Speech therapy school 5. Correctional schools of I, II, III, IV, V, VI, VII and VIII types. What kind of children do they teach? The main tasks of such classes are to provide elementary primary education, to create the most favorable conditions for the development of individuals.

Introduction ………………………………………………………………….….… .3

Chapter 1 School for children with severe speech impairments (type V) …… .. …… 4

Chapter 2 Characteristics of children with severe speech impairments ... ... ... ... .. ... ... 6

Chapter 3 Psychological and pedagogical characteristics of children with severe speech impairments ……………………………………………………………… .11

Chapter 4 Difficulties in mastering coherent speech in children with TNR ………. ……… 13

Conclusion ……………………………………………………………. …… .... 16

Bibliography ……………………………………………… ..… 17

Introduction

Scientifically grounded ideas about the forms and types of speech disorders are the initial conditions for the development of effective methods to overcome them. Throughout the history of the development of speech therapy, researchers have sought to create a classification of speech disorders, covering all their diversity. But even now, the problem of classification remains one of the topical not only speech therapy, but also other scientific disciplines. In Russian speech therapy there are two classifications of speech disorders, one is clinical and pedagogical, the second is psychological and pedagogical, or pedagogical (according to R.E. Levina).

Phonetic-phonemic speech underdevelopment is a violation of the processes of formation of the pronunciation system of the native language in children with various speech disorders due to defects in the perception and pronunciation of phonemes.

General speech underdevelopment - various complex speech disorders in which the formation of all components of the speech system related to the sound and semantic side is impaired.

Underdevelopment can be expressed in varying degrees: from the absence of speech or its babbling state to the expanded one, but with elements of phonetic and lexical-grammatical underdevelopment. Depending on the degree of development of the child's speech means, general underdevelopment is divided into three levels.

The system of speech therapy work to eliminate various forms of speech disorders is differentiated, taking into account the many factors that determine it. The differential approach is carried out on the basis of taking into account the etiology, mechanisms, symptoms of disorders, the structure of the speech defect, age and individual characteristics of the child. In the process of correcting speech disorders, general and specific patterns of the development of abnormal children are taken into account.

Chapter 1 School for children with severe speech impairments (type V)

A school for children with severe speech impairments is a type of special school institution designed for children suffering from alalia, aphasia, rhinolalia, dysarthria, stuttering with normal hearing and initially preserved intelligence. The successful formation of speech and the assimilation of the training program for this contingent of children is effective only in a special-purpose school, where a special system of corrective action is used.

Initially, these schools provided education in the amount of 4 classes of a mass school.

Along with the tasks of a general education school in general this institution are promoted to specific tasks:

1. overcoming various types of violations of oral and written speech;

2. elimination of the associated features of mental development in the process of correctional and educational work during school and extracurricular time;

3. vocational training.

The school has two divisions.

In the 1st department of the school, children are admitted with a diagnosis of alalia, aphasia, dysarthria, rhinolalia, stuttering, having a general underdevelopment of speech of a severe degree, which interferes with education in a comprehensive school. When completing classes, the level of speech development and the nature of the primary defect are taken into account first.

The II department enrolls children who suffer from a severe form of stuttering with normal speech development.

In the I and II departments, the educational process is carried out in accordance with the level of education of the programs of the two departments. In the I department - I stage - primary general education with a standard term of development - 4 - 5 years; Stage II - basic general education with a standard development period of 6 years.

The maximum occupancy of classes is 12 people.

Graduates of special schools receive a certificate of incomplete secondary education.

The educational process provides for a large number of hours for industrial and labor training. At the same time, two tasks are being solved: labor as an important correctional and educational means of overcoming defects in development and personality formation, and as the main condition for preparing children with a psychophysical developmental disability for life and work in society.

Correction of speech and writing disorders in students is carried out systematically throughout the entire educational process, but to the greatest extent in the lessons of the native language. In this regard, special sections are highlighted: pronunciation, speech development, literacy training, phonetics, grammar, spelling and speech development, reading and speech development.

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

Chapter 2 Characteristics of children with severe speech impairments

Speech disorders in children of groups with THR can be classified and codified as follows: Expressive speech disorder (motor alalia); disorder of receptive speech (sensory alalia); acquired aphasia with epilepsy (childhood aphasia); developmental disorders of speech and language, unspecified (uncomplicated variant of general underdevelopment of speech - OHP of unexplained pathogenesis); stuttering.

Motor alalia is the absence or underdevelopment of expressive (active) speech with a sufficiently preserved understanding of speech due to organic damage to the speech zones of the cerebral cortex in the prenatal or early period of speech development. With motor alalia, the operations of programming, selection, synthesis of linguistic material in the process of generating a linguistic utterance are not formed in children.

Motor alalia is caused by a complex of various causes of endogenous and exogenous nature (toxicosis of pregnancy, various somatic diseases of the mother, pathological childbirth, birth trauma, asphyxia).

The main manifestations of motor alalia are:

Delay in the pace of normal language acquisition (the first words appear at 2-3 years old, phrases by 3-4 years old, some children have a complete lack of speech until 4-5 years of age);

The presence of varying degrees of severity of violations of all subsystems of the language (lexical, syntactic, morphological, phonemic, phonetic);

Satisfactory understanding of addressed speech (in the case of gross speech underdevelopment, difficulties may be observed in understanding complex structures, various grammatical forms, but at the same time understanding of everyday speech is preserved).

The manifestations of motor alalia vary widely: from the complete absence of expressive speech to minor violations of any subsystem. In this regard, there are three levels of speech development with motor alalia:

The first level (ОНР I level) is characterized by the absence of speech means of communication or babbling state of speech;

The second level (ОНР II level) is characterized by the implementation of communication through the use of a constant, albeit distorted and limited stock of common words;

The third level (ОНР Ш uv.) Is characterized by the presence of expanded phrasal speech with elements of lexical-grammatical and phonetic-phonemic speech underdevelopment.

The allocation of the levels of speech development in motor alalia is necessary for the implementation of a differentiated approach in speech therapy work and for recruiting special institutions.

Sensory alalia - impaired understanding of speech (impressive speech) due to damage to the cortical section of the speech-auditory analyzer.

Sensory alalia is characterized by impaired understanding of speech with intact hearing and primary intact intelligence. The child hears, but does not understand the addressed speech, because he has a lack of analysis and synthesis of sound stimuli entering the cerebral cortex.

A child with sensory alalia understands individual words, but loses their meaning against the background of a detailed statement, does not understand instructions, words outside a specific situation. In the case of gross violations, the child does not at all understand the speech of others, does not differentiate noises of a non-speech nature. With sensory alalia, expressive speech is also grossly distorted. The phenomenon of alienation of the meaning of words is observed, echolalia (mechanical repetition of words and phrases after the speaker), sometimes - incoherent reproduction of all known to the child words (logorrea). Characterized by increased speech activity against the background of decreased attention to the speech of others and lack of control over one's own speech.

Childhood aphasia is a complete or partial loss of speech caused by brain damage (trauma, inflammatory processes or infectious diseases of the brain that occur after the age of 3-5 years).

The nature of a speech disorder largely depends on the degree of speech formation before the moment of defeat. Aphasia in children is most often of a sensorimotor nature, in which all types of speech activity are systemically impaired.

General speech underdevelopment is a speech disorder in which the formation of all components of the speech system related to its sound and semantic side is impaired, with normal hearing and intelligence.

OHP symptomatology includes late onset of speech development, limited vocabulary, Agrammatism, pronunciation defects. This underdevelopment can be expressed to varying degrees. There are three levels of speech development:

The first level (ОНР I level) is characterized by an almost complete absence of verbal means of communication or their very limited development. In children at the first level of speech development, the active vocabulary consists of a small number of indistinct everyday words, onomatopoeia and sound complexes. Words and their substitutes are used to designate only specific objects and actions. Children make extensive use of gestures and facial expressions. There are no morphological elements in speech to convey grammatical relations. The child's speech is understandable to others only in a specific situation.

The second level (ОНР II level) is characterized by an increase in the speech activity of children. They have phrasal speech. But the phrase remains phonetically and grammatically distorted. The vocabulary is more varied. In spontaneous speech, various lexico-grammatical categories of words are noted: nouns, verbs, adjectives, adverbs, pronouns, some prepositions and conjunctions. Pronounced agrammatism remains characteristic. Along with errors of a word-formation nature, difficulties are observed in the formation of generalizing and abstract concepts, a system of synonyms and antonyms, there are semantic (semantic) word replacements. Coherent speech is characterized by insufficient transmission of semantic relations and can be reduced to a simple enumeration of the events and objects seen. Children can answer picture questions related to familiar objects and phenomena of the world around them.

The third level (ОНР Ш level) is characterized by detailed phrasal speech with elements of underdevelopment of vocabulary, grammar and phonetics. Typical for this level is the use of simple common sentences by children, as well as some types of complex sentences. In this case, their structure may be violated. In the active vocabulary, nouns and verbs predominate, there are not enough words denoting qualities, signs, conditions of objects, word formation suffers, and the selection of single-root words is difficult. The grammatical structure is characterized by errors in the use of prepositions, in the coordination of various parts of speech. The sound pronunciation of children does not correspond to the age norm: they do not differentiate close sounds, distort both the sound and syllable structure of words. A coherent speech utterance of children is characterized by a lack of clarity, consistency of presentation, it reflects the external side of the phenomena and does not take into account the cause-effect and temporal relationships between objects and phenomena. The conditional upper limit of the III level is defined as a mild general speech underdevelopment (HBOND).

Taking into account the level of speech development is of fundamental importance for building a correctional educational route for a child with OHP (including for choosing the type of correctional institution, the form and duration of classes)

Stuttering is a disorder of the tempo, rhythm and fluency of speech, caused by the occurrence of convulsive spasms in the muscles that are involved in the act of speech. The main phenomenon of stuttering is seizure.

The symptoms of stuttering are represented by two groups of symptoms:

Physiological symptoms - seizures, central nervous system disorders, physical weakness, general and speech motility disorders

Psychological symptoms - speech stuttering, other accompanying speech disorders (OHP, dyslalia, dysarthria, etc.), fixation on a defect, tricks, logophobia (fear of speech).

In modern speech therapy, two forms of stuttering are distinguished - neurotic and neurosis-like.

Neurotic stuttering occurs after psychotrauma (acute or long-acting) in a child of a fearful, easily vulnerable child more often at the age of 2 to 5 years. At the same time, there are no violations of general and speech motor skills, speech develops in accordance with the age norm. In the neurotic form, stuttering is wavy in nature.

Neurosis-like stuttering occurs against the background of an early diffuse organic lesion of the central nervous system at the time of intensive formation of phrasal speech without apparent reason... At the same time, violations of general and articulatory motor skills are observed, a delay in speech development is often noted, and then OHP, other concomitant speech disorders. The course of stuttering is stable, fear of speech is not an obligatory symptom.

Chapter 3 Psychological and pedagogical features of children with severe speech disorders

Features of speech development in children with severe speech impairments have an impact on the formation of the child's personality, on the formation of all mental processes. Children have a number of psychological and pedagogical features that complicate their social adaptation and require targeted correction of existing disorders.

Features of speech activity are reflected in the formation of sensory, intellectual and affective-volitional spheres in children. Insufficient stability of attention, limited possibilities of its distribution are noted. With the relative preservation of semantic memory in children, verbal memory is reduced, and the productivity of memorization suffers. In children, low mnemonic activity can be combined with a delay in the formation of other mental processes. The connection between speech disorders and other aspects of mental development is manifested in the specific features of thinking. Possessing full-fledged prerequisites for mastering mental operations, accessible by age, children lag behind in the development of verbal-logical thinking, with difficulty mastering analysis and synthesis, comparison and generalization.

In some children, somatic weakness and delayed development of locomotor functions are noted; they are also characterized by some lag in the development of the motor sphere - insufficient coordination of movements, a decrease in the speed and dexterity of their implementation.

The greatest difficulties arise when performing movements according to verbal instructions. Lack of coordination of the fingers of the hand and underdevelopment of fine motor skills are common.

Children with severe speech disorders have deviations in the emotional-volitional sphere. Children are characterized by instability of interests, decreased observation, decreased motivation, negativism, self-doubt, increased irritability, aggressiveness, resentment, difficulties in communicating with others, in establishing contacts with their peers. Children with severe speech disorders have difficulties in the formation of self-regulation and self-control.

These features in the development of children with severe speech impairments are not spontaneously overcome. They require specially organized correctional work from teachers.

Special studies of children have shown a clinical variety of manifestations of general speech underdevelopment.

General speech underdevelopment is combined with a number of neurological and psychopathological syndromes. Most common

Hypertensive-hydrocephalic - manifests itself in disorders of mental performance, voluntary activity and behavior of children; in rapid exhaustion and satiety by any kind of activity; in increased excitability, irritability, motor disinhibition. Children complain of headaches and dizziness. In some cases, they may have a heightened euphoric background of mood with manifestations of foolishness and complacency.

Cerebrastenic syndrome - manifests itself in the form of increased neuropsychic exhaustion, emotional instability, in the form of violations of the functions of active attention and memory. In some cases, the syndrome is combined with manifestations of hyperexcitability, in others - with a predominance of lethargy, lethargy, passivity.

The syndrome of movement disorders is characterized by a change in muscle tone, mild imbalances in balance and coordination of movements, inadequacy of differentiated motility of the fingers, and lack of formation of general and oral praxis. The presence of characteristic disorders of cognitive activity in this group of children was revealed.

Chapter 4 Difficulties in mastering coherent speech in children with TNR

Speech therapy work on coherent speech is one of the leading areas of correctional teaching of the Russian language to students primary grades with dysorphography. The leading task of this process is to teach children to perceive speech, independently (consciously and voluntarily) to build semantically holistic statements and texts. This is facilitated by the purposefully organized in the classroom the productive search activity of students with dysorphography. Each child develops a creative position to perform educational tasks: spelling, grammar and linguistic and others.

Numerous psychological studies highlight the fact that early school age is sensitive to the creative imagination. The ability to fantasize helps students with speech pathology, in the context of creative correctional education, to effectively master the methods and means of speech. Thus, children with dysorphography develop the need to express their thoughts, feelings in written text (discourse).

Speech therapy work on coherent speech of primary school students with dysorphography includes two areas:

1. Development of internal programming: a) the formation of internal programming of coherent statements; b) the development of internal programming of individual statements, that is, deep-semantic structuring.

2. Formation of the language design of the speech utterance.

Speech therapy is based on the advanced development of the semantic aspect of speech in relation to the formal language. At the same time, it is taken into account that the transition to an independent retelling or story is possible only after the assimilation of relations at the level of individual sentences.

Correctional work on a coherent speech is aimed at the development of successive as well as simultaneous processes. With the development of programming of individual statements at the initial stages, the formation and improvement of a simple deep-semantic structure of the statement takes place. In the future, this structure is included in a coherent statement, in a context. The child uses speech communication with a speech therapist and peers in dialogical and monologic forms of speech. Such a successive orientation of speech therapy work does not exclude the development of simultaneous processes in schoolchildren.

Based on the theory of the phased formation of mental actions, the initial stage of correction includes a large number of schemes, ideograms, tables that facilitate the assimilation of the semantic structure of the sentence and text.

At the same time, in younger schoolchildren with dysorphography, various types of coherent speech are formed: message, narration, description, reasoning, etc.

Correctional work includes the following tasks: description of subjects according to the main features; a detailed description of objects (with the inclusion of various signs (micro themes)); comparative description of items; solving search problems and non-standard linguistic problems; work with problematic issues; retelling of the text (concise and detailed); working with deformed text, recreating text according to plan (expanded or short), and others.

All the revealed features of oral speech, as well as the characteristics of cognitive processes and functions, indicate a lack of psychological base in students with TNR, which ensures the process of written speech, which implies the need for special work to correct short-term and verbal-logical memory, attention and auditory-motor coordination along with purposeful speech therapy. work to eliminate violations of oral speech.

Conclusion

Knowledge of the anatomical and physiological mechanisms of speech, that is, the structure and functional organization of speech activity, allows:

· First, to represent the complex mechanism of speech in the norm;

· Secondly, a differentiated approach to the analysis of speech pathology;

· Third, to correctly determine the ways of corrective action.

Speech is one of the highest mental functions of a person. The speech act is carried out by a complex system of organs, in which the main, leading role belongs to the activity of the brain.

In order for a person's speech to be articulate and understandable, the movements of the speech organs must be regular and accurate. At the same time, these movements should be automatic, that is, those that would be carried out without special voluntary efforts. So, in the absence of violations, the speaker only follows the flow of thought, without thinking about what position his tongue should take in his mouth, when it is necessary to inhale, and so on. This occurs as a result of the action of the speech-making mechanism. To understand the action of the mechanism of speech pronunciation, it is necessary to know well the structure of the speech apparatus.

The pathology of speech should be contrasted with other deviations from the norms of speech use, such as reservations, permutations of word elements, confusions, erroneous uses of words (paraphasia). This is important because the facts observed in the study of speech pathology and facts of the same kind observed in the study of normal speech may turn out to be identical.

Bibliographic list

1. Leontiev A.N. Fundamentals of Psycholinguistics: Textbook. for university students studying in the specialty "Psychology". M., 1997.

2. Speech therapy: Textbook. for stud. defectol. ped. higher. study. institutions / Ed. L.S. Shakhovskoy. - 3rd ed., Rev. And add. - M .: Humanit. ed. Center VLADOS, 2003.

3. Petrenko V.F. Fundamentals of Psycholinguistics: Textbook. for university students studying in the specialty "Psychology". M., 1997.

4. Filicheva T.B., Cheveleva N.A., Chirkina G.V. Basics of speech therapy. M., 1989.

5. Ushakov T.N. Human speech in communication / T.N. Ushakova, N. D. Pavlova, I.A. Zacheva, otv. ed. V.D. Shadrikov; Academy of Sciences of the USSR, Institute of Psychology. M., 1989.

6. Chomskaya E. D. Neuropsychology. M., 1987.

Correctional schools of 2 types

- for hearing-impaired or late-deaf children.

It is aimed at restoring lost hearing abilities, organizing active speech practice, teaching communication skills.

Correctional schools of 3 types

Blind children are accepted, as well as children with visual acuity from 0.04 to 0.08 with complex defects leading to blindness.

Correctional schools of 4 types

- for children with visual acuity from 0.05 to 0.4 with the possibility of correction.

The specificity of the defect presupposes training with the use of typhoid equipment, as well as special didactic materials that allow assimilating incoming information.

Correctional schools of 5 types

- intended for children with general speech underdevelopment, as well as severe speech pathology.

The main goal of the school is to correct the speech defect. The entire educational process is organized in such a way that children have the opportunity to develop speech skills throughout the day. When the speech defect is eliminated, the parents have the right to transfer the child to a regular school.

Correctional schools of 6 types

- Children with musculoskeletal disorders.

In the correctional institution, the restoration of motor functions, their development, and the correction of secondary defects are carried out. Particular attention is paid to the social and labor adaptation of pupils.

Correctional schools of 7 types

- accepts children with mental retardation, and with opportunities for intellectual development.

The school carries out the correction of mental development, the development of cognitive activity and the formation of skills in educational activities. Based on the results of training in primary school pupils can be transferred to a general education school.

Correctional schools of 8 types

- children with mental retardation for training in a special program.

The purpose of the training is social and psychological rehabilitation and the possibility of integrating the child into society. In such schools, there are classes with advanced work training.

More about correctional schools

The vast majority of correctional schools have a high degree of specialization and almost all of the listed types of correctional schools teach children for twelve years and have specialists in defectologists, speech therapists, and psychologists in their staff.

IN last years special educational institutions are being created for other categories of children with disabilities of health and life: with autistic personality traits, with Down syndrome.

There are also sanatoriums (forest schools for chronically ill and weakened children. Special (correctional) educational institutions are financed by the respective founder.

Each such educational institution is responsible for the life of the pupil and ensuring his constitutional right to receive free education within the framework of a special educational standard.

All children are provided with conditions for education, upbringing, treatment, social adaptation and integration into society.

Graduates of special (correctional) educational institutions (with the exception of type VIII schools) receive qualification education (i.e., corresponding to the educational levels of a mass general education school: for example, basic general education, general secondary education).

They are issued a government-issued document confirming the level of education they have received or a certificate of graduation from a special (correctional) educational institution.

IN the child's special school is sent by the educational authorities only with parental consent and on the conclusion (recommendation) of the psychological, medical and pedagogical commission.

Also, with the consent of the parents and on the basis of the conclusion of the PMPK, the child can be transferred inside special school in a class for children with mental retardation only after the first year of study in it.

In a special school, a class (or group) can be created for children with a complex defect structure as such children are identified in the course of psychological, medical and pedagogical observation in the educational process.

In addition, in a special school of any kind, classes for children with severe intellectual disabilities and other related violations. The decision to open such a class is made by the pedagogical council of a special school in the presence of the necessary conditions, specially trained personnel.

The main tasks of such classes are to provide elementary primary education, to create the most favorable conditions for the development of the child's personality, to receive pre-professional or elementary work and social training, taking into account his individual capabilities.

A student of a special school can be transferred to a regular general education school by educational authorities with the consent of the parents (or persons replacing them) and on the basis of the PMPK conclusion, as well as if the general education school has the necessary conditions for integrated learning.

In addition to education, the special school provides children with disabilities with medical and psychological support, for which the special school has appropriate specialists.

They work in close cooperation with the teaching staff, carrying out diagnostic activities, psychocorrectional and psychotherapeutic measures, maintaining a protective regime in a special school, participating in professional counseling.

If necessary, children receive medication and physiotherapy, massage, hardening procedures, attend physical therapy classes.

The process of social adaptation, social integration is helped by a social teacher. Its role especially increases at the stage of choosing a profession, graduating from school and moving into the post-school period.

Each special school pays considerable attention to the labor, pre-professional training of its pupils. The content and forms of training depend on local characteristics: territorial, ethnic and cultural, on the needs of the local labor market, the capabilities of pupils, and their interests. The work profile is selected on a purely individual basis, including preparation for self-employment.

For orphans and children left without parental care with special educational needs, special orphanages and boarding schools are created in accordance with the profile of developmental disorders. These are mainly orphanages and boarding schools for children and adolescents with intellectual disabilities and learning difficulties.

If the child is not able to attend a special (correctional) educational institution, his education at home is organized.

The organization of such training is determined by a government decree Russian Federation "On approval of the order of education and training of disabled children at home and in non-state educational institutions" dated July 18, 1996 No. 861.

Recently they began to create home education schoolswhose staff, consisting of qualified defectologists and psychologists, works with children both at home and in the conditions of a partial stay of such children in a home school.

In the conditions of group work, interaction and communication with other children, the child learns social skills, learns to learn in a group, collective.

The right to study at home is given to children whose diseases or developmental disabilities correspond to the special list specified in the special list established by the Ministry of Health of the Russian Federation. The basis for the organization of home education is the medical opinion of the medical institution.

A school or preschool educational institution located nearby is connected to the provision of assistance in teaching children at home. For the period of study, the child is given the opportunity to use textbooks and the school library fund free of charge.

School teachers and psychologists provide advice and methodological assistance to parents in the development of a child of general education programs.

The school provides intermediate and final certification of the child and issues a document on the appropriate level of education.

The certification is attended by and pedagogues-defectologistsadditionally involved in corrective work.

If a child with special educational needs is homeschooled, the education authorities will reimburse the parent for the education costs in accordance with state and local guidelines for funding the child's education in the appropriate type and type of educational institution.

For the education, upbringing and social adaptation of children and adolescents with complex, severe developmental disabilities, concomitant diseases, as well as to provide them with comprehensive assistance, rehabilitation centers of various profiles are being created.

These can be centers: psychological - medical - pedagogical rehabilitation and correction; social and labor adaptation and vocational guidance; psychological, pedagogical and social assistance; special assistance to families and children left without parental care, etc.

The task of such centers is to provide correctional-pedagogical, psychological and vocational guidance, as well as the formation of self-service and communication skills, social interaction, work skills in children with severe and multiple disabilities. A number of centers carry out special educational activities.

Classes in rehabilitation centers are based on individual and individual programs. group education and training. Often, the centers provide consultative, diagnostic and methodological assistance to parents of children with special educational needs, including information and legal support.

Rehabilitation centers also provide social and psychological assistance to former pupils of educational institutions for orphans and children left without parental care.

Rehabilitation centers help educational institutions of mass purpose if children with special educational needs are trained and brought up there: they conduct correctional pedagogical work and counseling.

For providing speech therapy children of preschool school age who have deviations in the development of speech, students in general educational institutions, have a speech therapy service.

This can be the introduction of the staff of an educational institution of the position of a speech therapist; creation of a speech therapy office in the structure of the education management body or the creation of a speech therapy center.

The most widespread form has become a speech therapy point at a general educational institution.

Its main tasks: activities are: correction of violations of oral and written speech; timely prevention of academic failure due to speech disorders; dissemination of basic speech therapy knowledge among teachers and parents. Classes at the speech therapy center are held both in free time and during lessons (in agreement with the school administration).

Children with an established diagnosis of mental retardation and students in classes of correctional and developmental education receive speech therapy assistance speech therapistattached to this class.

Preview:

Features of training and education

children in school type V

The purpose of a special educational institution for children with disabilities (HH), in particular those with severe speech impairments (TSP), is to prepare them for an independent life in society. The skills acquired at school will allow speech children to rationally and effectively apply their knowledge in a real life situation, independently achieve their goals. The organization of educational activities as a special form of child activity aimed at changing oneself is closely related tothe problem of the development of his speech.

In most cases, the spoken language of children entering school is laconic, closely related to a specific situation. In children with OHP, namely, pupils of the V type school, by the beginning of schooling, language means are insufficiently formed, the formation of the communicative and generalizing function of speech is delayed. These features of the speech development of students determine the specifics of teaching in a type V school. The main academic subject that serves the most corrective purposes is the initial course of the Russian language. The content of lessons in this subject in a special school has several directions: elimination of speech development disorders, organization of speech practice, teaching writing and reading, systematic study of information on grammar, spelling, preparation for further mastering of the Russian language as a subject. In the process of special language teaching, the development of cognitive activity is also carried out on the material of speech facts, the gradual formation of abstract verbal thinking, the creation of a solid foundation for further improving the educational and cultural level of students.

Main speech development task is to bring students closer to the level of practical knowledge of their native language in the norm, i.e. teach to use speech as a means of communication. For this purpose, the forms of speech communication and language means are systematically improved according to the following interrelateddirections:

and). development of various types of oral speech in children (dialogical, monologic) based on enriching knowledge about the world around them; b). formation and expansion of the lexical side of speech; in). practical mastery of the basic laws of the language based on the assimilation of semantic and grammatical relations; d). the formation of lexical and grammatical readiness for the conscious assimilation of other sections of the native language (teaching grammar, literacy, spelling).

The starting point for the system of work on the development of speech isprinciple of communicative direction of speech... Compliance with it involves the formation of communication in the process of active speech activity, the creation of a motivated need for speech among students by stimulating their speech activity and modeling situations that contribute to the generation of independent and proactive statements. Students with general speech underdevelopment are involved in communicative activity from the earliest stages of learning, not yet mastering the entire language system. At the beginning of training in a type V school, a predominantly situational form of communication is used, and then the basis for contextual speech is formed. At this time, a dialogue is formed in the educational and play situation (1st grade) with a gradual transition to a short conversation according to the ideas of children (2nd, 3rd grades). In the 3rd, 4th grades, the development of coherent oral speech is carried out during thematic conversations. Attention is drawn to the correct sequence in the transmission of events, the inclusion of elements of reasoning, assessment and evidence.

Mastering the grammatical structure of the language, morphological and syntactic elements is carried out in a practical way, without the use of grammatical terms. By highlighting a particular grammatical category or form for study, the teacher leads students to certain grammatical generalizations. In the 1st, 2nd, 3rd grades, students practically master the basic grammatical laws of the language. Starting from the 3rd grade, children develop the ability to use complex sentences and the skills of using the learned types of sentences in coherent speech are strengthened. In the 4th, 5th grades, practical generalization of the learned grammatical patterns is provided. Based on the development of oral speech, skills are also developed in the field of written speech. The method of teaching written speech is of a corrective-propaedeutic nature.

The main link in correctional and developmental work is classes with a speech therapist. The purpose of the lessons is the ordering and development of sound, morphological and syntactic generalizations in children. On this basis, the formation and improvement of coherent (contextual) speech, its oral and written form takes place. In speech therapy classes, the prerequisites for a full-fledged educational activity are created. Children learn to give detailed answers, which are based on: a). analysis and synthesis; b). generalization; in). grouping of material; d). comparison, comparison of the studied material.

An important task of speech therapy classes is teaching a story by a picture, by a series of pictures; descriptive, narrative stories; story according to plan, by questions, by key words; story at a given beginning or ending. The ability to compose stories allows you to identify the student's ability to establish cause-and-effect relationships, to determine the time frame of an event. In speech therapy classes, children also retell monologue texts, talk about real and imaginary events, objects, learn to compose, which contributes to the formation of communication skills used in everyday life.

The students gain the acquired speech skills andon the clock for the development of speech and sound culture of speechheld by educators in the afternoon. Teachers use various methods and techniques for propaedeutics and correction of oral and written speech, for the development of its different types and forms. So, students read and retell works, reason and compose stories on a given or free topic, write mini-essays, collectively discuss them, share their impressions, express their point of view. In a word, students on the hours of speech development and sound culture of speech use different types speech.

Gradually, schoolchildren learn to be aware of the goals and conditions of communication, to consciously use linguistic means with the help of which a communicative task can be solved, to actively interact in a specific communication situation. Students master the ability to adequately assimilate and transmit information in the process of interpersonal communication, to manage collective forms of work, to correctly respond to various situational factors of communication. Under the influence of comprehensive correctional education and upbringing, graduates of a special school of type V undergo positive changes in the development of speech and cognitive activity. All this allows us to positively assess the possibilities of their complete social adaptation.