that in the process of speech therapy classes, full prerequisites for children's learning native language are formed; This is exactly what is the essence of speech therapy;

* The specifics of speakers and methods are created at the expense of a special feed and form of corrective tasks, the purpose of which is not duplicated by class tasks, and the activation of the speech and mental activity of the child;

* The specifics of the organization and speech therapy occupation lies in the fact that the formation of full-fledged speech activity (as the main prerequisite of productive learning) is closely linked to the development of children with a number of psychological features - attention to language phenomena, hearing and auditorium, control actions, abilities to switching.

The last direction of the correctional impact acquires special significance in working with the children of the six-year-old age. The main content of their corrective learning is similar to the above. The specifics of working with students of six years is determined by their age, psychophysiological characteristics and the regime of the day in a secondary school.

In this regard, the content of the correctional and developing learning of these children is realized peculiar. This originality is expressed, first of all, in need of providing a special period (propaedeutic) on the formation of their prerequisites for full-fledged learning activities. The solution of the tasks of the propaedeutic period is carried out at about 20 classes in a specific sequence:

* Development of sensory perception (color, shape, complex form);

* Development of logical thinking;

* Development of general technological skills and skills.

During the speech therapy classes of the propaedeutic period, a significant place is given to work on the development of attention, memory, ability to switch, control actions.

Given the psychological features of the children of the six-year-old, the main method of the initial stage of learning is the method of game situations, providing for the active use of cognitive didactic games.

Among students with violation of speech, stuttering children are a special group. The originality of this defect manifested by the difficulties of speech communication imposes a certain imprint on the formation of the child's personality and often prevents its potential opportunities. As a result, stuttering children should be constantly in the field of attention of the teacher-speech therapist. This applies to both those children with whom the speech therapist (according to regulatory documents) conducts systematic classes and those who receive speech therapy assistance outside the school. The teacher-speech therapist should know the number of stuttering children at school (classes), which of them and where received speech therapy assistance. This information will allow the teacher-spedown to organize a special work to prevent the recurrence of stuttering both students of primary and older classes. Contact the speech therapist with the teacher will create favorable conditions for stuttering children in the process of academic work.

In a group of students suffering from stuttering, if possible, they combine children of one age and with the same level of development of language funds (pronunciation of vocabulary, grammatical system). Sometimes in the same group there may be stupid students of different classes (second-fourth), as well as children who have deviations in the formation of sound and semantic sides of speech (ONR). In these cases, a clear individualization of the Correctional impact is necessary, which takes into account the peculiarities of speech development, the personality and age of each child.

III. Organization of speech therapy work

1. The student students studying in general educational institutions with various students are credited to the speech therapyviolations in the development of oral and written speech (general underdevelopment of speech, phonetic-phonmematic underdevelopment, phonmematic underdevelopment, stuttering, pronunciation disorders - phonetic defect, speech defects caused by violation of the structure and mobility of the speech apparatus).

First of all, students are accepted for the speech therapy point, which impede the successful development of the software material (children with common, phonetic-phonemematic and phonematic underdevelopment of speech).

Admission to the speech therapy point of students with phonetic violations is carried out during the entire school year as seats are released.

As they produce students with the general, phonetic and phonemematic and phoney underdevelopment of speech, new groups are gained.

2. In general educational institutions of the national republics, where teaching is conducted in Russian, students of indigenous nationality are credited to the speech therapy point, which have deviations of speech development in their native language.

In order to provide the most efficient assistance to stuttering children, the opening of special speech therapy points, staffed educational institutions both primary and high schools. They are created taking into account local conditions in accordance with the needs.

3. Detection of children with speech violations for enrollment on the speech therapy point is carried out from September 1 to September 15 and from May 15 to 30. All children with detected speech deficiencies are recorded in the list (see position) for subsequent distribution by groups depending on the speech defect.

For each learning, enrolled on the speech therapy point, the speech therapy teacher fills the speech card (see the position).

The release of students is carried out throughout the academic year as they eliminate speech defects.

4. Group classes are the main form of organizing speech therapy work.

The groups are selected children with a homogeneous structure of the speech defect. Of the identified students with primary speech pathology, the following groups or groups with less clarity can be collected (the number of children in groups with less clarity is determined in 2-3 people for the main contingent of students with ONR and FFN); Children with a more pronounced defect are also credited to these groups; The number of children in urban and rural general educational institutions is indicated in brackets):

\u003d\u003e With the general underdevelopment of speech (ONR) and violations of reading and writing due to them, (4-5, 3-4);

\u003d\u003e with phonetic-phonematic (FFN) or phonemematic underdevelopment of speech (FN) and violations of reading and writing caused by them (5-6, 4-5);

\u003d\u003e With deficiencies in pronunciation (6-7, 4-5).

The group of students of the first classes are completed separately, depending on the duration of children's training in the initial element of the secondary school (1-4.1-3 classes).

Individual classes are held with children having severe speech disorders: ONR (2 levels); disorders of the structure and mobility of the articulation apparatus (rinolalia, dysarthria). As the pronunciation skills are established, these children, it is advisable to include in the composition of the relevant groups.

5. Classes with students onspeech therapy PunekTU are held in hours free from lessons taking into account the work of the institution. Speech therapy classes of students of a rural general education institution depending onplaces conditions can be made to the schedule of classes of this institution (engaged in program 1-4).

Correction of pronunciation in children of grade 1 with phonetic disorders that do not affect performance, in the form of an exception, can be carried out during classroom activities (except for the lessons of the Russian language and mathematics).

At the same time, 18-25 people are engaged in the city speech therapy point, 15-20 people in rural.

6. The frequency and duration of speech therapy sessions depends on the mode of operation of the institution and is determined by the severity of the speech defect. Correctional and developing speech therapy work with a group of children who have a general underdevelopment of speech; Violations of reading and writing caused by them are held at least 3 times a week; with a group of children having FFN and FN; violations of reading and writing due to them, 2-3 times a week; with a group of children having a phonetic defect 1-2 times a week; with a group of stuttering - 3 times a week; Individual classes with children having severe violations of speech are carried out at least 3 times a week.

The duration of the speech therapy front occupation with each group is 40 minutes; with a group with a smaller fill -25-30 min.; The duration of individual classes with each child is 20 minutes.

7. The duration of the correctional and developing learning of children with FFN and a violation of reading and writing, due to phonetic-phonemetic or phonderatic underdevelopment, approximately 4-9 months. (from one half of the year to the whole academic year); The term of the correctional and developing learning of children with ONR and a violation of reading and writing caused by the general underdevelopment of speech - about 1.5 - 2 years.

8. Themes of group, individual classes, as well as the accounting of attendance of children are reflected in the typical class journal, where the required number of pages is given to each group of students. The magazine is a financial document.

9. Studying with violations of speech, if necessary, with the consent of the parents (persons replacing them), can be sent to the regional clinic for examinations by doctors by specialists (neuropathologist, psychiatrist, otolaryngologist, etc.) or in psychological and medical and pedagogical consultation for clarification The level of psychophysical development of the child and establish an appropriate diagnosis.

10. Responsibility for visiting the children of classes in the speech therapy station is carried by a teacher speech therapist, a class teacher and the school administration.

IV. TEACHER SPEECH THERAPIST

Logoped teachers are prescribed persons with higher defectological education or graduated special faculties in the specialty "speech therapy".

The teacher of the speech therapist is responsible for the timely carddetection of children with primary speech pathology, the right settone_gr pP, taking into account the river structureof the defect, _ as well as for the organization Correctional learning. Special attention in his work, a teacher speech therapist pays to the propaedeutics of a secondary defect in children (violations of reading and writing), which prevents the impossibility of native language.

The speech the speech therapy teacher is setin 20 Astronomyx Cake Peda gogic work per week, of which 18 hours are discharged to work with children in groups and individually. 2 hours are used for advisory work. First of all, at the council hours, the teacher speech therapist has the ability to accurately establish a speech therapyl. more carefully examine the speech of children; give recommendations to the student and their parents on the correction of a phonetic defect; Consultation with parents, teachers to determine the severity of the speech defect; Register the desired documentation.

At the vacation time, the speech therapists are involved in pedagogical, methodological and organizational work, which may be as follows:

* identification of children in need of speech therapy assistance, directly in preschool institutions or when recording children to school;

* participation in the methodological association of teachers-speech therapists and speech therapists of pre-school institutions;

* participation in seminars, practical conferences of school, district, city, regions, edges, republics;

* Preparation of didactic, visual material for classes.

The teacher-speech therapist, which is the head of the speech therapy point, is possible for the office of the Cabinet.

If there is in the settlement, the region, the region of several speech therapists of general education institutions is created methodical associations of logopeds teachers in the formation bodies, methodological offices, institutes to improve the skills of education workers. Methodical associations of teachers-logopeds are carried out according to the plan of no more than 3-4 times in the academic year.

The head of the methodological association of teachers-speech therapists may be a staff methodology of the methodological office (center) of the region; Teacon teachers can be brought to this work in a compatibility, but not more than 0.5 monthly standards of working time.

In remote few educational institutions, the provision of speech therapy assistance can be carried out by teachers who have passed specializations on speech therapy for an additional charge (see the position).

Educational institutions that have alignment classes (for children with CPRs), correctional and educational classes (for children with difficulty learning and adaptation to school) implement the right to include a logoped teacher rate in the state of this institution (orders collection No. 21, 1988). Order number 333.

On the norms of ethyl alcohol consumption on speech therapy points with general education institutions, see "Instructive Letter of the Ministry of Education of the RSFSR of January 5, 1977 No. 8-12 / 25. Collection inassistance to the Director of Special SchoolMoscow, "Enlightenment", 1982).

LR No. 064615 dated 03.06.96

Signed in print 29.08.96. Format 60 x 84/16. Headset Arial

Offset paper. Ug. 2.80. Circulation 5000 copies. Order No. 2717.

Printed in the Production and Publishing Combine Vinity

140010, Lyubertsy, Oktyabrsky Pr-KT, 403

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