Titles for educational programs in speech therapy. Work program of a speech therapist teacher at a preschool speech center
Municipal educational institution - secondary school No. 6 of the city of Marx
"Considered"
Head of ShMO
/Danilova E.A../
Protocol No. 1
from " " 2015
"Agreed"
Deputy Director for HR
/Fedorova G.Yu./
« » 2015
"I affirm"
Director
Municipal secondary school No. 6 of Marx
/Polishchuk G.N./
Order No.
from " " 2015
Program of correctional work with primary school students with speech impairments.
Compiled by -
teacher speech therapist
Fedorchuk L.A.
Considered at a meeting of the pedagogical council
Protocol No. 1 of 2015
201 5-201 6 academic year
Structure of the correctional work program:
1. Explanatory note. 1-4 pp.
2.Characteristics of students with speech development disorders. 5-6 pp.
4. Long-term work plans, including the planned results 10-36 pages of correctional and developmental education.
5. List of references. 37 pp.
6. Application
1. Explanatory note
This correctional work program was developed in accordance with the Federal State Educational Standard for primary general education. In the second generation standards, the requirements for the results of mastering education, as well as qualification procedures for confirming the compliance of actually achieved results with the expected ones, come first.
The goal of education is the personal, social, cognitive and communicative development of students.
It is important for speech therapists at school speech centers to focus on the following indicators of the activity approach of the second generation standards:
making educational results socially and personally significant; more flexible and durable learning by students;
a significant increase in motivation and interest in learning; providing conditions for general cultural and personal development based on the formation of universal educational activities.
The results of the work of a school speech therapist directly affect the quality of teaching in literary reading, the Russian language, and the surrounding world, which, as we see, is fundamental for the further acquisition of knowledge by students in primary schools. With the introduction of a new standard of general education, the activities of a school speech therapist as a full-fledged participant in the educational process should become more significant, specific and measurable. Solving a set of these problems can be successful with the organization of methodologically competent speech therapy support.
Components of speech therapy support are:
prevention of speech disorders;
speech therapy diagnostics; correction of speech defects;
formation of all aspects (components) of speech; development of non-verbal mental functions; development of the emotional and volitional sphere;
formation of the child’s moral attitudes.
Purpose of the program: correction of oral and written speech disorders and comprehensive preparation of children with learning difficulties to master school-significant universal educational activities in the Russian language and reading.
Program objectives:
Development of phonemic analysis and synthesis;
Development of language analysis and synthesis at the level of syllable, word,
sentences and text;
Formation and development of grammatically correct speech;
Formation and development of expressive, coherent speech;
Enrichment of vocabulary;
Development of phonemic awareness;
Clarification of auditory-pronunciation differentiations of phonemes;
Development and clarification of spatio-temporal landmarks;
Development of analyzers involved in the act of writing: auditory,
visual, kinesthetic.
Development of cognitive processes: auditory attention,
visual attention, auditory memory, visual memory,
logical thinking.
Conceptuality of the program. In the process of speech therapy work on the prevention and correction of oral and written speech disorders, the most significant are the following principles:
The principle of complexity - speech therapy is carried out on the entire complex of speech disorders (speaking, reading and writing). 1
The pathogenetic principle is the correction of a disturbed mechanism, the formation of those mental functions that ensure the functioning of the operations of the reading and writing process.
The principle of maximum reliance on multimodal afferentations, on the greatest possible number of functional systems, on various analyzers.
The principle of relying on the intact links of the impaired function.
The principle of the gradual formation of mental actions is the curtailment, automation of external operations, their transfer to the internal plane.
The principle of taking into account the zone of “proximal development” (according to L.S. Vygotsky) - the process of development of one or another mental function should be carried out gradually, taking into account the immediate level of development of this function, i.e. the level at which task completion is possible with little help from the teacher.
The principle of gradual complication of tasks and speech material - speech therapy work on the formation of certain speech functions should be carried out in stages, with gradual complication.
The principle of consistency - the methodology of preventive and corrective work is a system of methods aimed at overcoming the main defect, at creating a specific functional system. The use of each method is determined by the main purpose and its place in the overall system of work.
The principle of the activity approach is the impact on all stages of the writing process as a multi-level activity (indicative, operational and control stage).
The ontogenetic principle is taking into account the stages and sequence of formation of functions that ensure the processes of writing and reading.
General didactic principles (visuality, accessibility, individual approach, consciousness)
Program addressee – students with speech impairments who have difficulty mastering oral and written language.
Children of this categories experience persistent difficulties inmastering the general education primary education programschool due to insufficient development of speech function and psychological prerequisites for masteringfull-fledged educational activity.
Conditions for organizing correctional and developmental work.
Speech therapist's office, mirror, individual mirrors, notebooks for individual work, paints, pencils, visual, didactic material.
Enrollment in speech therapy classes is carried out on the basis of a speech examination of students, which is carried out from September 1 to 15 and from May 15 to 30.
The maximum occupancy of a speech therapy center in a general education institution is no more than 25 people. For each student enrolled in speech therapy classes, a speech therapist teacher fills out a speech card.
Students are released from the speech therapy center throughout the school year after their impairments in the development of oral and written speech have been eliminated.
Classes with students are conducted both individually and in groups. The main form is group classes, which are held 2-3 times a week for 30-40 minutes.
The frequency of group and individual classes is determined by the severity of the speech development disorder. The choice of the number of hours is determined by the level of complexity of the speechviolations, individual characteristics of children, speed of assimilation material. Group classes are held:
with students who have oral speech disorders and reading and writing disorders caused by general speech underdevelopment - at least three times a week;
with students who have phonetic - phonemic or 2
phonemic speech underdevelopment; reading and writing disorders caused by phonetic-phonemic or phonemic underdevelopment of speech - at least twice a week;
with students who have a phonetic defect - at least once or twice a week;
Individual lessons are conducted as needed, depending on the structure of the speech defect, from 1 to 3 times a week, the duration of individual lessons is 20 minutes.
If it is necessary to clarify the diagnosis, students with speech impairments, with the consent of their parents (legal representatives), are sent by a teacher-speech therapist to the appropriate medical and preventive institution for examination by specialist doctors (neurologist, child psychiatrist, otolaryngologist, ophthalmologist, etc.) or to a psychological, medical, pedagogical commission.
Responsibility for students' mandatory attendance at classes at a speech therapy center lies with the teacher - speech therapist, class teacher, head of the educational institution, and parents.
A teacher-speech therapist conducts classes with students to correct various violations of oral and written speech. During classes, work is carried out to prevent and overcome failure in the native language caused by a primary speech disorder in the following areas.
1. Development of the sound side of speech.
2. Development of vocabulary and grammatical structure of speech.
3. Formation of coherent speech.
4. Development and improvement of psychological prerequisites for learning.
5. Formation of full-fledged educational skills.
6. Development and improvement of communicative readiness for learning.
7. Formation of communication skills that are adequate to the situation of educational activities.
In addition, the teacher-speech therapist interacts with teachers on the issues of students’ mastery of general education programs (especially in their native language) and submits an annual report to the head of the general education institution on the number of students with disorders in the development of oral and written speech in the general education institution and the results of training in the speech therapy center .
Software and methodological support
In the process of implementing the correctional work program, correctional and developmental programs, diagnostic and correctional and developmental tools are used, recommended by the Ministry of Education and Science of the Russian Federation for the implementation of the professional activities of a speech therapist in a secondary school.
To examine the level of speech development, a modified version is used
test speech therapy diagnostics - standardized neuropsychological methodology for examining speech with a point-level assessment system (Fotekova T.A., Akhutina T.V.). This technique allows clarify the structure of a speech defect and obtain a speech profile; build a system of individual correctional work; complete subgroups based on the common structure of speech disorders; monitor the dynamics of the child’s speech development and evaluate the effectiveness of correctional interventions.
Corrective speech therapy technologies are used in working with students: technology for modeling and playing fairy tales, forming the syllabic structure of words, elements of isotherapy (Tkachenko T.A.), enrichment and activation of vocabulary (Filicheva T.B., Chirkina T.V.)
Correctional and developmental work is structured in accordance with the methodological recommendations of A.V. Yastrebova, T.P. Bessonova, I.N. Sadovnikova, L.N. Efimenkova, N.G. Andreeva, E.V. Mazanova. This approach has not only a correctional, but also a preventive focus: it allows us to reach a significant number of students and carry out correctional and developmental work in the following areas:
overcoming deviations in the speech development of children (streamlining and formation of 3
linguistic means necessary for the implementation of full speech activity);
Creating prerequisites for eliminating gaps in knowledge of program material due to delays in the development of children’s oral speech;
Correctional and educational work (development and improvement of psychological and communicative prerequisites for learning, the formation of full-fledged educational and communication skills that are adequate to the situation of educational activity).
Methods and means for assessing the effectiveness of correction. The dynamics of the development of sound pronunciation, oral speech, writing, and reading are revealed by comparing the initial level (when a child enters a speech center) with the level of development achieved at a certain time period (end of a quarter, stage, half-year, year, etc.).
As diagnostic materials, control and testing work can be used, including: dictations, cheating, tests, checking reading technique, etc. (at the discretion of the speech therapist).
Working methods:
If we talk about methods of speech therapy, then within the framework of the correction program the main place is occupied by practical methods. These are the different exercises:
1.constructive during work to clarify optical-spatial differentiations (constructing letters from elements, from one letter to another);
2. creative - while working on the formation of sound-letter analysis and synthesis.
3. gaming,
4. visually - demonstration,
Forms of organizing student activities:
Group
Work in pairs
Individual
Predicted results. The correctional intervention carried out will organize the educational activities of students with speech impairments and will help them successfully overcome existing speech pathology, as well as the natural difficulties of schooling in general. Thus, speech therapy work to overcome violations of oral and written speech in younger schoolchildren will contribute to the formation of a communicative culture, equip children with the means of cognition, development of worldview and feelings, i.e. universal learning activities.
2. Characteristics of students with speech development disorders.
I. Violations of the phonetic-phonemic component of the speech system.
Defective pronunciation of 2-5 sounds, extending to one or two groups of oppositional sounds. In some children who have undergone preschool correctional education, the pronunciation of sounds may be within the normal range or insufficiently intelligible (“blurred”).
Insufficient formation of phonemic processes.
a) insufficient formation of prerequisites for the spontaneous development of skills in analysis and synthesis of the sound composition of a word;
b) insufficient development of prerequisites for successful mastery of literacy;
c) difficulties in mastering writing and reading (the presence of specific dysgraphic errors against the background of a large number of various others).
Students with speech impairments do not fully develop the communicative and generalizing functions of speech that are important for learning at school. The timely appearance of these functions determines how quickly the child will master the highest levels of consciousness and voluntary behavior. The communicative and generalizing functions of speech are formed in close unity: with the help of speech, the child not only receives new information, but also assimilates it. Thus, by being included in the process of perception, it makes it more generalized and differentiated; Verbalization of memorized material contributes to the meaningfulness of memorization. Children without special training are unable to master the school curriculum. This category of students is included in the so-called risk group and makes up a significant percentage of those who fail in the Russian language.
II. Violations of the lexico-grammatical component of the speech system.
The vocabulary is limited to everyday topics and is qualitatively defective (illegal expansion or narrowing of the meanings of words; errors in the use of words; confusion in meaning and acoustic properties),
The grammatical structure is not sufficiently formed. There are no complex syntactic constructions in the speech; there are multiple agrammatisms in sentences of simple syntactic constructions.
As a result, children in this category experience:
a) insufficient understanding of verbal instructions, educational tasks, directions, and teacher instructions;
b) difficulties in mastering educational concepts and terms;
c) difficulties in forming and formulating one’s own thoughts in the process of educational work;
d) insufficient development of coherent speech.
Monologue speech is especially difficult for these students. In addition, with The symptoms of written language disorders in younger schoolchildren are polymorphic in nature, its typical manifestations are: unclear knowledge of educational terminology and the formulation of spelling rules, difficulties in mastering and applying spelling rules, especially the morphological principle, which is manifested in a significant number of spelling errors in writing.
III. Psychological characteristics.
In terms of the characteristics of cognitive activity, the emotional-volitional sphere and the nature of behavior, junior schoolchildren with speech pathology differ from their peers and require special corrective influences to compensate for violations.
Mental activity
Significant originality is revealed in the development of mental activity. It is expressed in a violation of such operations as analysis, synthesis, in the inability to identify essential features of objects and make generalizations, at a low level of 5
development of abstract thinking.
The analysis of objects in this group of students is less complete and insufficiently subtle. As a result, they identify almost half as many features in the image as their typically developing peers. Children's activities when analyzing signs are most often carried out chaotically, without a plan.
Many children with special educational needs are characterized by insufficient flexibility of thinking and a tendency to stereotypical, template solutions.
Attention
The attention of younger schoolchildren with speech impairments is characterized by increased distractibility and insufficient concentration on the object.
Most students in this category have unstable attention - it quickly fixes and quickly switches. Such children are capable of assimilating only a small amount of information.
Memory
Many schoolchildren with speech underdevelopment have memory deficiencies, and they relate to all types of memorization: involuntary and voluntary, short-term and long-term. First of all, students have limited memory capacity and reduced memorization strength. These features affect the memorization of both visual material and (especially) verbal material, which cannot but affect academic performance.
Perception
The speed of perception in children with speech impairments becomes noticeably lower than what is considered normal for a given age, in fact, with any deviation from optimal conditions. This effect is caused by poor lighting, the location of an object at an unusual angle of view, the presence of other similar objects nearby.
(with visual perception); frequent change of signals (objects), combination or simultaneous appearance of several signals (especially characteristic of auditory perception).
Disadvantages of auditory perception in younger schoolchildren of this group are manifested in phonemic disorders. Operations for differentiating sounds, isolating a sound from a word, establishing a sequence of sounds in words of a complex syllabic structure, etc. these children have difficulties.
Particularly noteworthy are the shortcomings of spatial perception in children who are speech pathologists (for example, the direction or location of individual elements in a complex image). Spatial perception is formed in the process of complex interaction of visual, motor and tactile analyzers. This interaction develops late in children with speech pathology and turns out to be ineffective for a long time. Disadvantages of this type of perception make it difficult to learn to read and write, where it is very important to distinguish the arrangement of elements.
Thus, it becomes clear that the difficulties that the group of schoolchildren in question encounter when mastering the program material of a comprehensive school in their native language are caused not only by speech underdevelopment, but also by the level of formation of the psychological prerequisites for mastering educational skills.
3. Speech therapy support is provided in the following areas:
Events
Dates
1. Organizational and diagnostic work
Preparing the classroom for the new school year.
Primary and in-depth examination of children’s oral and written speech (at the beginning, middle, end of the year).
Conducting a mass examination of primary school students, then an in-depth examination of children,
enrolled in the speech center (neuropsychological technique by T.A. Fotekova)
Studying the documentation of children newly admitted to speech therapy classes.
Collection of anamnestic data and extract from students’ medical records of information necessary for the teacher
Monitoring children's oral and written speech
Filling out speech cards, examination protocols of oral and written speech, processing results, writing analytical reports
Preparation of documentation for a speech therapist teacher at the beginning and end of the school year. Enrollment of students in need of speech therapy assistance in speech groups, taking into account age and speech defect
Registration and approval of the necessary documentation, completing the package of documents in accordance with the recommended list
Enrollment of students in need of speech therapy assistance in speech groups, taking into account age and speech impairment
Formation of groups for correctional work
Drawing up a schedule of speech therapy classes and coordinating it with the school administration.
Updating material for school teachers and parents on the school website
once a month
Acquiring clarity for the design of a speech therapy room.
During a year
Continuation of work on systematization of methodological material in electronic form.
During a year
Analysis of correctional work.
2. Corrective work
Conducting frontal classes in the form of group, individual according to the working time cyclogram.
Scientific and methodological work, preventive
Development of a program of correctional and developmental speech therapy classes for the education of correct speech in children (the “Speech” circle)
During a year
Continue self-education on the topic “Correction of general speech underdevelopment”
During a year
Developing notes, working with a group of students with general speech underdevelopment. Replenish knowledge in a timely manner, get acquainted with innovative programs and technologies.
Conducting consultations for parents:
Individual consultations.
Attending 1st grade meetings
September
Getting to know the results of speech therapy
examinations. Specifics of work, tasks and forms of speech therapy work.
"Articulation gymnastics." Issue of guidelines for parents;
Attending meetings in 1st grade “Writing Disorders.”
Conducting an open lesson (primary school week)
Parents, teachers of the educational institution.
Conducting open individual classes for parents.
During a year
Parents whose children attend speech therapy classes are invited. The topic is determined by the speech therapist according to a long-term plan
Study of methodological and practical materials
During the year
magazines "Defectology", "Education and training of children with developmental disorders", "Speech therapy", "School speech therapist", "Primary school" and other printed publications, Internet articles
Relationship with OU specialists
Acquaintance with the diagnosis of the sensory and cognitive spheres of children with speech disorders, carried out by an educational psychologist.
Mutual exchange of information in order to clarify and specify the conclusion, as well as to draw up individual development programs
Mutual attendance at correctional classes
During a year
From a psychologist: “The relationship in the work of a school psychologist and speech therapist”
For primary teachers
Attending Russian language lessons, reading in grades 1–2 in order to monitor children’s speech, tracking the results of correctional and developmental education and providing practical assistance to the teacher in working with children who are speech pathologists.
During a year
Preparation of documentation for PMPk.
The speech therapist, psychologist and other teachers of the educational institution jointly draw up a package of documents if it is necessary to present the child for primary medical education (with the consent of the parents).
Work plan
Speech therapy conclusion: impairment of written speech due to general underdevelopment of speech
The plan was developed based on methodological systems of work, A.V. Yastrebova, I.N. Sadovnikova, L.N. Efimenkova, N.G. Andreeva and is intended for speech therapy work with a group of 2nd grade students experiencing difficulties in developing writing and reading due to level III OHP.
All material presented in the plan is designed for one year of study, taking into account the age characteristics of students and the requirements of the general education program of primary school.
The number of hours per year is 61, the number of hours per week is 2 hours.
Educational and thematic plan
I stage. Development of phonetic and phonemic aspects of speech. (44h.)
development of full-fledged phonemic processes; development of analysis and synthesis of the sound-letter and syllabic composition of a word; formation of educational and speech therapy terminology (message, sentence, word, syllable, sound);
consolidate the concept"sound ", differentiation of vowels of the first and second row;
formation of prerequisites for the perception of certain spellings, spelling,
which are associated with full-fledged ideas about the sound composition of a word;
differentiation of hard and soft consonants;
developing in students the ability to choose a vowel letter (grapheme), based on the hardness/softness of the consonant in front;
developing the ability to hear a soft consonant in a word and a short pause before the full sound of the subsequent vowel of the second row; developing the skill of correctly writing words with a separator"b": differentiation of consonant sounds: differentiation of hard - soft consonant sounds; differentiation of voiced - unvoiced sounds; expansion and activation of the dictionary, formation of the lexical and grammatical structure of speech, propaedeutics of grammatical rules, clarification of certain grammatical concepts of rules.
Communicative-speech tasks:
formation of information and communication skills; formation of regulatory and communication skills; formation of affective and communication skills. 10
p/p
Speech therapy
subject
Watch
Areas of work
Grammar topics
Development of non-speech processes
Diagnostics
Study of the reading and writing process. Study of non-speech mental functions. Speech therapy conclusion.
Sentence and word. Proposal analysis.
Agreement of the adjective with the noun in gender, number and case.
Development of language analysis and synthesis at the sentence level.
The main members of the proposal. Intonation completeness of the sentence.
Composing sentences from words, strengthening the skills of language analysis and synthesis, establishing logical connections between words within a sentence, training in the grammatical design of text.
Words denoting an object.
Development of language analysis and synthesis skills.
Development of language analysis and synthesis skills.
Differentiation of words-objects and words-actions of objects.
Development of language analysis and synthesis skills.
Development of language analysis and synthesis skills.
Test
Brief retelling. Drawing up a retelling plan.
Develop the ability to compose complete sentences - explain the lexical meaning of a word, briefly retell a narrative text, determine the sequence of parts of the text, draw up a retelling plan, use the drawn up plan for a brief retelling.
Developing the ability to navigate the cause-and-effect relationships of an article, highlight the main thing, compare facts, and draw conclusions.
I form a syllable
The main role of the vowel.
Syllable analysis and synthesis of words. Syllable.
Vowels and consonants
Dividing words into syllables. Isolating vowels from a number of sounds, syllables, words.
Emphasis. Isolating a stressed vowel and a stressed syllable in a word.
Determining the stressed vowel sound in a word, finding its place.
Test
Consecutive retelling of texts based on questions. Drawing up proposals (complete answers to questions).
Develop the ability to answer questions in complete sentences, consistently retell a text based on a question plan, compose complete sentences, and explain the lexical meaning of a word.
Oral coherent speech hearing, attention, perception, memory and spatial orientation
Hard and soft consonant sounds and their differentiation.
Soft consonants
Vowels I and P row. Formation of row 2 vowels.
Letters “i”, “e”, “yu”, “e”
Differentiation of vowels of rows 1 and 2. Differentiation of vowels [a-z].
"cha-sha"
Development of phonemic awareness, perception, hearing, attention, memory.
Development of phonemic perception, logical thinking, visual memory, sound analysis and synthesis skills.
Formation of methods of educational activity and self-control.
Formation of methods of educational activity and self-control.
Differentiation of vowels of rows 1 and 2. Differentiation of vowels [у-у].
Indicating the softness of consonants using vowels. Writing vowels after sibilants"chu-chu"
Differentiation of vowels of rows 1 and 2. Differentiation of vowels [and-s].
Indicating the softness of consonants using vowels. Writing vowels after sibilants"zhi-shi"
Differentiation of vowels of rows 1 and 2.
Indication of the softness of consonants in writing with the vowels of the P row.
Soft sign at the end of a word. The semantic role of a soft sign at the end of a word.
A soft sign is an indicator of softness. Letter"b"
Soft sign in the middle of a word. The semantic distinctive role of a soft sign in the middle of a word.
Letter "ь"
Separating soft sign.
Indicating the softness of a consonant using a soft sign, a separation function.
Test
Creative retelling according to the indicated beginning of the story.
Voiced and voiceless consonants and their differentiation.
Voiced consonants
Development of phonemic and visual perception, attention, auditory memory, analysis and synthesis. Work on the rhythmic side of speech, switching and work on developing coordination.
Differentiation [b-p]
Consonant sounds and letters [b-p]
Differentiation [t-d]
Consonants and letters[t-d]
Differentiation [g-k]
Consonants and letters[g-k]
Differentiation [z-s]
Consonants and letters[z-s]
Differentiation [v-f]
Consonants and letters[v-f]
Differentiation [w-f]
Consonants and letters[sh-f]
Test
Creative retelling with a designated ending. Drawing up a story plan.
Develop the ability to identify and reveal the topic of a text, collect material on the topic, accurately use words in speech, and determine the sequence of parts of the text.
II stage. Filling gaps in the development of vocabulary and grammatical structure of speech. (17 hours)
Educational and cognitive tasks:
Clarification of the meanings of words available to children, further expansion of vocabulary, through the accumulation of new words of various parts of speech and various methods of word formation;
Clarification of the meanings of the syntactic structures used;
Further development and improvement of the grammatical design of coherent speech through students’ mastery of word combinations, the connection of words in a sentence and models of various syntactic structures;
Clarify the idea of grammatical categories of words.
To develop children's linguistic sense, i.e. visual and auditory attention to a word, the ability to feel and understand its lexical connotations, the ability to correctly choose and use the right word in context, based on its lexical connotation.
p/p
Speech therapy
subject
Watch
Areas of work
Grammatical structure
Development of non-speech processes
Practical introduction to prepositions.
Semantics of prepositions.
Separate writing of prepositions.
Formation of the ability to focus on a system of signs (conditions). Development of spatio-temporal relations.
Prepositions in, on.
Prepositions on, with (with).
Prepositions in, from.
Prepositions with, from.
Prepositions by, to.
Prepositions for, because of.
Prepositions over, under
Prepositions under, from under.
Consolidating prepositions. An exercise in writing prepositions with words separately.
Test
Compose sentences from given words with prepositions. The use of prepositions in coherent speech.
Related words. General part of related words.
Formation of the ability to perform logical actions: analysis, comparison, juxtaposition, generalization.
Related words and synonyms.
Related words and words with homonymous roots.
Uniform spelling of roots in words with the same root
Similar words. Root of the word.
Identify roots in words with the same root, distinguish between words with the same root and synonyms, words with the same root and words with homonymous roots.
Diagnostics
Basic requirements for knowledge and skills by the end of 2nd grade:
Students should know:
vowels and consonants sounds and letters, their signs; stressed and unstressed vowels; consonants are hard and soft, voiceless and voiced; names of objects on various lexical topics; sentence structure.
Students should be able to:
It is correct to pose a question to a word and, based on the question, to define words denoting an object, a sign of an object, an action of an object;
Recognize letters that have similar sounds in their acoustic-articulatory structure;
Recognize letters that have similar kinetic sounds;
Recognize sonorous sounds and letters;
Recognize paired consonants;
Indicate in writing the softness of consonants with vowels of the 2nd row and the letter b;
Write prepositions and words separately;
Write sentences correctly: use a capital letter at the beginning of a sentence; put a period, exclamation or question mark at the end of a sentence.
- plan upcoming work;
Determine ways and means of achieving educational goals;
Monitor your activities;
Work at a certain pace;
Answer questions in strict accordance with instructions and assignments;
Freely compose stories and retellings;
Possess creative storytelling skills;
Diagnostics are carried out 2 times a year: introductory (September), final (May).
Application
Diagnostics of written speech (September)
Diagnostics of written speech (May)
Test work No. 1
Test work No. 2
Test work No. 3
Test work No. 4
Test work No. 5
Test work No. 6
Diagnostics of written speech (September)
Target: identify students with writing impairments and determine the causes of this impairment
Tasks:
prepare didactic material for diagnostics
analyze written work; conduct an oral speech examination
Based on the survey results, form groups for correctional work
Speech material (Sadovnikova I.N.):
Dictation.
Kolya and Masha go for a walk in the forest. The dog Sharik runs after them. Birds sing in the forest, a spotted woodpecker knocks.
Test work No. 1
1. Underline the words that answer the question who?
Girl, fish, door, window, woodpecker, table, pen, cat
2.Mark * suggestion
Petya and Oleg were eating cherries.
green tree
3. Underline the words that denote the actions of objects
sleeping, red, book, leg, eating, running
4.Add the words:
watermelon (what?)...., sky (what?)....., sugar (what?).....
girl (which one?) ......
Test work No. 2
1. Divide the words into syllables
pencil case, hand, cat, back, apron, car
2.Place emphasis in the words:
Olya, car, bed, soda, owl
3. Write down the words, indicate the number of syllables in the words at the top:
fox, wolf, squirrel, raspberry, cherry
4.Write down the words that cannot be transferred:
knife, plate, barrel, basin, bucket, mug
5.Write the sentence, underline the vowels:
Ira is reading a book.
6. Underline the consonants in the words:
spinning top, leg, fruit, autumn
Test work No. 3 ( Vowels of rows 1 and 2, soft sign)
1.Read the text. Underline the vowels of row 2
How Lyuba cooked compote.
Mom and Lyuba went to the market. There they bought various fruits and berries
for compote. Then mom washed the plums, cranberries, strawberries and pears. Lyuba took out a large saucepan and poured water into it. Mom put the pan on the stove. When the water boiled, the girl poured sugar into the water and threw in berries and fruits. Soon the delicious and fragrant compote was ready!
2. Read the text and insert b into the words where necessary. Write down the text.
For raspberries.
July has arrived. It's very hot. The guys go to the forest to pick mushrooms and berries. There are large fragrant berries on the bushes. Here is Ol_ga. She loves raspberries. She has a full basket of berries. Nikita helps Ol_ga carry the berries. By evening the heat subsided. A dark cloud has moved in. The guys quickly run to the house.
Test No. 4 (Differentiation of oppositional consonants)
1 Fill in the missing letters (B – P, V – F, G – K)
Glasses, _tree, _a_ushka, _olk, _onar, _lo_it, _ilin, _early_, _shudder.
2.Complete the sentences and write them down in your notebook.
The yard is being swept______________. Firewood is cut ___________. A lush _______ grows in the meadow. The nails are driven in ___________.
3.Make up word combinations: connect words from the left column that are suitable in meaning with words from the right column using lines. Write down the phrases.
FROSTY
INTERESTING
STRIPED
Test work No. 5
Insert prepositions, write down sentences:
The children go (….) to school. (......) there is a book on the table. The cat climbed (…..) a tree. (…....) milk was poured into the jar. (......) girls new fur coat. (......) Icicles are falling on the roofs.
Test work No. 6
It's a warm summer day. A large cloud is floating across the sky. Then a strong thunder strikes. The first drops fell to the ground. It started to rain. Where should we run? Vasya and Yulia took cover under a canopy.
Cheating.
Under the rays of the May sun, everything is growing quickly. Light white snowdrops have bloomed. A colorful carpet of grass and leaves unfolded in the meadows. The bird cherry blossoms are full of buds. A pleasant aroma wafted from the tree. It was cold in the morning. The morning fog did not rise in a ring from the forest clearing. He froze and lay on the ground like frost. Silence in the forest.
Work plan
with groups of students in grades 1-4 (individual).
Speech therapy conclusion:
(FNR) Phonemic disorder
Corrective work to eliminate speech disorders consists of correcting speech deficiencies. The main goal of correctional work for dyslalia is the formation of skills and abilities to correctly reproduce speech sounds. Based on the principles of speech therapy treatment for dyslalia, speech therapy and psychological and pedagogical examinations are carried out. The results of the examination make it possible to organize correctional work using practical, visual and verbal methods.
The plan was drawn up based on the standard program Filicheva T.B., Kashe G.A. "Program for speech therapy groups" .
This program is written in accordance with the basic principles of speech therapy and implements speech therapy methods and techniques at all stages of correction.
The plan is intended for speech therapy work with a group of students or individually who have difficulties in pronunciation.
Number of hours: (may vary due to individual abilities)
60 hours, classes are held 2 times a week
Main areas of work
1. Development of the sound side of speech . Formation of full-fledged ideas about the sound composition of a word based on the development of phonemic processes and skills in analysis and synthesis of the syllabic sound composition of a word. Correction of pronunciation defects.
2. Development of vocabulary and grammatical structure of speech:
Clarifying the meanings of children’s words and further enriching their vocabulary both by accumulating new words related to different parts of speech and by developing children’s ability to actively use various methods of word formation;
Clarification of the meaning of the syntactic constructions used;
3. Formation of coherent speech:
Development of skills in constructing a coherent statement; programming the meaning and semantic culture of the statement;
Establishing logic (coherence, consistency), precise and clear formulation of thoughts in the process of preparing a coherent statement;
4. Development and improvement of psychological prerequisites for learning:
stability of attention; observation (especially to linguistic phenomena); ability to remember; ability to switch; self-control skills and techniques; cognitive activity; arbitrariness of communication and behavior.
5. Formation of full-fledged educational skills:
planning upcoming activities: (accepting a learning task; actively comprehending the material; highlighting the main, essential things in the learning material; determining ways and means to achieve the learning goal); monitoring the progress of your activities (from the ability to work with samples to the ability to use special self-control techniques);
work at a certain pace (the ability to write, count quickly and efficiently; carry out analysis, comparison, comparison, etc.); application of knowledge in new situations;
analysis, assessment of the productivity of one’s own activities.
6. Development and improvement of communicative readiness for learning:
the ability to listen carefully and hear the speech therapist teacher without switching to 17
outsiders
impact; subordinate your actions to his instructions (i.e. take the position of a student);
the ability to understand and accept a learning task posed in verbal form;
the ability to be fluent in verbal communication in order to clearly perceive, retain and concentrate on completing a learning task in accordance with the instructions received;
7. Formation of communication skills that are adequate to the situation of educational activities:
answers to questions in strict accordance with instructions, assignments; answers to questions in the course of educational work with adequate use of learned terminology;
answers in two or three phrases in the course and results of educational work (the beginning of the formation of a coherent statement); the use of instructions (schemes) in preparing a detailed statement in the course and results of educational work; the use of acquired educational terminology in coherent statements; contacting a speech therapist or group mate for clarification; explanation of instructions, learning tasks using new terminology; a detailed report on the sequence of educational work, summing up the results of the lesson; formulating a task when performing collective types of educational work; conducting a differentiated survey and evaluating the answers of your comrades (as a leader of various types of educational work); observing speech etiquette when communicating (appeal, request, dialogue : “Please tell me,” “Thank you,” “Please be kind,” etc.); composing oral coherent statements with elements of creativity (fantasy).
Main stages of correctional work
Corrective >< работа > >< про >< водится >< V >< four >< stage .
1st >< stage >< - >< diagnostic .
The state of sound pronunciation, language analysis and synthesis, phonemic perception is determined;>
2.22222 Checking >< состояние >< lexico-grammatical>< строя, >< со >< стояние >< связной >< речи. >
Revealed >< индивидуальные >< особенности >< таких >< психичес >< ких >< процессов, >< как >< мышление, >< внимание, >< память. >
Revealed >< наличие >< мотивации >< к >< коррекционной >< работе >< по >< устранению >< дефекта.
2nd >< stage >< - >< preparatory.
The prerequisites for mastering literacy created during the learning process (visual gnosis, mnesis, optical-spatial representations) are clarified.
Work is being done to develop such mental operations as analysis, synthesis, comparison, comparison.
Work is being done to develop the properties of attention and memory.
Activities are being carried out to correct handwriting (with the possible use of age-appropriate exercises aimed at developing fine manual motor skills).
3rd >< этап >< - >< коррекционный. >
< Осуществляется >< работа >< по >< преодолению >< dysorthographic>< ких >< нарушений. >< Она >< проводится >< на >< фонетическом, >< лексическом >< и >< синтаксическом >< уровнях >< по >< направлениям, >< relevant>< основным >< видам >< ошибок. >< Комплексный >< подход >< данной >< методики >< по >< коррекции >< дизорфографии >< предполагает >< при >< необходимости >< параллельную >< работу, >< направленную >< на >< устранение >< нарушений >< sound pronunciations,>< чтения >< и >< письма.
< 4-й >< этап >< - >< оценочный. >
< Оценивается >< эффективность >< коррекционной >< работы. >Assess correctly articulating speech sounds in various phonemic positions and forms of speech.<
Educational and thematic plan
Long-term planning of individual and group work in the correction of phonetic and phonemic speech deficiencies. Whistling and hissing group of sounds (s, z, sh, zh, ts)
Stages of work
Number of hours
Types of work
Equipment and materials
Stage 1:
Development of general motor skills:
gymnastics of arms, legs, torso
Drawing figures
Tracing patterns
Hatching
Drawing along the contour
Finger gymnastics
auditory attention and memory
Scissors, stencils, balls
Subject pictures,
didactic games
paper straws,
pieces of cotton wool
Stage 2:
Exercises for sounds С, Сь, З, Зь, Ц
Exercises for sounds Ш, Ж
Accuracy,
Cleanliness
Smoothness,
Showing off in front of the mirror
Mirror, game material
strips of paper,
straws,
boats of different sizes,
Stage 3:
Sound work:
(under stress on the syllable)
Fixing sounds in words with straight syllables
(no stress on syllable)
Adding sound to text
poems, tongue twisters
(auditory)
Pronunciation of syllables, words,
pure talk,
tongue twisters,
working with deformed
in real text
story pictures
story pictures
Stage 4:
Used Books:
1. Skvortsova I.V.
Speech therapy games.
2. Novotortseva N.V. Workbooks on speech development in
sounds S, Z, Ts.
3.Konovalenko V.V.
Homework books No. 1,2,3,4
to reinforce the pronunciation of the sounds S, Z, C
Long-term planning of individual and group work in the correction of phonetic and phonemic speech deficiencies.
Sonorant group of sounds (P, Rb, L, L)
Stages of work
Number of hours
Types of work
Equipment and materials
Stage 1:“Development of general and speech motor skills”
Development of general motor skills:
gymnastics of arms, legs, torso
Development of fine movements of the hands and fingers:
Drawing figures
Tracing patterns
Hatching
Drawing along the contour
Finger gymnastics
Development of speech hearing, visual,
auditory attention and memory
Development of mobility of the organs of the articulatory apparatus (exercises for the tongue)
Games to develop coordination and sense of rhythm
performing tasks under the supervision of a speech therapist
Games aimed at developing visual attention and memory (“Do this,” “What has changed,” “Find a figure in its likeness”
Exercises in front of a mirror (in class, at home, on your own)
Scissors, stencils, balls
Subject pictures,
didactic games
paper straws,
pieces of cotton wool
Stage 2:“Sound production and correction”
Introduction to sound articulation
Exercises for the sound R
Exercises for L sounds
Method 1: calling interdental L
Method 2: production from auxiliary sounds A or Y
Sound correction:Working on sound
Accuracy,
Cleanliness
Smoothness,
Achieving sustainable results
Showing off in front of the mirror
consolidation of articulation exercises
Games aimed at developing articulatory motor skills:
Games to develop vibrator movements of the tip of the tongue, work on the force of exhalation
Mirror, game material
strips of paper,
straws,
boats of different sizes, pencils
Stage 3:
“Automation of the delivered sound in speech;
development of phonemic perception, phonemic representations and analytical-synthetic activity"
Sound work:
Fixing sounds in syllables (straight)
Fixing sounds in words with straight syllables
(under stress on the syllable)
Fixing sounds in words with straight syllables
(no stress on syllable)
fixing sounds in syllables (reverse)
Fixing sounds in words with reverse syllables (under stress on the syllable)
Fixing sounds in words with reverse syllables (without stress on the syllable)
Fixing zouk in words with consonant clusters
Fixing sounds in sentences
Adding sound to text
Consolidating sound in proverbs, sayings,
poems, tongue twisters
Differentiation of mixed sounds
(auditory)
Pronunciation of syllables, words,
sentences, reading texts, working with syllable tables, memorizing poetry,
pure talk,
tongue twisters,
working with deformed
in real text
Retelling texts, composing stories, inventing part of a story, dramatizing fairy tales
Syllabic tables, subject pictures, pictures with riddles,
story pictures
story pictures
Stage 4:“Automation and differentiation of sound in independent speech. Consolidating sound in speech"
Introduction of sound into independent speech
Used Books:
1. Fomicheva M.F. Education of correct pronunciation in children
2. Povalyaeva M.A.
Tales of the Merry Tongue
3.Konovalenko V.V.
Homework books No. 5,6,7,8
to reinforce the pronunciation of the sounds R, Rь, L, L
Long-term planning of individual and group workfor complex dyslalia(ffnr)
99 hours, classes are held 3 times a week
Grammatical and lexical topics used in class
Number of hours
Preparatory stage
Development manual
motor skills, articulatory apparatus, vonematic hearing, breathing exercises, clarification of spatio-temporal concepts
Family.Home.Autumn.
Corrective stage
Sound from
Sound production C. Automation of sound with in straight syllables.
Autumn. Autumn months.
Automation of sound s in words with straight syllables
Automation of the sound s in words with consonant clusters
Shrubs, trees.
Automation of sound from
proposals.
Automation of sound in words with reverse syllables, sentences
People's work in autumn.
Automation of sound in speech.
Staging sound s. Automation of sound s in straight syllables, words.
Tools
Automation of sound in words, phrases, sentences, text
Wild animals
Sound Z
Setting the sound Z. Automation of the sound z in straight syllables, words under stress on the syllable.
Baby wild animals
Automation of the sound з in words with straight syllables without stress on the syllable, in pure phrasing
Migratory birds
Automation of the sound z in sentences.
Automation of the sound z in speech.
Setting the sound. Automation of the sound з in straight syllables, words
Prepositions
Automation of the sound з in words, phrases, sentences, text
Sound Ts
Setting the sound ts. Automation of the sound ts in straight syllables under stress on the syllable
Winter. Winter months.
Automation of the sound ts in words with straight syllables under stress on the syllable, pure phrasing
Winter fun.
Automation of the sound ts in words with reverse syllables
Wintering birds
Automation of c in offers
New Year's Eve.
Automation of the sound ts in speech
Antonyms
Differentiation of sounds s-z-ts
Antonyms
Sound sh
Setting the sound sh. Automation of the sound sh in straight syllables, words with straight syllables under stress on the syllable
Transport
Automation sh in words with straight syllables without stress on the syllable, in pure phrasing
Transport
Automation of the sh sound in words with consonant clusters.
School supplies
Automation sh in words with reverse syllables under stress on the syllable, in pure phrasing
Automation of w in words with reverse syllables without stress on the syllable
Automating the sh sound in sentences
Professions
Automation in speech
Professions
Differentiation of sounds s-sh
Professions
Sound
Setting the sound z. Automation of the sound sh in straight syllables, in words under stress on the syllable
Pets
Automation in words with straight syllables without stress on the syllable, in pure phrasing
Baby domestic animals.
Automation of sound in reverse syllables, words
Poultry.
Automation of sound in sentences
Baby poultry.
Automation in speech
Musical instruments
Differentiation of sounds sh-zh
Synonyms
Differentiation of sounds zh-z
Synonyms
Sound l
Setting the sound l
Automation of the sound l in straight syllables, words with stress on the syllable
Spring.Spring months
Automation of the sound l in straight syllables, words without stress on the syllable
Automation in plain English
Behavior on rivers
Automation of sound in words with consonant clusters
People's labor in spring
Automation of l in words with reverse syllables. purely speaking
Houseplants
Automation l in sentences
Insects
Automation of the sound l in speech
Days of the week
Sound r
Setting the sound r. Automation of r in words with a combination of consonants.
Summer.Summer months
Automation of the sound r in reverse syllables, words under stress on the syllable
Automation of sound in words with reverse syllables without stress on the syllable, pure phrasing
Automation of sound in words with straight syllables under stress on the syllable, pure phrasing
Automation of sound in words with consonant clusters
Kinds of sports
Automation p in sentences
Seasons
Automation of p in speech
Seasons
Differentiation of sounds r-l
At the end of the year, children should be able to:
pronounce all speech sounds correctly; find the place of a sound in a word; be able to fully answer the teacher’s questions; compose a short story based on a picture and from personal experience; use complex sentence forms in speech; plan upcoming work; determine ways and means of achieving educational goals; control your activities; work at a certain pace; answer questions in strict accordance with instructions, assignments; freely compose stories and retellings;possess creative storytelling skills;
27 Long-term plan for working with a group of students with general speech underdevelopment of level III
TARGET . overcoming deviations in speech development and
carrying out corrective work to prevent all types of dysgraphia.
children for their further socialization.
TASKS :
Teaching various forms of inflection and methods of word formation.
Enrichment of vocabulary and development of coherent speech of students.
Training in phonemic analysis and synthesis, sound - syllabic analysis.
Development of non-speech mental processes:breathing, articulatory and manual motor skills;improvement of visual analysis and synthesis; development of auditory and visual perception and recognition; expansion of visual and auditory memory.
Development and improvement of psychological prerequisites for learning:stability of attention, observation in relation to linguistic phenomena,
memorization ability, ability to switch attention; developing self-control skills and techniques;formation of cognitive activity.
Development and improvement of communicative readiness for learning,
formation of communication skills, adequate situations
educational activities.
The work plan is for 62 hours, developed based on
- instructional letter from the Ministry of Education of Russia from 12/14/2000 No. 2 “About
organizing the work of a speech therapy center in a general education institution»;
Instructively - methodical writing« About the work of a teacher-speech therapist at
secondary school"edited by A.V. Yastrebova, T.B. Bessonova (Moscow, 1996).
Number of hours
Sound-letter
analysis
Vocabulary
Grammatical structure
Connected speech
Speech. Text. Offer. Word. Differentiation of concepts. Dividing the text into sentences. Analysis of proposals. The role of intonation. Warped text.
Signs
Changes in nature.
"Vegetable world"
Shrubs
(purple, crimson, yellow, scarlet, golden, orange, leaf fall)
Dividing continuous text into sentences.
Deformed sentences.
Order of words in a sentence.
To the pictures
For reference words
Vowels and consonants sounds and letters. Main articulatory differences.
Determining the number and sequence of sounds in a word.
People's work in autumn.
(agronomist, combine harvester, combine operator, grain grower, wheat, oats, barley, rye)
Noun.
Changing nouns by:
Sequential retelling with support:
To the pictures
For reference words
Dividing words into syllables based on vowel sounds.
Isolating vowel sounds from syllables.
"Harvest"
agreement with noun:
By numbers
By birth (past tense)
(C+G) (M+G) (G+S+N)
Story - description from the picture.
Emphasis. Stressed and unstressed syllables.
Formdistinctive role
Discerner
Determining the stressed vowel sound in a word, finding its place.
Berries. Homemade preparations.
Tool
materials
(metal, iron, cast iron, steel)
Formation of adjectives from nouns.
Dissemination of suggestions on issues.
Pay attention to the approvals of the appendix. and noun in gender, number, gender. Editing text.
Compiling a story according to a pre-drawn plan.
Consonants are hard and soft. The concept of vowels of the 1st and 2nd rows.
Transport. Traffic Laws.
(train, station, metro, passenger, passenger, train, controller, free path “green street”, sidewalk, tram, trolleybus, traffic light).
Connection of words in a sentence.
Indication of softness of consonants with a soft sign:
At the end of the word
In the middle of a word
Analysis of words with a vowel at the beginning of the word (II), determination of the place of hard.. and soft. sound in a word.
Musical instruments.
Professions of people.
(composer, artist, conductor, violinist)
Connection of words in a sentence.
Working on deformed texts and sentences.
Learning to draw up a plan and subsequently compose a story according to the plan.
Separating soft sign.
Analysis of words with a vowel at the beginning of the word, after a soft sign, after a consonant.
Insects
Animal world.
Domestic animals, their young ones.
Behavior and preparation of birds and animals for winter.
Spreading a simple sentence
(antonym words, synonym words:
Yesterday, today, front, back, slow, fast, top, bottom, late, early)
Compiling a story based on a series of plot pictures.
Voiced and unvoiced sounds and their differentiation
Changes in nature
Animal behavior
Writing a story based on observations of nature
Difference of consonants Z – S
In syllables
In words
In sentences
Determining the presence and place of a consonant in a word, isolating it from a word.
Hats
Sentences with indeclinable nouns.
Differential B – P
In syllables
In words
In sentences
Determining the presence and place of a consonant in a word, isolating it from a word.
Winter fun for children. New Year's celebration.
Compiling a story based on a picture and a finished beginning.
Differential D – T
In syllables
In words
In sentences
Determining the presence and place of a consonant in a word, isolating it from a word.
Wild animals.
Animals of the North.
Baby wild animals.
Noun agreement with numeral
Differential V – F
In syllables
In words
In sentences
Determining the presence and place of a consonant in a word, isolating it from a word.
Comparison of wild and domestic animals.
Compiling a story using key words.
Differential G – K
In syllables
In words
In sentences
Determining the presence and place of a consonant in a word, isolating it from a word.
Construction
(cars, professions)
Compound sentences with the conjunction A, BUT, I
Differential F – W
In syllables
In words
In sentences
Determining the presence and place of a consonant in a word, isolating it from a word.
Products.
Compound sentences with the conjunction A, BUT, I
Compose a story on a given topic.
Differential S – W
In syllables
In words
In sentences
Determining the presence and place of a consonant in a word, isolating it from a word.
Daily regime.
Compound sentences with the conjunction A, BUT, I
Compose a story on a given topic.
Diff. Z – F
In syllables
In words
In sentences
Determining the presence and place of a consonant in a word, isolating it from a word.
water world
Differential S – C
In syllables
In words
In sentences
Determining the presence and place of a consonant in a word, isolating it from a word.
Changes in nature
Compiling complex sentences with conjunctions BECAUSE; IF, THEN; WHEN, THEN.
Writing a retelling after reading
Diff. Ch – Sh
In syllables
In words
In sentences
Determining the presence and place of a consonant in a word, isolating it from a word.
Migratory birds
Wild birds.
Baby birds.
Compiling complex sentences with conjunctions BECAUSE; IF, THEN; WHEN, THEN.
Writing a retelling after reading
Dif-i Ch – Shch
In syllables
In words
In sentences
Determining the presence and place of a consonant in a word, isolating it from a word.
Poultry.
Their cubs.
Compiling complex sentences with conjunctions BECAUSE; IF, THEN; WHEN, THEN.
Diff. C – C
In syllables
In words
In sentences
Determining the presence and place of a consonant in a word, isolating it from a word.
Comparison of wild and domestic birds.
Writing a story with a creative task.
Distinguishing letters B - D
Determining the presence and place of a consonant in a word, isolating it from a word.
Insects
Working with complex, complex sentences.
Writing a story with a creative task.
Distinguishing letters P - T
Determining the presence and place of a consonant in a word, isolating it from a word.
Indoor
Working with complex, complex sentences.
Writing a story with a creative task.
Difference of prepositions and prefixes.
Victory Day
Selection of related words
Formation of words using the suffix-prefix method.
Prepositions and prefixes.
Distribution of proposals.
Writing a story with a creative task.
Expected Result.
As a result of regular exercises, articulatory motor skills in children improve,
fine and gross motor skills develop, their speech becomes clearer, emotionally - colored and expressive, students’ vocabulary is enriched and activated.
The Russian language program is easier to digest, There are fewer errors in writing(substitutions, distortions, omissions of letters, syllables).
As a result of mastering the educational material of the program, students should
acquire the following skills.
Articulatory:
- good mobility of articulation organs, which include language, lips ,
lower jaw, soft palate;
Accuracy , strength and differentiation of movements of these organs;
- development of full movements and certain positions of organs
articulatory apparatus, sounds necessary for correct pronunciation.
Speech:
- extract individual sentences from the flow of spoken speech, define them
quantity , hear intonation, with which each is pronounced;
use expressive tools: voice color (intonation),
facial expressions;
- understand questions and assignments, teacher instructions;
- create oral utterances based on diagrams, drawings.
Phonetic:
- differentiate concepts“sound” and “letter”, name sounds and letters correctly;
- identify the sounds of words and characterize them; highlight syllables, good at distinguishing
stressed and unstressed vowels, paired and unpaired by deafness-voicing consonants.
Language (grammatical and phonetic-graphic):
- define sentence boundaries, label them correctly when writing(Start -
capital letter, the end is a dot, question mark or exclamation mark);
- ask questions about words-objects ( including distinguishing between issuesWho ?
What ?), distinguish from words- objects of the word - actions and words-signs;
- distinguish sounds and letters. Perform sound analysis of words, recognize sounds
speeches, isolate them from words, characterize them, determine the sequence in a word.
Hygienic, graphic, spelling:
- follow the rules of seating at the table, notebook positions, pens in hand;
Correct, neat, write letters legibly and beautifully and arrange their connections;
- meaningfully indicate the hardness and softness of consonants when writing;
- apply rules for the design of sentence boundaries, writing proper names, separate spelling of words, as well as writing vowel letters in syllableslive – shi , cha – now , chu – I feel ;
- take dictation, copy words from printed and written samples and
offers , applying mastered spelling rules and word transfer rules
Work plan
with a group of 2nd grade students.
Speech therapy conclusion: dysgraphia due to impaired language analysis and synthesis
Compiled in accordance with the program “Correction of dysgraphia due to impairment of language analysis and synthesis” (
The problem of impaired writing (dysgraphia) in schoolchildren is one of the most pressing for school education, since writing from a goal of primary education turns into a means of further acquisition of knowledge by students. The main task of a school speech therapist is to promptly identify and overcome disorders of written speech, preventing their transition, which complicates the educational and cognitive activity of students, to subsequent stages of education.
Target:
Correction of written speech disorders in 2nd grade students who have written speech disorders caused by immaturity of the operations of language analysis and synthesis;
Providing assistance in improving the quality of reading, writing, speech development;
Activation of cognitive activity.
Tasks:
1. Formation of a full-fledged sound-letter analysis with
establishing the relationship between letters and sounds in a word;
2. Differentiation of letters mixed in writing, denoting
sounds similar in acoustic and articulatory properties;
3. Clarification and generalization of information about the sound-letter composition of Russian
language;
4. Formation of analysis of sentences into words;
5. Enrichment of vocabulary and accumulation of ideas about
the surrounding world;
6.Development and clarification of space-time concepts;
7.Development of attention, memory, thinking;
8. Formation and development of coherent expressive speech, enrichment
vocabulary;
9.Development of analyzers (auditory, visual and kinesthetic),
involved in the act of speaking, writing and reading.
Main areas of work:
1. Formation of the ability to analyze and synthesize simple
offers.
2. To develop the ability and skill of syllabic analysis and synthesis of words.
3.Form the skill of phonemic analysis and synthesis of words, teach
children produce elementary and complex forms of sound analysis
and synthesis.
4. Develop self-control in the writing process.
5. Teaches children to listen to the speech of others and exercise control
own speech.
6.Develop students’ mental functions that correct the process
letters.
№p/p
Lesson topic
Qty. hours
Student Survey
Student Survey
Speech sounds. Vowels and consonants.
Sound and letter A
Sound and letter U
Sound and letter O
Sound and letter E
Sound and letter Y
Sound and letter I
Letter I
Letter U
Letter E
Letter E
Letters R-L
Letters M - N
Letters B – P
Letters G - K
Letters V - F
Letters D - T
Letters Z - S
Letters Ж - Ш
Journey to the Land of Silent Sounds
Development of skills in sound-letter analysis and word synthesis
Sound-letter analysis and synthesis of words. Final lesson
Syllables. Syllabic analysis of words
Syllable
Syllables. Syllable analysis of two- and three-syllable words
Syllable. Differentiation of one-, two-, three-syllable words. Development of syllabic analysis and synthesis
Development of skills of syllabic analysis and synthesis. Final lesson
donation
Emphasis. Stressed syllable. Stressed vowel
Differentiation of prepositions and prefixes
Development of language analysis and synthesis skills
Dictation
Designation of the softness of consonant sounds with the letters e, e, yu, i, i.
A soft sign at the end of a word as an indicator of the softness of the consonant sound.
Soft sign - indicator of the softness of a consonant
sound in the middle of a word.
Words denoting an object
Words denoting an object
Words denoting the action of an object.
Words denoting the action of an object.
43-44
Distinguishing between words denoting an object and an action.
45-46
Words denoting a feature of an object.
47-8
Differentiation of words-objects, words-actions, words-features.
Prepositions in, on.
Prepositions to, from.
Prepositions with (with).
Prepositions at, to, from.
Prepositions by, to.
Prepositions in, for
Prepositions in, at.
Prepositions on, over.
Phrase.
Connection of words in a sentence
59-60
Making proposals based on story pictures
61-62
Capital letter at the beginning of a sentence. Punctuation marks at the end of sentences.
63-64
Capital letters in first and last names of people, names of animals.
65-66
Speech therapy quiz
67-68
Student Survey
By the end of the training, children should know.
1.Vowels and consonants sounds and letters.
2. Definitions of concepts: sound, letter, syllable, word, phrase, sentence, text, preposition, stressed vowel, stressed syllable, unstressed vowel, unstressed syllable.
3. How do they differ from each other: sounds and letters, vowels and consonants, syllables, words, phrases, sentences and text.
4. Pairs of vowel sounds;
By the end of training, children should be able to.
1. Distinguish between vowels and consonants.
2. Distinguish between sounds and letters, syllables and words, phrases and sentences, a set of individual sentences and text.
Identify stressed and unstressed vowels and syllables
4. determine the place and sequence of sounds in words: vowels and consonants.
5. Determine the number of sounds in words, syllables in words, words in sentences, sentences in a text.
6. Perform sound, letter, syllabic analysis and synthesis of words, as well as language analysis and synthesis of sentences.
7.Use vowels of row II or b to indicate the softness of consonants in writing;
Bibliography.
1.Altukhova N.G. Learn to hear sounds. How to effectively prepare a child for school: the development of phonemic hearing in preschoolers. St. Petersburg: Lan, 1999.
2.Volkova L.S. , Seliverstov V.I. Reader on speech therapy volume 2 M., 1997.
3.Efimenkova L.N. Correction of oral and written speech of primary school students: a book for speech therapists. - M.: Education, 1991.
4.Efimenkova G.S. Misarenko G.G. Organization and methods of correctional work of a speech therapist at a school speech center: a manual for speech therapists. M., 1991.
5.Efimenkova L.N., Sadovnikova I.N. Correction and prevention of dysgraphia in children. - M., 2006.
6. Concept of federal state educational standards of general education: draft / Ros. acad. education; edited by A.M. Kondakova, A.A. Kuznetsova. - M: Education, 2008.
7. Kornev A.N. Reading and writing disorders in children. St. Petersburg, 2003.
8. Lalaeva R.I. speech therapy work in a correctional class. - M.: Vlados, 1999.
9. Speech therapy // Ed. L.S. Volkova. - M., 1995.
10. Lalaeva R.I. Elimination of reading and writing disorders in auxiliary school students. - M., 1978.
11. Mazanova E.V. Correction of acoustic dysgraphia. Lesson notes for speech therapists. - M., 2007.
12. Mazanova E.V. Correction of optical dysgraphia. Lesson notes for speech therapists 2nd ed., revised - M.: Publishing house "GNOM and D", 2007.
13. Mazanova E.V. Dysgraphia correction due to a violation of language analysis and synthesis. Lesson notes for speech therapists, M.: Publishing house "GNOM and D", 2007.
14. Mazanova E.V. I'm learning to work with words. Album of exercises for correcting agrammatic dysgraphia. 2nd ed., revised - M.: Publishing house "GNOM and D", 2008.
15. Mazanova E.V. I'm learning not to confuse sounds. (album 2, exercises to correct acoustic dysgraphia) - M., 2008.
16. Letter of the Ministry of Education of the Russian Federation dated December 14, 2000 No. 2 “On the organization of the work of a speech therapy center in a general education institution” / Psychological and pedagogical consultation and support for child development. A manual for a teacher-defectologist, M. - State Research Center Vlados, 2003.
17. Sadovnikova I.N. Impaired writing in younger schoolchildren. - M., 2005.
18. Approximate basic educational program of an educational institution. Primary School . Second generation standards
19. Federal state educational standard for primary general education, approved by order of the Ministry of Education and Science of Russia from October 6, 2009 No. 373. Registration No. 15785 of the Ministry of Justice of Russia dated December 22, 2009. / Federal State Educational Standard primary general education. Second generation standards // Ed. I.A. Safronova, M. - Education, 2011.
Municipal budgetary educational institution
"Secondary school in the village of Ezdochnoe
Chernyansky district, Belgorod region"
AgreedDeputy Director for
Educational Institution MBOU "Secondary School in the village of Ezdochnoye"
_____________
Maslennikova E.E.
"___"________2016
Reviewed
Pedagogical Council
MBOU "Secondary school in the village of Ezdochnoye"
Protocol No.___from
"____"_________2016
I approve
Director of MBOU "Secondary School"
village Ezdochnoye"
______________
Voronina G.L.
Order No.___ dated
"___"_________2016
Correctional program
speech therapist teacher
Compiled
speech therapist teacher
Chumakova E.G.
2016-2017 academic year
Content:
I. Target section of the program
1.1.Explanatory note………………………………………………………….3
1.2. Regulatory and legal basis for the development of a correctional program…………………………………………………………………………………..3
1.3. The purpose of the correction program……………………………………4
1.4. Principles and approaches to the formation and implementation of a correctional program………………………………………………………………………………………..4
1.5. Mechanisms for implementing the correction program………………5
1.6 Psychological and pedagogical characteristics of students with phonemic underdevelopment (PHD)………………………………………………………………………………..6
1.7 Psychological and pedagogical characteristics of students with general speech underdevelopment……………………………………………………………..7
1.8. Objectives of correctional-developmental and social-adaptation work……………………………………………………………………………………………….9
II. Organization and content of correctional and developmental work
2.1. Directions of speech therapy work…………………………….10
2.2. Opening hours of the speech therapy room………………………..10
2.3. Interaction of teaching staff in the process of implementing the correctional program……………………………………………………….11
2.4.Planning the content of group speech therapy classes with children of 1st grade (FN group, OHP group 1st stage)……………………………14
2.5. Approximate plan for individual correctional work to correct violations of sound pronunciation……………………………….16
2.6. Planning the content of group speech therapy classes with children who have a writing disorder caused by OHP……………….18
III . Planned results of the implementation of correctional and developmental work
3.1.Communicative-speech sphere………………………………………………………25
IV .System for monitoring children’s achievement of the planned results of mastering the correctional program
4.1. Criteria for assessing oral speech according to the method of M.A. Povalyaeva……26
4.2. Before the implementation of the correction program………………………...27
4.3. After the implementation of the correction program…………………….28
V . Educational, methodological and information support for the correctional program ………………………………………………………………………28
I . Target section of the program
1.1.Explanatory note
Entry into force of the Federal State Educationeducational standard (FSES) of primary general educationdictates the introduction of new approaches to creating in the primaryschool system of comprehensive assistance to children with disabilitieshealth opportunities in mastering basic educationalprimary general education programs. Separate sectionThe Federal State Educational Standard contains characteristics of the correctional programwork aimed at overcoming physical deficienciesand (or) mental development of students, their socialadaptation.
The proposed program of correctional work is aimed at creating special conditions for the education and upbringing of primary school students with primary speech impairments who have difficulties in masteringgeneral education programs, in particular in the native language, andenrolled in the speech therapy center of a comprehensive school.
The program also includes the ability to providegiven by the standard for the formation of general intelligence in studentstions and skills, universal ways of activity and keysmental competencies.
Principles for selecting main and additional contenttions are related to primary education curriculalearning, the logic of intra-subject connections, as well as with agesignificant developmental features and structure of speech defectand students.
Regulatory and legal framework for developing a correctional program
The program is developed in accordance with the requirements:
Law of the Russian Federation "On Education" dated July 10, 1992 N 3266-1 (as amended on December 25, 2008),
Federal State Educational Standard for Primary General Education,
as well as on the basis of the following regulations:
Letters of the Ministry of Education of the Russian Federation dated January 22, 1998 N 20-58-07in/20-4 “On speech therapists and educational psychologists in educational institutions,”
Letters of the Ministry of Education of the Russian Federation dated June 27, 2003 N 28-51-513/16 “Methodological recommendations for psychological and pedagogical support of students in the educational process in the context of modernization of education”,
Letter of the Ministry of Education and Science of the Russian Federation dated April 18, 2008 N AF-150/06 “On creating conditions for children with disabilities and disabled children to receive education,”
Instructive letter of the Ministry of Education of the Russian Federation dated December 14, 2000 No. 2 “On the organization of the work of a speech therapy center in a general education institution.”
1.3. Purpose of the correction program
Maintarget correctional program - to create conditions for students with speech impairments to master the basic educational program of primary general education in their native language and ensure their full social adaptation.
1.4. Principles and approaches to the formation and implementation of a correctional program:
The correction program is based on a set of OSnew patterns of constructing the educational process, proposed by modern pedagogy, linguistics, and taking into accountet basic general didactic principles (visuality, accessibility, awareness, etc.), as well as special principles:
Systematic principle correctional (correction or smoothing of deviations and developmental disorders, overcoming developmental difficulties),preventive (prevention of deviations and difficulties in development) anddeveloping (stimulation, enrichment of the content of development, reliance on the zone of proximal development) tasks.
The principle of unity of diagnosis and correction implemented in two aspects.
1. The beginning of correctional and developmental work should be preceded by a stage of comprehensive diagnostic examination, which allows us to identify the nature and intensity of developmental difficulties, draw a conclusion about their possible causes and, based on this conclusion, build correctional and developmental work,based onfrom the nearest development forecast.
2. The implementation of correctional and developmental work requires constant monitoring of the dynamics of the child’s psycho-speech and emotional-personal development. Such control allows timely adjustments to be made to the correctional and developmental work.
Activity principle of correction determines the tactics for carrying out correctional and developmental work through intensifying the activities of each student, during which the necessary foundation is created for positive changes in the development of the child’s personality.
Taking into account individual personality characteristics baby allows you to outline an optimization program within the psychophysical characteristics of each child. Corrective and developmental work should create optimal opportunities for individualization of development.
The principle of dynamic perception consists in developing such tasks in the solution of which any obstacles arise. Overcoming them contributes to the development of students, the discovery of opportunities and abilities. Each task must go through a series of stages - from simple to complex. The level of difficulty must be accessible to a particular child. This allows you to maintain interest in your work and gives you the opportunity to experience the joy of overcoming difficulties.
The principle of productive information processing is to organize training in such a way that students develop the skill of transferring information processing, and therefore a mechanism for independent search, choice and decision-making.
The principle of taking into account the emotional coloring of the material assumes that games, tasks and exercises create a favorable emotional background and stimulate positive emotions.
One of the fundamental requirements of the program, compliance with which contributes to the optimization of remedial training, is the communicative orientation of the entire comp.lexa of correctional and educational influence.
Basic teaching methods: practical, visual-demonstrational, gaming, role modeling methodssituations, verbal.
1.5. Mechanisms for implementing the correction program
One of the main mechanisms for implementing a correction program is an optimally structuredinteraction between educational institution specialists , providing systematic support for children with primary speech disorders by specialists of various profiles in the educational process. Such interaction includes:
comprehensiveness in identifying and solving the problems of a child with primary speech disorders, providing him with qualified assistance from specialists in various fields;
multidimensional analysis of the child’s personal and cognitive development;
drawing up complex individual programs for the general development and correction of individual aspects of the educational, cognitive, emotional and volitional spheres of the child.
Subjects accompanying a child with speech impairment implement several professional positions– diagnostic, design, correctional and developmental, analytical.
Consolidating the efforts of various specialists in the field of psychology, pedagogy, and social work will make it possible to provide a system of comprehensive psychological and pedagogical support and effectively solve the child’s problems.
1.6 Psychological and pedagogical characteristics of students with phonemic underdevelopment (PHD):
Difficulties in the sound analysis of words: they cannot distinguish sounds from the word being analyzed, they do not clearly differentiate the isolated sound by ear; they mix it with an acoustically paired one, have difficulty comparing the sound composition of words that differ in one sound, make mistakes in determining the number and sequence of sounds in a word, skip, rearrange, insert extra sounds and syllables.
In written speech there are specific (dysgraphic) errors: substitutions and confusion of letters denoting sounds that are similar in acoustic and (or) articulatory characteristics, omissions, insertions, rearrangements of letters and syllables, substitutions of letters based on graphic similarity.
List of students
1.7 Psychological and pedagogical characteristics of students with general speech underdevelopment:
General speech underdevelopment (GSD) in children with normal hearing and intact intelligence is a disorder that covers both the phonetic-phonemic and lexical-grammatical systems of the language. The structure of sentences is disrupted due to the omission or rearrangement of main and minor members. There are significant difficulties in the use of some simple and most complex prepositions, in the agreement of nouns with adjectives and numerals in indirect cases (Vedela aphids - “three buckets”,the boy climbs under the chair - “the box lies under the chair”,no colica stick – “no brown stick”, etc.)
An important feature of speech is the insufficient development of word-formation activity. Students do not have sufficient cognitive and speech capabilities to adequately explain the meanings of many words (“switch”, “vineyard”, “oven”, etc.) Persistent and gross violations are noted when trying to form words that go beyond the scope of everyday speech practice (instead of "cyclist" -which rides a bicycle, "sage" -he thinks everything etc.).
A typical manifestation of general underdevelopment of speech is an inaccurate understanding and use of general concepts, words with abstract and figurative meanings, and ignorance of words that go beyond the scope of everyday everyday communication. There is a tendency towards multiple lexical substitutions of various types: confusion based on external similarity, substitution based on the value of the functional load, species-generic confusion, replacement within one associative field, etc. (" "dishes" -Bowl , "hole" -hole , "pot" -Bowl , "dive" -swam ).
Along with lexical errors, children with ODD also exhibit a specific uniqueness of coherent speech. Her lack of development is manifested both in children's dialogues and monologues. This is confirmed by the difficulties of programming the content of detailed statements and their linguistic design. Characteristic features of coherent speech are violations of the coherence and sequence of the story, semantic omissions of essential elements of the storyline, noticeable fragmentation of the presentation, violation of temporal and cause-and-effect relationships in the text.
In independent speech, difficulties in reproducing words of different syllable structure and sound content are typical: perseveration (neneik – “snowman”), anticipation (astobus – “bus”), adding extra sounds (mandved – “bear”), truncation of syllables (right – “plumbing”), rearrangement of syllables (shout - “rug”), adding syllables or a syllabic vowel (ship - "ship").
The sound side of speech is characterized by inaccurate articulation of some sounds and unclear differentiation of them by ear. The insufficiency of phonemic perception is manifested in the fact that children have difficulty identifying the first and last consonant, vowel sound in the middle and at the end of a word, cannot select pictures whose names contain a given sound, cannot always correctly determine the presence and place of a sound in a word and etc. Tasks for independently coming up with words for a given sound are not completed.
List of students
Gorbatovsky NikitaDysgraphia, conditional ONR
3 "A"
Zakharov Maxim
Dysgraphia, conditional ONR
2 "A"
Korovyakov Dmitry
Dysgraphia, conditional ONR
2 "B"
Suslov Victor
Dysgraphia, conditional ONR
2 "B"
List of students
those in need of additional psychocorrectional and socio-pedagogical support
Korovyakov Dmitry2 "B" class
Suslov Viktor 2 "B" class.
Zakharov Maxim
2 "A" class.
Argynbekov Alexander 2nd class.
1.8. Tasks
Objectives of speech therapy work:
form correct sound pronunciation;
to form full-fledged ideas about sound lettersnom composition of the word;
develop skills in analysis and synthesis of sound-syllablesstav words;
expand and activate the active vocabulary;
develop word formation skills;
improve the grammatical structure of speech;
develop expressive (reproduction) aspects of speech;
develop the habit of auditory control;
develop spatial-temporal concepts;
develop psychological prerequisites for learning;
develop communicative readiness for learning;
prevention and correction of writing disorders;
prevention and correction of reading disorders.
II . ORGANIZATION AND CONTENT OF CORRECTIONAL AND DEVELOPMENTAL COURSE
2.1. Directions of speech therapy work :
Correction of pronunciation defects.
Development of phonemic awareness: auditory-pronunciation differentiation of impaired sounds, phonemes, and phonemic analysis.
Development of the lexical and grammatical side of speech.
Development of skills in constructing a coherent statement; programming the semantic structure of a statement.
Correction of writing and reading disorders.
Speech therapy office opening hours
2nd grade (Dysgraphia, conditional OHP)
Tuesday
10.40 – 12.20 Individual lessons 1st grade
12.30 – 13.15 Group lesson1 class (ONR group)
13.20 – 13.40 Individual lessons 2nd grade
Wednesday
10.40 – 12.20 Individual lessons 1st grade
12.30 – 13.15 Group lesson1st grade (physical exercise group)
13.15 – 13.40 Individual lessons
Thursday
10.40 – 12.20 Individual lessons 1st grade
12.30 – 13.15 Group lesson2nd grade (Dysgraphia, condition OHP)
13.20 – 14.00 Group lesson 1st grade(ONR group)
14.00 – 15.30 Individual lessons
15.30 – 16.30 CONSULTATIONS
Friday
10.40 – 12.20 Individual lessons 1st grade
12.30 – 13.15 Group lesson1 (FN group)
13.25 – 15.30 Individual lessons
15.30 – 16.30 CONSULTATIONS
2.3 Interaction of teaching staff in the process of implementing the correctional program:
Contentcorrectional development and social adaptation work
teachers,
implementing
correctional
developing and
social
adaptation work
Types of activities and forms of organization
correctional development and social adaptation work
Communicative and speech development
Correction of the phonetic-phonemic aspect of speech
Teacher speech therapist
Speech therapy session: individual and group
Prevention of writing disorders
Teacher speech therapist
Prevention of reading disorders
Teacher speech therapist
Speech therapy session: group
Mastering sections of the Russian language
Teacher speech therapist
Primary school teacher
Speech therapy session: group
Russian language lesson: frontal, individual
Verbal communication skills
Teacher speech therapist
Primary school teacher
Educational psychologist
Speech therapy session: group
Russian language lesson: frontal
Cognitive development
Comparison of various objects: selection from a set of one or more objects that have common properties;
Teacher- psychologist
Teacher speech therapist
Psychologist's lesson: individual
Speech therapy session: group
Comparison of characteristics of objects according to one (several) characteristics;
identifying similarities and
Teacher speech therapist
Primary school teacher
Educational psychologist
Speech therapy session: group
Lesson: frontal
Psychologist's lesson: individual
Object differences;
establishing cause-and-effect relationships and dependencies between objects, their position in space and time;
Teacher speech therapist
Primary school teacher
Educational psychologist
Speech therapy session: group
Lesson: frontal
Psychologist's lesson: individual
Development of regulation and self-control
Goal setting as setting an educational task based on the correlation of what is already known and learned by the student and what is still unknown;
Teacher speech therapist
Primary school teacher
Educational psychologist
Speech therapy session: group
Lesson: frontal
Psychologist's lesson: individual
Planning – determining the sequence of intermediate goals, taking into account the final result; drawing up a plan and sequence of actions;
Teacher speech therapist
Primary school teacher
Educational psychologist
Speech therapy session: group
Lesson: frontal
Psychologist's lesson: individual
2.4.Planning the content of group speech therapy classes with children of 1st grade (FN group, OHP group 1st stage)
Development of imaginative thinking; accuracy of arbitrariness of movements;Visuospatial perception
Differentiation of words-objects and words-actions.
Sign word.
Development of hand-eye coordination; long-term memory, the ability to identify significant features
3
Spreading simple sentences.
3
Prepositions.
Total: 60 hours
2.5. Approximate plan for individual correctional work to correct sound pronunciation disorders
I . Preparatory stage – thorough and comprehensive preparation of the child for painstaking and lengthy correctional work.
Goals:
to generate interest and motivation for speech therapy classes.
develop auditory attention, memory, phonemic perception through games and special exercises.
form and develop articulatory motor skills to the level of minimal sufficiency for producing sounds.
form and develop finger motor skills in the process of systematic training.
II . Formation of pronunciation skills
Goals:
eliminate defective sound pronunciation.
develop skills to differentiate sounds that are articulatory and acoustically similar.
to develop skills in using phonetically pure, lexically developed, grammatically correct speech.
Types of correctional work at this stage.
Arranging sounds in sequence:
- whistling s, з, ц, s, з;
- hissing sh;
- sonorous l;
- hissing;
- sonorous r, r;
- hissing h, shch.
The method of production is mixed.
2. Automation of the delivered sound in syllables:
- s, z, sh, zh, s, z, l, are automated first in direct syllables, then in reverse syllables, and lastly - in syllables with a combination of consonants;
- ts, ch, shch, l - first in reverse syllables, then in forward syllables and with a confluence of consonants;
- p, p – from the proto analogue, and in parallel the vibration of the tongue is generated. Automation of each corrected sound as it is produced can be carried out both individually and in a subgroup of children with a similar defect.
3. Automation of sounds in words carried out after automation in syllables in the same sequence. As the child masters the pronunciation of each syllable with a corrected sound, it is introduced and fixed in words with a given syllable.
4. Automation of supplied sounds in sentences. Each correctly pronounced word is included in sentences, then in short stories, proverbs, and poetic texts.
5. Differentiation between delivered and automated sounds:
[s]–[z], [s]–[s"], [s]–[ts], [s]–[w];
[f]–[h],[f]–[w];
[h] – [s],[ h] –[ t"],[ h] – [ sch];
[sch]-[s],[sch] –[t"], [sch] –[h],[sch] –[r"];
[r] –[ l],[ r] –[ r"], [r"] –[ l"],[ r"] –[ th], [l"] –[ l]
Automation of sounds in spontaneous speech (in monologues and dialogues, games, entertainment, excursions, on walks, in work and other forms of children's life activities).
2.6. Planning the content of group speech therapy sessions with children with writing disorders caused by OHP
Autumn. Changes in nature.Clothes, shoes, hats
2
Hard and soft consonants
Development of visual-figurative thinking
1
Paired consonants
Development of attention distribution
Development of spatial concepts, verbal and logical thinking
Vegetable garden, vegetables, fruits
2
Stunning voiced consonants at the end of a word
2
Stunning voiced consonants in the middle of a word
My family
1
Verification work
II
9
Syllabic analysis of words
Development of thinking (establishing patterns on specific material). Formation of orientation in a large space (the child is oriented not from himself, but from a given point)
1
The syllabic role of vowels
Our village. Russia
2
Dividing words into syllables
2
Composing words from syllables
Development of voluntary attention (stability) Development of the ability to navigate in the space of a sheet. Formation of orientation in time.
Where did the bread come from?
2
Analysis and synthesis of words obtained by rearranging syllables
Development of imaginative thinking, accuracy of voluntary movements. Development of visual-spatial perception.
Sport
2
Emphasis. Unstressed vowel.
Development of visual perception (selection of objects), development of voluntary attention (distribution)
Furniture, electrical appliances, dishes
III
11
Composition of the word
2
Root of the word. Similar words.
Development of stability and concentration. Development of hand-eye coordination.
Toys
1
Difficult words
Development of visual memory, arbitrariness of memorization
2
Console. Its role in changing the meanings of words.
Development of visual-verbal analysis and synthesis; development of time orientation
Winter, winter fun.
3
Suffix. Formation of words using diminutive suffixes; magnifying; forming verbs from nouns.
Formation of an internal action plan; development of hand-eye coordination
New Year, Christmas tree decorations.
2
Consolidating the topic “Word Composition”.
Development of long-term memory
Library. Our favorite fairy tales.
1
Verification work
IV
16
Working on a proposal
2
Phrase and sentence
Pets
2
Coordination
Development of the ability to identify significant features
Wild animals
4
Control
Development of thinking (establishing patterns)
Professions, tools.
1
Making simple sentences based on a given word
Development of visual perception (selection of objects). Development of orientation in space
Transport
1
Dissemination of suggestions on issues
Development of mediated memory, development of time orientation
Defender of the Fatherland Day
1
Dissemination of proposals according to the scheme
Insects
1
Distributing proposals to students' wishes
Development of thinking; development of visual-spatial perception
Spring. Changes in nature.
1
Making sentences on syntactic issues
1
Making sentences from given phrases
Development of voluntary attention
1
Making sentences from a set of words
Development of thinking (ability to compare)
Migratory and wintering birds
1
Making proposals based on subject pictures
Development of thinking (processes of analysis)
V
13
Working with deformed texts
Development of thinking (synthesis processes)
1
Working with text without dividing into sentences
Houseplants
1
Working with text without dividing into words
Development of verbal memory and voluntary attention. Development of spatial concepts
1
Working with text with insertions of extra letters
Natural phenomena. Features of our region
1
Working with text broken down into syllables instead of words
1
Working with text with incorrect word breakdown
Development of the ability to reproduce a sample
Space
1
Working with text to restore the order of parts
1
Working with text to restore the order of sentences
Trees, bushes.
1
Working with text to restore grammatical connections between words in a sentence
Developing resilience and concentration
Plants of meadow and garden.
1
Working with text to restore the order of words in a sentence
Development of verbal and logical thinking
Fish
1
Working with text with an exception
1
Statement on issues
Development of mediated memory
Victory Day
1
Writing a descriptive story
Development of thinking (abstraction)
Summer, vacation
1
Narrative essay
Development of verbal memory and voluntary attention
Total: 60 hours
III . PLANNED RESULTS OF IMPLEMENTATION OF THE CORRECTION PROGRAM:
3.1.In the communicative and speech sphere:
mastery of phonetically and intonationally correct speech;
mastering phonemic generalizations;
mastery of dialogic and monologue coherent speech;
using Russian language tools to solve communicative and cognitive problems
IV . SYSTEM FOR MONITORING CHILDREN’S ACHIEVEMENT OF THE PLANNED RESULTS OF MASTERING THE CORRECTIONAL PROGRAM
4.1. Criteria for assessing oral speech according to the method of M.A. Povalyaeva (diagnostic block)
averagelevel
short
level
Speech communication
3 points
2 points
1 point
Connected speech
10 points
Over 5 points
Less than 5 points
Lexicon
60 points
35 – 50 points
Less than 35 points
Grammar side
50 points
32 – 49 points
Less than 32 points
Sound side
3 points
2 points
1 point
Practical awareness of the elements of speech
7 points
3 – 4 points
Less than 3 points
General level of speech development
133 points
79 – 112 points
Less than 73 points
4.2. Before the implementation of the correction program
General levelspeech development
1
Vasyokin Vladislav Mikhailovich
1
average
2
Grigorieva Anna Anatolevna
1
average
3
Egorov Ivan Sergeevich
1
average
4
Zekunov Sergey Ivanovich
1
short
5
Pridatchenko Artyom Sergeevich
1
below the average
6
Chebotarev Nikita Andreevich
1
average
7
Shapovalov Viktor Yurievich
1
short
8
3 "A"
average
9
Ibrahim Zain Ahmad
3 "B"
average
10
Ivanov Ivan Vasilievich
3 "B"
average
11
Zekunova Anastasia Ivanovna
2 "B"
below the average
12
Zakharova Alina Sergeevna
2 "B"
below the average
13
Korovyakov Dmitry Evgenievich
2 "B"
below the average
14
Suslov Viktor Sergeevich
2 "B"
average
15
2 "B"
below the average
16
Babkin Boris Olegovich
2 "A"
average
17
Zakharov Maxim Nikolaevich
2 "A"
Below the average
18
Bychkov Vladimir Andreevich
3
average
After the implementation of the correction program
speech development
1
Vasyokin Vladislav Mikhailovich
1
2
Grigorieva Anna Anatolevna
1
3
Egorov Ivan Sergeevich
1
4
Zekunov Sergey Ivanovich
1
5
Pridatchenko Artyom Sergeevich
1
6
Chebotarev Nikita Andreevich
1
7
Shapovalov Viktor Yurievich
1
8
Gorbatovsky Nikita Mikhailovich
3 "A"
9
Ibrahim Zain Ahmad
3 "B"
10
Ivanov Ivan Vasilievich
3 "B"
11
Zekunova Anastasia Ivanovna
2 "B"
12
Zakharova Alina Sergeevna
2 "B"
13
Korovyakov Dmitry Evgenievich
2 "B"
14
Suslov Viktor Sergeevich
2 "B"
15
Argynbekov Alexander Andreevich
2 "B"
16
Babkin Boris Olegovich
2 "A"
17
Zakharov Maxim Nikolaevich
2 "A"
18
Bychkov Vladimir Andreevich
3
V . EDUCATIONAL-METHODOLOGICAL AND INFORMATION SUPPORT OF THE CORRECTION PROGRAM
5.1. Main literature
Efimenkova L.N.Correction of oral and written speech for teacherscurrent primary classes: A manual for speech therapists. M., 2006;
Speech therapy / Ed. L.S. Volkova. M., 2002;
Sadovnikova I.N.,Impairments of written speech and their overcoming in primary schoolchildren: Proc. allowance. M., 1997.
Fomicheva M.F. Teaching children correct pronunciation. Moscow – Voronezh 1997.
5.2. Further reading
Efimenkova L.N.Correction of errors caused by non-formation of phonemic perception (Issue 1).M., 2008;
Efimenkova L.N.Correction of errors caused by inconsistenciesworldliness of phonemic hearing. Differentiation of voiced and voiceless consonants (Issue 2, part 2). M., 2005;
Lalaeva R.I., Venediktova L.V. Diagnosis and correction of reading and writing disorders in primary schoolchildren. St. Petersburg 2003
Electronic resources
In order to optimize the process of development of cognitive activity and speech development of preschoolers, speech therapists and speech pathologists began to use educational computer programs, with the help of which there are real opportunities for high-quality individualization of education for children with speech disorders, which has a positive effect on the motivation of learning, its effectiveness and accelerates the correction process speech.
Information and communication technologies— these are pedagogical technologies that use special methods, software and multimedia tools (film, audio and video, computers, telecommunication networks) to work with information.
A person receives 80% of information through the organs of vision, 15% of information through hearing, and the remaining 5% through touch, smell and taste.
The introduction of information technology makes it possible to move from an explanatory and illustrative method of teaching to an activity-based one. This, in turn, is a huge potential for gaming and learning opportunities, a means of optimizing the process of speech correction. Now in the educational process the child is an active subject.
It should be noted that a computer is not valuable in itself! A computer will not replace a specialist; it is only an auxiliary training material. A positive result from the use of ICT can only be in the interaction of the child, teacher and computer.
Benefits of information and communication technologies
- Offered information in a clear and attractive form
- Increases children's motivation and interest in activities
- The process of memorizing information accelerates and becomes meaningful and long-lasting
- The time required to develop skills and functions is significantly reduced.
Psychological capabilities of information and communication technologies
- Use of various analyzing systems in the process of execution and control of activities
- Activation of compensatory mechanisms based on visual perception
- Coordinating the work of the motor, auditory and visual analyzers
- Teaching children self-control skills
- Resources for the development of higher mental functions: symbolic and planning functions of thinking and speech
Educational opportunities of ICT for a child
- The process of understanding one’s own speech skills is being formed
- There is a desire to correct the mistake seen
- Negativism about repeated repetition of speech material disappears
- The child masters models of communication with the characters of the computer program
- A child learns basic computer operations
- Gets the opportunity to experiment, model, compare, classify
- The child himself sees the result of his work
- Imperceptibly moves from play activities to educational ones
- The child’s emotional tone increases, which helps to quickly transfer the material being studied into long-term memory.
Educational opportunities of ICT for teachers
- Using a game form of learning - avoiding routine work
- Systematic and activity-based approach to correction
- Differentiated approach (selection of material of varying degrees of complexity, easy to change the degree of difficulty and nature of the task)
- Objectivity – problems become “visual” for the child, parents and teacher, visual recording of initial, intermediate and final data
- Individual and educational route - you can see how to transform the identified problems and work tasks
- Effective and flexible reward system (computer characters, sound and visual effects)
- Collaboration between teacher and child in interesting activities.
Educational benefits of using ICT
- The time spent working with paper media is reduced.
- Less effort and time when preparing visual and didactic support for classes.
- Possibility of creating a database and media library.
- Possibility of remote participation in Internet conferences, forums and training in advanced training courses.
- Expanding the plot content of traditional gaming activities.
- Visualization of the acoustic characteristics of sounds.
- Expanding the range of non-verbal tasks.
Speech therapist media library.
I. Reporting documentation, methodological literature and teaching aids in electronic version. Computer programs for speech correction. Multimedia presentations.
II. Speech therapy chants and phrases on audio discs. Files with recordings of children's speech at the beginning and end of classes. Audio - ABC. Photos and video materials.
ICT is used at different stages of speech therapy work.
Preparatory stage:
- When performing articulation gymnastics.
- For the development of speech breathing.
- Like a visual simulator.
- When preparing your hand for writing.
- To be included in the lesson.
Automation stage:
- To continue the game, you need to pronounce the sound correctly.
Differentiation stage:
- Tasks for classifying words with the studied sound.
- Recommendations for parents.
- Presentation with speech tasks.
Computer didactic game - KDI.
KDI is a type of gaming activity and interaction between a player and a computer, limited by rules and aimed at achieving a learning goal.
Requirements for a computer didactic game
- Feasibility of CDI
- Optimal combination of CDI with other teaching methods
- Clear rules
- Dynamics of CDI
- Solving didactic goals
- Clear assessment system
- Possibility of reflection after the game
Hardware and software complex “Delfa” – 142
Created in 1994. This is a simulator for speech rehabilitation and correction of sound pronunciation for children and adults.
Speech therapy simulator “Delfa” – 142
It uses a non-standard sound processing device in the form of an additional converter that replaces modern sound cards and runs on the DOS operating system.
The sounding speech is captured by a microphone and converted and transmitted as a signal to the processor - displayed on the computer screen in the form of informative images with animation elements - stored on the screen for any time.
The set includes 63 basic dictionaries with a total number of words of about 4.5 thousand. These are thematic dictionaries (“Clothing”, “Food”, “School”...) and dictionaries built on a phonemic principle (“second row vowels”, “Soft sign”).
Hardware and software complex “Visible Speech – III”
Developed by IBM. Designed to work with children and adults who have disorders of sound pronunciation, voice formation, and sensorimotor speech dysfunctions. The set includes 13 modules.
Main ideas: visual control of speech and the gaming principle of operation.
- Module "Presence of sound".
- Module "Volume".
- Module "Voice Volume".
- Module "Voice enablement".
- Module "Height".
- Module "Altitude exercises".
- Phoneme Automation module.
- Module "Chains".
- Module “Differentiation of two phonemes”.
- Module “Differentiation of four phonemes”.
- Module “Spectrum of pitch and loudness in a phrase.”
- Module "Sound Spectrum".
A comprehensive speech therapy program designed to correct OHP in children of senior preschool and primary school age.
The program consists of blocks:
- Phonemics
- Prosody
- Vocabulary
- Sound pronunciation
Games for Tigers contain:
- Breathing exercise (producing a long and strong air stream)
- Lessons on rhythmic repetition of a given sound (syllable, word)
- Voice modulation tasks (volume and pitch control)
- Sound Analysis and Synthesis Exercise
- Lexical exercises
There are more than 50 exercises in total. This game is indicated for the correction of dyslalia, dysarthria, rhinolalia, and stuttering.
Computer game “Speech development. Learning to speak correctly"
Consists of the following blocks:
- Non-speech sounds.
- Sound pronunciation.
- Speech sounds.
- Development of coherent speech.
Includes more than 1000 pure twisters, tongue twisters and poems for pronouncing whistling, hissing and sonorant sounds.
“Logosauria” or “Lessons from the Wise Owl” or “Learning with Logosha”
The game contains a software and methodological complex for preparing children for studying in primary school.
A virtual school in which each educational topic is presented in a game form and is divided into 3 levels of difficulty.
Complex of computer programs “Gramotey”
Designed for the initial teaching of children to read and write correctly. The author is speech therapist Natalya Valchuk, together with the laboratory of computer technologies of the IKP RAO.
The package of comprehensive programs “Literacy” is divided into 4 parts:
- Sound-syllable analysis of words
- Working on the word
- Working on prepositions
- Work on a proposal, text.
"Baba Yaga learns to read"
Program features:
- Methodology of advanced learning.
- For the first time on a computer, games and the alphabet in verse.
- Teaching reading skills through entertaining games.
- Colorful cartoon and animation.
- Colorful atmosphere with a slight detective touch.
- The games are voiced by famous actors.
- Fairy-tale heroes with bright personalities.
- Ditties about letters for an encore.
Stage I “Bukvarik”.
II stage “Slogarik”.
Stage III “Map with tasks”.
All the kids who successfully completed the tasks will receive a surprise from Baba Yaga.
Other useful computer games:
Series of educational games
"Seeker"
"The Adventures of Garfield"
"Little genius. "Learning to Compare"
“The Adventures of Kuzi” (literacy, mathematics, educational games),
"The world is outside your window"
"Timeline"
Multimedia presentations
This is a convenient and effective way of presenting information using computer programs.
- information capacity,
- compactness,
- availability,
- visibility,
- emotional appeal,
- mobility,
- multifunctionality.
Benefits of the presentation:
VISUALITY + CONVENIENCE + SIMPLICITY + FAST
- promotes complex perception and better memorization of material;
- make it easier to display photographs, drawings, graphs...
- demonstration of dynamic processes is possible;
- it is possible to play audio files;
- ensures the “affectivity” of information perception (the presented material is supported by visual images and is perceived at the level of sensations);
- speed and ease of playback of slides;
- makes it possible to show the structure of the lesson.
Software resources:
- "Microsoft PowerPoint";
- "ACDSee"
- "CorelDraw"
- "Adobe Photoshop"
- Adobe Flash.
Stages of creating a slide show
- Creating a script for a future film (material – a child’s creative story based on a series of plot pictures, a series of children’s drawings on a specific topic, using graphic diagrams) – the plot “outline”.
- Memorizing the plot of a film by role, working on the intonation expressiveness of the characters’ lines with the help of dramatization games and puppet theater.
- Creation of illustrations and drawings based on the plot of the film using various image techniques.
- Sound recording, dubbing of individual lines of film characters.
- Scanning children's drawings and editing them.
- Editing in Power-Point program.
- View the created slideshow.
Pedagogical creativity using Adobe Photoshop:
Color yourself and your mom. Draw your favorite toys.
"Visiting a fairy tale"
- What fairy tale did you find yourself in?
- What will you tell Lisa?
Pedagogical creativity using PowerPoint:
Evdokimova Maria Viktorovna,
teacher-defectologist,
MBDOU kindergarten No. 179,
g.o. Samara
Mazanova E., teacher-speech therapist, MBDOU Bolsheboldinsky kindergarten “Sun”.
The work program was developed in accordance with the Law of the Russian Federation “On Education”. The content of the work program complies with federal state requirements established in accordance with paragraph 2 of Art. 7 of the Law of the Russian Federation “On Education”, educational standards and requirements; goals and objectives of the educational program of the institution.
The creation of this program was based on the experience of working at a preschool speech center, supported by modern correctional and developmental programs of the Ministry of Education of the Russian Federation, scientific and methodological recommendations, and letters of instruction presented in the bibliography. In particular // “Program of education and training of children with phonetic-phonemic underdevelopment” T.B. Filicheva, G.V. Chirkina, “Program of speech therapy work to overcome phonetic-phonemic underdevelopment in children” T.B. Filicheva, G.V. Chirkina,”Program of speech therapy work to overcome general speech underdevelopment in children” T.B. Filicheva, T.V. Tumanova “Program of correctional developmental work for children with disabilities” N.V. Nishcheva.
These programs are designed to work in the conditions of speech therapy groups of a special kindergarten, and therefore are not entirely suitable for use at the speech therapy center of a general developmental kindergarten and do not involve the use of new methods, techniques, technologies, and do not take into account the clinical characteristics of children, which is necessary. This explains the importance of writing a work program, the use of which will help children with speech impairments master the basic educational program; will make it possible to help children in a timely manner, that is, even before entering school, in overcoming all the difficulties that cause school maladjustment.
The modern system of preschool education places high demands on the organization of the educational process in kindergarten. The main task of a preschool institution is to prepare the child for school, including the acquisition of written language. The formation of the sound side of speech is considered as one of the necessary means of cultivating sound culture and preparing for successful mastery of the written form of speech.
This program represents a correctional and developmental system that ensures full mastery of the phonetic structure of the Russian language, intensive development of phonemic perception, lexical and grammatical categories of the language, development of coherent speech, which determines the formation of communicative abilities, speech and general mental development of a preschool child with speech pathology, such as the foundations for successful mastery of reading and writing in the future when studying in a public school, as well as its socialization.
At the MBDOU Bolsheboldinsky kindergarten “Solnyshko”, correction of speech disorders is carried out in the conditions of a speech therapy center. Due to the fact that in general education preschool institutions the number of children with speech disorders has increased, including children with severe speech disorders, such as general speech underdevelopment, it became necessary to introduce specialized programs for the correction of these disorders at the speech therapy center at the MBDOU. Based on this, speech therapy activities must be adapted to the working conditions at a speech therapy station at a mass kindergarten.
In our preschool educational institution, kindergarten “Solnyshko”, the “Rainbow” and “From birth to school” programs are being implemented. These programs are not designed for preschoolers with speech-language pathology.
Children with speech disorders are considered as a group of pedagogical risk, because their physiological and mental characteristics make it difficult for them to successfully master educational material at school. Readiness for schooling largely depends on the timely overcoming of speech disorders. Children with speech disorders need special organization of correctional and speech therapy assistance, the content, forms and methods of which must be adequate to the capabilities and individual characteristics of the children.
According to the standards “Sanitary and epidemiological requirements for the design, content and organization of the operating mode of preschool educational institutions. SanPin 2.4.1.1249-03”, approved by the Chief State Doctor of the Russian Federation, as well as the experience of functioning of preschool speech therapy centers, shows that it should reduce the number of frontal And subgroup classes, And increase time for individual work. Taking into account the requirements for the organization of the daily routine and training sessions, the maximum permissible volume of the weekly educational load should not exceed the norms allowed by SanPinami (clause 2.12.7)
In accordance with SanPinami, the duration of classes for children of the 6th year of life is 25 minutes, with children of the 7th year of life 30 minutes.
The goal of the program is to form a full-fledged phonetic system of the language, develop phonemic perception and skills of initial sound analysis and synthesis, automate auditory pronunciation skills in various situations, and develop coherent speech.
In the process of correctional training for children of speech pathologists, the following tasks are solved:
- early detection and timely prevention of speech disorders;
- overcoming deficiencies in speech development;
- education of articulation skills of sound pronunciation and development of auditory perception;
- preparation for teaching literacy, mastering the elements of literacy;
- formation of skills in educational activities;
- ensuring continuity in work with parents of pupils, employees of preschool educational institutions and specialists from children's clinics and medical institutions.
The order of learning sounds, the sequence of lexical topics, and the number of lessons can change at the discretion of the speech therapist.
1st half of September – examination of children, filling out speech cards, completing documentation.
Planning activities with diagnosed children FN, FFN, ONR-III - IV level.
6th year of life, divided into 3 training periods
I period -2 half of September -1 half of November 9 weeks. 18 lessons - 2 lessons per week, 7 hours 30 minutes.
II period – 2nd half of November – 1st half of February 12 weeks, 24 lessons – 2 lessons per week,
III period - 2nd half of February - May 12 weeks, 24 lessons - 2 lessons per week, 10 hours.
Sound pronunciation + coherent speech
Total 66 classes per year, 27 hour. 30 min.
Planning activities with diagnosed children FN, FFN, ONR-III-IV level of birth
7 years of life are divided into 3 periods of study
I period - September-October 7 weeks 13 lessons - 2 lessons per week, 6 hours 30 minutes.
II period – November-February. 16 weeks, 32 lessons – 2 lessons per week, 16 hours.
III period - March - May 11.5 weeks 23 lessons - 2 lessons per week, 11 hours 30 minutes.
Sound pronunciation, preparation for literacy + coherent speech
Total 68 classes per year 34 hour.
The form of training organization is subgroup, microgroup and individual. For subgroup classes, children of the same age group with similar nature and severity of speech disorders are united, 7 people each, the frequency of classes is 2 times a week, 30 minutes for children of preparatory age, 25 minutes for older children.
Duration of classes with children: Physical exercise – from 3 to 6 months;
FN and FN – 1 year
OHP-III-IV ur.r. – 1-2 years.
Children are released throughout the school year as their speech defects are eliminated. The results of speech therapy training are noted in the child’s speech card.
Individual sessions.
The frequency of individual lessons is determined by the nature and severity of the speech disorder, age and individual psychophysical characteristics of the children; the duration of individual lessons is 10 minutes.
FN – 2 times a week;
FFN – 2 times a week;
OHP-III-IV level - 2-3 times a week.
Conclusion
This program is available for use at a preschool speech therapy center. With its help, preschoolers will form a full-fledged phonetic system of the language, develop phonemic perception, skills in sound-syllable analysis and synthesis, automate auditory pronunciation skills and abilities, and form coherent monologue speech based on correctly pronounced sounds.
In this way, children will be prepared for success in school, which is the main goal of this program.
Educational and thematic planning
|
Name |
FN, FFN, ONR-III in children 6th year of life |
FN, FFN, ONR-III in children 7th year of life |
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|
classes per year |
new classes |
Individual |
classes per year |
new classes |
individual- al classes |
|
|
Formation of sound production |
||||||
|
Teaching coherent speech |
||||||
|
Preparing for literacy |
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|
Number of hours |
||||||
Methodological support
A necessary condition for the implementation of the program is the presence of a tape recorder and computer in the preschool institution, as well as the ability of the teacher to use technical teaching aids.
Classes on each topic are conducted in a playful way:
- “Journey to Zvukograd”, “Sounds Lost”, “Pinocchio in the Land of Knowledge”, “Telegraph”, “Shifters”, “Word Garden”, “Syllable Balls”, etc.
- lexical games and didactic games: “The Journey of a Ray of Sunshine”, “Help Dunno Correct Her Mistakes”, “Telephone”, “Visiting Fedora”, “Tsvetik-Seven-Flower”, “In the Land of the Wizard Goodwin”, “Dreamers”, etc.
Characteristics of the student population
The structure of defects in preschool children is heterogeneous. In the 2011-2012 academic year, children with the following speech diagnoses are enrolled in correctional and developmental classes:
Characteristics of the speech of children with phonetic-phonemic underdevelopment,
and OHP III level of speech development
Phonetic-phonemic underdevelopment of speech (FFSD) is a violation of the process of formation of the pronunciation system of the native language in children
with various speech disorders due to perceptual defects
and pronunciation of phonemes.
In the speech of a child with FFND, difficulties in the process of forming sounds that differ in subtle articulatory or acoustic features are noted. The defining feature is reduced ability
to analysis and synthesis.
It should be emphasized that the leading defect in FFND is the immaturity of the processes of perception of speech sounds.
Children with residual symptoms of underdevelopment of the lexico-grammatical and phonetic-phonemic components of the language system are classified as NVONR.
For children of this level, somewhat sluggish articulation of sounds, insufficient expressiveness of speech and unclear diction are typical.
The incompleteness of the formation of the sound-syllable structure, the mixing of sounds, the low level of differentiated perception of phonemes are an important indicator that the process of phoneme formation in children is not complete.
Correctional and educational work with FFNR and ONR III (u.r.r.) is being built
taking into account the characteristics of the mental activity of children. Thus, speech therapy intervention is organically related to the development
preschoolers have attention, memory, ability to control themselves and other mental processes.
Based on the heterogeneity of the composition of children at the speech center (with FFND and ONR III (ur.r.r.), due to different etiologies of the disorder, it is important, as a result of the examination, to differentially assess the degree of lag in mastering educational material, and the program requirements of a given age should also be taken into account.
Directions of correctional and developmental work:
- formation of full-fledged pronunciation skills;
- development of phonemic perception, phonemic representations, forms of sound analysis and synthesis accessible to age;
- development of attention to the morphological composition of words and changes in words and their combinations in a sentence;
- enriching the dictionary mainly by drawing attention to the methods of word formation, to the emotional and evaluative meaning of words;
- developing the skills to correctly compose simple and complex common sentences; use different sentence structures in independent coherent speech;
- development of coherent speech in the process of working on retelling, with the formulation of a certain correctional task for the automation in speech of phonemes specified in pronunciation;
- formation of preparation for learning to read and write and mastering the elements of literacy
primary goal individual lessons consists in choosing
and in the use of a set of articulation exercises aimed at
to eliminate specific disorders of the sound side of speech, characteristic of dyslalia, dysarthria, etc. In individual lessons, the speech therapist has the opportunity to establish emotional contact
with the child, activate control over the quality of speech, correct speech defects, smooth out neurotic reactions.
In these classes, the preschooler must master the correct articulation of each sound being studied and automate it in facilitated phonetic conditions: in isolation, in forward and backward syllables, words of a simple syllabic structure. In this way, the child is prepared to master the content of subgroup classes.
primary goal subgroup classes– developing teamwork skills. In these classes, children should learn to adequately evaluate the quality of speech statements of their peers. The composition of the subgroups is an open system and changes at the discretion of the speech therapist depending on
on the dynamics of preschool children's achievements in pronunciation correction.
An important methodologically important feature of individual
and subgroup classes is that they prepare children to master more complex phonetic and lexical-grammatical material
in frontal group classes.
Frontal exercises provide further expansion of children's speech practice, consolidation of the correct pronunciation of the studied sound, differentiation of sounds by ear and in pronunciation.
These classes should include exercises on children’s use of lexical and grammatical categories, as well as exercises aimed at
on the development of coherent speech.
FNR and FFNR, ONR- III level of birth in children 6 years of age.
|
Sound side of speech |
Speech development 2 |
||
|
Pronunciation 3 |
Phonemic awareness |
||
|
September, October, first half of November |
Development of differentiated movements of the organs of the articulatory apparatus. Development of speech breathing. Clarification of the correct pronunciation of preserved sounds: vowels - [a], [u], [i], [o], [e], [s], consonants - [m] - [m'], [n] - [n' ], [p] - [p'], [t] - [t'], [k] - [k'], [f] - [f’], [d] - [d’], [c] - [c’], [b] - [b’], [g] - [g’], etc. Pronouncing a number of vowels on a hard and soft attack, with different voice strength and intonation: Isolated; In syllables (reproduction of sound-syllable series with different intonation, voice strength, stress; reproduction of rhythmic patterns presented by a speech therapist; pronunciation of various combinations of direct, reverse and closed syllables); In words; In sentences. Development of skills in using exclamatory, interrogative and narrative intonation in speech. Formulation of sounds missing in speech (in accordance with the individual characteristics of children’s speech). Automation of delivered sounds; Isolated; In reverse syllables; In closed syllables; In conjunction with consonants; |
Developing the ability to recognize and distinguish non-speech sounds. Developing the ability to recognize and distinguish speech sounds based on the pitch and strength of the voice. Differentiation of speech and non-speech sounds. Development of auditory attention to the sound envelope of a word, auditory memory. Distinguishing syllables consisting of correctly pronounced sounds. Introducing children to the analysis and synthesis of reverse syllables. Transformation of syllables by changing one sound. Distinguishing intonation means of expressiveness in someone else's speech. Distinguishing between monosyllabic and polysyllabic words. Isolating a sound from a number of other sounds. Emphasizing the stressed vowel at the beginning of a word, emphasizing the last consonant sound in the word. Isolating the middle sound in a monosyllabic word. Practical mastery of the concepts of “vowel - consonant” sound. |
Consolidating the skill of using the category of plural nouns. Consolidating the skill of using the genitive case form with a preposition u. Possessive pronoun agreement my, my, mine with masculine, feminine, neuter nouns. Consolidating the skill of using the number and person categories of present tense verbs. Consolidating the skill of using categories of past tense plural verbs in independent speech. Drawing up proposals for demonstrating actions. Combining these sentences into a short text. |
|
Second half of November - first half of February |
Continuation of work on the development of mobility of the organs of the articulatory apparatus. Staging missing sounds: [l], [l’], [r], [r’]. Automation of previously delivered sounds in sentences and short texts (see speech development). Automation of the pronunciation of newly introduced sounds: Isolated; In open syllables (sound in a stressed syllable); In reverse syllables; In closed syllables; In conjunction with consonants; In words where the sound being studied is in an unstressed syllable. Differentiation by ear of preserved sounds (with pronunciation), differing: By hardness - softness [m] - [m'], [n] - [n'], [p] - [p'], [t] - [t'], [k] - [k'], [ f] - [f'], [d] - [d'], [c] - [c'], [b] - [b'], [g] - [g']; According to deafness - voicedness: [p] - [b], [k] - [d], [t] - [d]; In reverse syllables; In words and phrases. |
Determining the presence of a sound in a word. Distribution of subject pictures, the names of which include: Differentiable sounds; A certain specified sound. On the same material: Determining the place of a sound in a word; Isolation of vowel sounds in the position after a consonant in a syllable; Carrying out analysis and synthesis of a direct syllable; Emphasizing a consonant sound at the beginning of a word; Emphasizing the vowel sound at the end of a word. Practical acquaintance with the concepts of “hard - soft sound” and “voiceless - voiced”. Formation of the ability to distinguish and evaluate the correct standards of pronunciation in someone else’s and one’s own speech. Distinguishing words that are similar in sound composition; determining the number of syllables (vowels) in a word. Differentiation by ear of preserved sounds (without pronunciation): By hardness - softness ([m] - [m'], [n] - [n'], [p] - [p'], [t] - [t'], [k] - [k'], [f] - [f'], [d] - [d'], [c] - [c'], [b] - [b']; [g] - [g']); According to deafness - voicedness: [p] - [b], [k] - [g], [t] - [d]; In reverse syllables; In syllables with a combination of two consonants; In words and phrases; Making sentences with a certain word; Analysis of a two-word sentence; Sentence analysis with a gradual increase in the number of words. |
Consolidation of skills in independent speech: Agreement of adjectives with nouns in gender, number, case and the formation of relative adjectives; Agreement of ordinal numbers with nouns. Consolidation of skill: Select words with the same root; Form complex words; Make proposals for demonstrating actions, pictures, questions; distribute sentences by introducing homogeneous subjects, predicates, additions, definitions; make sentences based on supporting words; make sentences based on a picture, a series of pictures, retell texts rich in the sounds being studied; memorize poems rich in the sounds being studied. Consolidating previously acquired knowledge and skills using new verbal material. |
|
Second half of February - May |
Automation of assigned sounds in one’s own speech. Differentiation of sounds by place of formation: [s] - [w], [h] - [f]; In direct and reverse syllables; In syllables with a combination of three consonants; In words and phrases; In poetry and short texts; Consolidating previously acquired skills with new speech material. |
Drawing up a word diagram highlighting the stressed syllable. Select a word for the corresponding graphic diagram. Select a graphic diagram for the corresponding word. Transforming words by replacing one sound or syllable. Selecting a word with a given number of sounds. Determining the sequence of sounds in a word (spelling). Determining the order of sounds in a word. Determining the number and order of syllables in a word. Identifying sounds that come before or after a specific sound. Composing words from a given sequence of sounds. |
Activation of acquired skills in specially organized speech situations; in collective forms of communication between children. Development of children's independence in the verbalization of objective and practical activities in compliance with the phonetic correctness of speech. |
|
Reinforcing the correct pronunciation of sounds. Development of accuracy and differentiation of voluntary movements of the articulatory apparatus. Improving diction. Improving clear pronunciation of words and phrases. Improving the intonation expressiveness of speech. Intensifying the use in speech of words consisting of correctly pronounced sounds. Increasing children's motivation to actively use learned grammatical forms of speech in their statements. |
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- correctly articulate all speech sounds in various phonetic positions and forms of speech;
- differentiate all studied sounds;
- distinguish the concepts of “sound”, “syllable”, “sentence” on a practical level;
FN, FFN, ONR- III level of birth in children 7 years of age.
|
Pronunciation |
Speech development |
Formation of basic writing and reading skills |
|
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September October |
1. Setting and initial consolidation of sounds [к], [к'], [х], [х'], [j], [ы], [с], [с'], [з], [з'] , [l], [l'], [w], [f], [r], [r'], etc. In accordance with individual lesson plans. 2. Overcoming difficulties in pronunciation of complex words consisting of correctly pronounced sounds. 3. Formation of grammatically correct speech. 4. Sound analysis and synthesis of syllables and words, reading, writing in case of individual difficulties. Frontal exercises 1. Consolidating the correct pronunciation of the sounds [u], [a], [i], [p], [p'], [e], [t], [t'], [k], [k'], [ m], [m'], [l'], [o], [x], [x'], [j], [s], [s]. 2. Distinguishing sounds by ear: vowels - ([u], [a], [i], [e], [o], [s]), consonants - [p], [t], [m], [ k], [d], [k'], [g], [x], [l], [l'], [j], [p], [p'], [s], [s'] , [z], [z'], [ts] in various sound-syllable structures and words without pronunciation. 3. Differentiation of correctly pronounced sounds: [k] - [x], [l’] - [j], [ы] - [i]. 4. Mastering words of varying sound-syllable complexity (mainly two- and three-syllable) in connection with the consolidation of the correct pronunciation of sounds. Mastering available rhythmic patterns of words: ta-ta, ta-ta, ta-ta-ta, ta-ta-ta. Definition of rhythmic patterns of words: cotton wool-tata, water-tata and so on. Correlating a word with a given rhythmic pattern. |
1. Cultivating attention to the study of grammatical forms of words through comparison and contrast: singular and plural nouns with endings and, s, a(pieces, bushes, mugs, letters); various endings of plural nouns, personal endings of plural nouns of the genitive case (many piece ov, deer to her, chair ev, linen T, eye n etc.). Agreement of singular and plural present tense verbs with nouns ( the dog barked, the dogs barked...); comparison of personal endings of singular and plural present tense verbs ( Valya sings, children sing); drawing attention to the generic affiliation of objects ( my... glass, my... bag). 2. Vocabulary work. Drawing attention to the formation of words by attaching a prefix ( pours, pours, pours...); way of adding suffixes ( fur - fur - fur, lemon - lemon - lemon); way of compounding ( vacuum cleaner, haymaking, snowfall); to words with a diminutive meaning ( stump, forest, wheel). 3. Sentence, coherent speech. Drawing attention to the composition of a simple common sentence with a direct object ( Valya is reading a book); isolating words from sentences using questions: Who? what is he doing? does what?; composing sentences from words given in whole or in part in the initial form; developing the skill of answering questions briefly (one word) and completely. Making simple common sentences using prepositions on, at, in, under, over, with, with by pictures, by demonstration of actions, by questions. Combining several sentences into a short story. Learning texts by heart. |
1. Analysis of the sound composition of correctly pronounced words (in connection with the formation of pronunciation skills and the development of phonemic perception). Isolating the initial vowel from words ( A nya, And va, at tka), sequential naming of vowels from a series of two to three vowels ( ah, wow). Analysis and synthesis of reverse syllables, e.g. “am”, “it”; highlighting the last consonant of words (“ma To", "to T”). Isolating a syllabic vowel in a position after a consonant from words, for example: “com”, “whip”. Highlighting the first consonant in a word. Analysis and synthesis of syllables (“ta”, “mi”) and words: “soup”, “whale”(all exercises to master the skills of sound analysis and synthesis are carried out in a game form). 2. Formation of syllabic reading skills. Sequential introduction to letters y, a, i, p, t, m, k, o, s, s based on a clear, correct pronunciation of hard and soft sounds, gradually practiced in accordance with the pronunciation development program. Laying out colored chips and letters, reading and writing reverse syllables: “am”, “it”. Laying out chips and letters, as well as continuous reading of straight syllables: “ta”, “mu”, “mi”, “si” with a vowel orientation. Transformation of syllables and their writing. Laying out letters in a cut alphabet and reading words, for example: “catfish”, “whale”. Gradual mastery of terms “sound”, “letter”, “word”, “syllable”, “vowel sound”, “consonant sound”, “hard sound”, “soft sound”. |
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November, December, January, February |
Individual and subgroup lessons 1. Setting and initial consolidation of sounds: [t], [b], [b'], [d], [d'], [g], [g'], [w], [zh], [l] , [p], [p'], [ts], [h], [w] in accordance with individual plans and frontal training plans. 2. Overcoming difficulties in pronunciation of words that are difficult in structure, consisting of correctly pronounced sounds ( construction, astronaut and etc.). 3. Formation of coherent, grammatically correct speech, taking into account the individual characteristics of children. Frontal exercises 1. Consolidating the correct pronunciation of sounds: [s] (continued), [s'], [z], [z'], [b], [b'], [d], [d'], [g], [g'], [w], [l], [g], [p], [p']. 2. Distinguishing sounds by ear: [s] - [s'], [z] - [z'], [z] - [z'] - [s] - [s'], [b] - [b' ] - [p] - [p'], [d] - [d'], [d] - [d'] - [t] - [t'] - [g] - [g'], [g] - [g'] - [k] - [k'] - [d] - [ d'], [w] - [s] - [g] - [sch], [l] - [l'] - [p] - [p'], [g] - [z] - [w] ( without speaking). 3. Differentiation of correctly pronounced sounds: [s] - [s'], [z] - [z'], [b] - [p], [d] - [t], [g] - [k], [ s] - [w], [g] - [z], [g] - [w], [s] - [w] - [h] - [g], [r] - [r'], [l ] - [l']. 4. Mastering words with complex syllabic composition (sidewalk, intersection, excavator etc.) in connection with consolidating the correct pronunciation of the listed sounds. 5. Analysis and synthesis of the sound composition of words, the acquired sound-syllable structure. |
1. Development of attention to changes in grammatical forms of words depending on gender, number, case, time of action Mastering the most complex forms of plural nouns ( coats, cakes, wings...). Mastering the plural forms of the genitive case of nouns (many - apples, dresses). Drawing attention to the case endings of nouns (There lived a squirrel in the forest A. The children admired... protein Ouch. The children fed... protein at); to the agreement of adjectives with masculine and feminine nouns in the singular and plural ( big... bear, big... cat, big... cubes); to agree adjectives with neuter nouns and compare the endings of masculine, feminine and neuter adjectives in the singular and plural ( Ouch... blue scarf; and I... blue ribbon; oh... blue dress; s... blue towels). The use of combinations of adjectives with singular and plural nouns as part of a sentence in different cases ( There are many... bright lamps in the hall. Children fed carrots... to a white rabbit. Children gave food... to white rabbits...). Developing the ability in simple cases to combine numerals with nouns in gender, number, case ( They sewed the dolls... two dresses... five dresses, two shirts... five shirts). Comparison and contrast of present, past and future tense verbs ( I'm rolling - I'm rolling - I'll be rolling); perfect and imperfect verbs ( paints - painted). 2. Vocabulary work. Drawing attention to the formation of words (on new lexical material) by attaching a prefix ( arrived, glued, ran, crawled, galloped; left, arrived, drove up, stopped by); way of attaching suffixes - the formation of relative adjectives (wooden, oh, oh, oh; plastic, oh, oh, oh), due to compounding ( three-wheeled, first grader). Formation of the ability to use formed words as part of sentences in various case forms ( I don't have... a glass vase. I rode... a tricycle. The truck arrived at the factory Drawing attention to verbs with alternating consonants ( cut, cut, cut...). Formation of the diminutive form of nouns and adjectives ( The fox has a long fluffy tail. The bunny has a short fluffy tail). 3. Offers Drawing attention to word order and changes in word forms in a simple common sentence. Making sentences without prepositions and with prepositions on, under, over, to, at, from, with (with), from, in, along, between, behind, before, from words in initial form ( bench, under, sleep, dog - A dog is sleeping under the bench...). Making sentences from “living words” (which children imitate) and distributing sentences using questions ( Misha hangs a fur coat - Misha hangs a fur coat in the closet Compose sentences using given phrases ( gray squirrel - The children saw a gray squirrel in the forest...; little gray squirrel - The children gave nuts to the little gray squirrel...). Adding missing prepositions to the sentence: lilac bushes were planted... ( before, behind)home; the Christmas tree grew... ( at, near, near)Houses. Strengthening the skills of drawing up a complete answer to the question posed. 4. Coherent speech Children making proposals based on the results of following verbal instructions (you need to get up from the chair, leave the table, go to the large table, take the green truck and put it on the middle shelf of the cabinet). Development of the ability to compose a story from sentences given in a planned sequence. Development of the ability to retell texts. Memorizing prose and poetic texts, tongue twisters. |
1. Sound analysis of words Dividing words into syllables, drawing up a syllabic diagram of one- and two-syllable words. Sound-syllable analysis of words such as braids, sleigh, soup, duck. Making a diagram of words from strips and chips. Sounds vowels and consonants; hard and soft. Qualitative characteristics of sounds. Mastering the syllable-forming role of vowels (each syllable has one vowel sound). Developing the ability to find a stressed vowel in a word. Developing the ability to select words for given patterns. Development of the ability to select words for a given model (the first sound is a hard consonant, the second is a vowel, the third is a soft consonant, the fourth is a vowel, etc.). 2. Formation of initial reading skills (working with split alphabet) Consistent acquisition of letters b, c, d, e, d, w, f, l, g, e, r, i. Composing words from letters of a split alphabet, from given syllables, completing words with missing letters (following the footsteps of oral analysis). Word Conversion ( soup - souk, Tata - Nata) by replacing one letter. Mastering the letter composition of words, for example: “Tanya”, “Yama”. 3. Writing letters and words. Mastering the following skills: words are written separately, people's names and animal names are written with a capital letter. Learning to read sentences and texts. 4. Sounds and letters Determination of differences and qualitative characteristics of sounds: “vowel - consonant”, “hard - soft”, “voiced - deaf”. Sound-syllable analysis of words (for example: “car”, “paper”, “cat”, “raft”, “paint”, “red” and some more complex ones, the pronunciation of which does not differ from the spelling). Laying out words from letters, isolating a stressed vowel from words. Laying out words from the letters of the split alphabet after analysis and without preliminary analysis; transforming words by replacing or adding letters ( mouse - fly - bear...; table - table and etc.); adding missing letters to words ( mi-ka). Consolidating the skill of selecting words to sound patterns or models. Mastering the letter composition of words (for example: “branch, “ate”, “kitten”, “tree”). Filling out diagrams indicating the letter composition of a word (an entertaining form of presenting material in the form of: crosswords, charades, riddles), performing exercises. 6. Offer Formation of the ability to divide sentences of simple construction into words without prepositions and with prepositions. Formation of the ability to compose sentences of 3-4 words from the letters of the split alphabet after oral analysis and without preliminary analysis. Mastering syllabic reading of words of a given complexity and individual more complex ones (after analysis) with the correct pronunciation of all sounds, moderately loud, clear pronunciation of words. Reading sentences. Forming the ability to perform various tasks to complete sentences with missing words (the hedgehog is sitting... like a Christmas tree). Correct, clear syllabic reading of small, easy texts. Observe pauses at points when reading. Developing the ability to meaningfully answer questions based on what you read. Retelling what you read. Consolidating the skill of monitoring the correctness and clarity of your speech. 8. Spelling Strengthening the ability to distinguish between stressed and unstressed vowels. Attracting children's attention to checking the unstressed vowel by changing words ( goats A- goats s ). Forming the ability to check (in the simplest cases) voiced and voiceless consonants at the end of words by changing words ( tooth - teeth, frost - frost) and using related words ( oak- oak tree). Drawing children's attention to some words whose spelling is not checked by the rules. The simplest cases of word wrapping. Formation of the ability to lay out and write words with combinations "shi", “zhi.” Mastering the rules for writing words and sentences: letters in a word are written side by side, words in a sentence are written separately, a period is placed at the end of the sentence, the beginning of a sentence, names of people, names of animals, names of cities are written with a capital letter. Independent writing of individual words and sentences of accessible complexity after oral analysis. |
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March, April, May, June |
Individual and subgroup lessons Final correction of all speech deficiencies in accordance with the individual characteristics of children. Frontal exercises 1) Consolidating the correct pronunciation of [ts], [ch], [sch] and all previously learned sounds. 2) Discrimination by ear: [h] - [t'] - [s'] - [sch], [ts] - [t'] - [s], [sch] - [h] - [s'] - [w]. 3) Differentiation of correctly pronounced sounds: [ch] - [t'], [ch] - [s'], [ts] - [s], [sch] - [sh], [sch] - [ch], [ sch] - [s']. 4) Mastering polysyllabic words in connection with consolidating the correct pronunciation of all speech sounds (teacher, watchmaker, electrician), their use in independent speech. 5) Analysis of words of complex sound-syllable composition. |
1. Development of attention to changes in the grammatical forms of words depending on gender, number, case, time of action Consolidating previously acquired skills. 2. Vocabulary work Consolidating (on new lexical material) acquired word formation skills by adding a prefix or suffix, through word composition. Formation of nouns denoting persons by their activities, professions ( teacher, teacher, student; football, soccer player). Formation of the ability to use formed words as part of sentences. Development of the ability to select related words ( snow, snowball, snowman, Snow Maiden, snowy...). Formation of diminutive forms of nouns and adjectives (using complicated lexical material). Drawing attention to the polysemy of words (sewing needle, hedgehog needles, Christmas tree needles). 3. Offers Consolidation (using new lexical material) of the skills of composing and distributing sentences. Ability to use sentences with prepositions “from under”, “from behind”: the cat got out...(from under)table. Drawing attention to sentences with homogeneous members ( The children were running. The children were jumping. Children ran and jumped). Making sentences using reference words, for example: boy, draw, paint. Compiling complex sentences (based on the model given by the speech therapist) with conjunctions “so that”, “because”, “if”, etc. ( We won't go for a walk today because it's raining. If I have guests tomorrow, I will bake a cake...); with the relative pronoun “which” ( Roma liked the designer. The designer was given to him by his brother. Roma liked the construction set his brother gave him). 4. Coherent speech Consolidating all previously acquired skills. Developing the ability to use complex sentences when retelling. Development of the ability to coherently and consistently retell a text, using phonetically and grammatically correct expressive speech. Formation of the skill of composing a story from a picture, from a series of pictures. Memorizing prose and poetic texts, tongue twisters. |
1. Sounds and letters Further development of sound discrimination skills. Letter acquisition b, h, c, f, shch, b(24-31 weeks of training). Consolidation and further development of the skill of using previously learned letters when writing her and letter acquisition Yu, I. Letter acquisition b(as a sign of softness) based on the distinct pronunciation and comparison of hard and soft sounds. Letter acquisition ь, ъ(dividing b And ъ sign) based on distinct pronunciation and aural comparison of combinations, for example: la-lya. Consolidating the skill of sound-syllable analysis of words of varying complexity, the pronunciation of which does not differ from the spelling. Selection of words using diagrams and models. Conducting exercises in an entertaining way to determine the sound composition of words. Mastering the letter composition of words of varying complexity. Further mastery of the skills of laying out and writing words with letters I, e, e, y. Development of the ability to lay out and write words with letters b(as a sign of gentleness) Yu. Ability to lay out and write words with combinations “cha”, “chu”, “sha”, “schu”. Conducting in an entertaining form (riddles, crosswords, puzzles) increasingly complex exercises aimed at determining the letter composition of words. 3. Offer Laying out small (3-5 words) sentences from the letters of the split alphabet with preliminary spelling and sound analysis and independently. Highlighting individual words in a sentence, the spelling of which requires the application of rules ( Masha has a toothache). Further development of reading skills. Correct syllabic reading of short stories with the transition to reading whole words. Consolidating the ability to give accurate answers to what has been read, pose questions to simple texts, and retell texts read. Memorizing poems, tongue twisters, riddles. In the summer, work is carried out to further develop the skill of determining the letter composition of words, various exercises in an entertaining form, laying out a split alphabet from letters and writing words and sentences using all previously acquired knowledge and skills, consolidating description skills, further developing reading skills, and developing skills conscious continuous reading. |
Planned results of speech therapy work:
- correctly articulate all speech sounds in different positions;
- clearly differentiate all studied sounds;
- name the sequence of words in a sentence, syllables and sounds in words;
- find words with a given sound in a sentence, determine the place of the sound in a word;
- distinguish between the concepts of “sound”, “hard sound”, “soft sound”, “dull sound”, “voiced sound”, “syllable”, “sentence” on a practical level;
- name the sequence of words in a sentence, syllables and sounds in words;
- perform basic sound analysis and synthesis;
- master intonation means of expressive speech in retelling and reading poetry.
Forms and means of organizing educational activities
The organization of the activities of speech therapists, educators and other specialists during the year is determined by the assigned tasks of the work program. Speech therapy examination is carried out from September 1 to 15, from May 15 to 31. Speech therapy subgroup and individual classes are held from September 15.
This program is designed for implementation in the conditions of a speech therapy center in a general developmental kindergarten, that is, the schedule of classes does not provide special time for the frontal activities of the teacher - speech therapist. The main burden is borne by individual and subgroup speech therapy work, which is carried out 2-3 times a week with each child.
For subgroup lessons, children of the same age group with similar nature and severity of speech disorders are brought together, lasting 20 - 30 minutes.
The frequency of individual lessons is determined by the nature and severity of speech impairment, age and individual psychophysical characteristics of the children.
Children are released throughout the school year as their speech defects are eliminated.
The results of speech therapy training are noted in the child’s speech card.
The program is designed taking into account the integration of the main educational areas in working with children of senior preschool age.
- Speech development (educators).
The development of phonemic hearing and the formation of phonemic perception in classes on speech development, as well as in free activities (various didactic, outdoor games for speech development).
Expansion and activation of children's vocabulary. The teacher tells and reads fiction, children look at pictures and talk about issues. Learning program poems. The development of monologue speech is carried out when composing stories - descriptions, stories based on a picture and a series of pictures, retellings of familiar fairy tales.
Conducting daily monitoring of the state of children’s speech activity, monitoring the correct use of assigned or corrected sounds, practiced in classes of grammatical forms according to the recommendations of the speech therapist in interaction notebooks.
Development of children's cognitive interests during classes, excursions, games, as well as in free activities.
When organizing educational activities, priorities in the work of the speech therapist and educators can be traced:
- Musical education (music director)
Performing the following exercises: to develop basic movements, small muscles of the hand, activate attention, develop a sense of musical rhythm, spatial orientation, develop “muscle sense”, develop auditory perception, motor memory;
Dances accompanied by singing, round dances, games with singing, noise orchestras. Musical and didactic games that promote the development of phonemic hearing and attention, rhythmic games with tasks for orientation in space, exercises for distinguishing musical sounds by pitch, chants, vocalizations for the automation of those sounds that children learn in speech therapy classes, sketches for the development of expressive facial expressions, gestures, dramatization games.
3. Interaction with parents (or persons replacing them)
After a speech therapy examination, the speech therapist provides parents (or persons replacing them) with complete and detailed information about speech and non-speech disorders identified in the child. Next, the teacher-speech therapist explains in detail the individual correctional and developmental program intended for classes with the child and emphasizes the need for joint, coordinated work between kindergarten teachers and parents.
The program provides:
Active participation in all events held for parents in kindergarten (open classes, training sessions - workshops, subgroup and individual consultations, holidays, including speech therapy, parent meetings, etc.);
Assisting the child in completing assignments, preparing a speech therapy notebook, and didactic material for studying at home;
Games and exercises for the development of a child’s articulatory motor skills,
systematic classes with the child at home to consolidate the material learned in speech therapy classes, to automate the sounds and introduce them into speech;
Creating a positive emotional mood for speech therapy sessions, developing the child’s interest in his own speech and the desire to learn to speak correctly.
When working with children, we rely on methodological approaches to developmental education:
Unusual start of the lesson;
Presence of a “spirit of discovery” in class;
Holding pauses for adults to “turn on” children’s thought processes;
When preparing for a lesson, allowance is made for the variability of children’s answers;
Not leaving any answer unattended;
Development of speech in any form of activity;
Consideration of opportunities and a tolerant attitude towards children’s difficulties;
Learning to see the diversity of task performance;
Supporting children's sense of success.
For the successful implementation of the Work Program, it is necessary to create a subject-development environment: equipping the speech therapy room and groups with the necessary equipment, didactic materials and visual aids.
APPLICATIONS
to the work program
“Correction of speech disorders”
Appendix No. 1
Speech card
SPEECH CARD. (FFN)
1. Last name, first name of the child_________________________________ 2. Age _______________
3. Date of enrollment in the group_________________________ Group number ____________________
4. Home phone number, address_________
5. Last name, first name, patronymic of parents, place of work, position:
Mother______________________________________________________________________________ __
Father___________________________________________________________________________ __
6. Brief anamnestic data:
How was the pregnancy and childbirth?_____________________________________________
When did you scream?__________________________________________ How did physical development proceed:
began to hold his head ________________________________ sit _________________________
get up__________________________________________ walk_________________________
What diseases have you suffered over the years?________________________________________________________________
Speech development of a child: humming ___________________ babbling __________________________ first words _____________________________________ speech in phrases _____________________
Was speech development interrupted (if interrupted, for what reason, how long did it last, with what consequences) ___________________________________________________
How quickly did you increase your vocabulary? ___________________________________________
7. Hearing _________________ 8. Vision ___________________ 9. Intelligence ________________
10. Speech environment and social conditions: _________________________________________________
Have you contacted a speech therapist before? How long did the classes last? ___________________________
Their performance_______________________________________________________________
How does the child himself feel about the speech defect? _______________________________________
11. General sound of speech: tempo _______________________ voice _______________________
intelligibility__________________________________________ breathing _______________________
12. Examination of the articulatory apparatus:
Tongue mobility_______________________________bite___________________________
structure of the palate ___________________________________ teeth ___________________________________
condition of the hyoid frenulum _________________________ lips _______________________
13. State of general and fine motor skills (coordination of movements, state of fine motor skills, which hand the child prefers to work with)_________________________________
_______________________________________________________________________________ __
14. General development of the child:
a) forward counting ____________________________________ reverse counting _______________________
counting operations: _________________________________________________________________
b) highlighting the fourth extra ___________________________________________________
15. Examination of speech understanding:
a) following instructions_______________ b) understanding the meaning of prepositions______________
c) understanding number ___________________ gender _________________ case ________________
16. Sound pronunciation.
Vowels: A ____________ U ____________ O ____________ Y ____________ E ____________
Consonants: S ___________ S' __________ Z _____________ Z' ____________ C ___________
W __________________ F ________________ Sh ___________________ H _________________
L _______________ L _____________ R _____________ R R _____________ Y ______________
Repeat the sentences:
The catfish has a mustache. ________________________________________________________________________
Zoya is drying her fur coat. ___________________________________________________________________
Zina has a yellow umbrella. ____________________________________________________________
Girls and boys jump like bunnies._______________________________________________
I clean the puppy with a brush, tickle its sides.________________________________________________
_______________________________________________________________________________ __
Lyuba has toothache.________________________________________________________________
There is a squirrel on the oak tree.______________________________________________________________________________
Five kittens are hungry.______________________________________________________________
Maya and Yulia sing._________________________________________________________________
The clown had a balalaika.__________________________________________________________
The cow has sharp horns._______________________________________________________________
17. Phonemic perception ___________________________________________________
a) isolating a sound from a number of sounds: ___________________________________________________
“t” - m, p, t, k, d, t, n, k, p, t________________ “p” - ta, ma, pa, ta, ka, yes, _________________
“k” - poppy, spider, there, house, cat, mole _________________________
b) repetition of a series of syllables and words: ___________________________________________________
ta-da-ta ____________________________ da-ta-ta ___________________________
ka-ha-ha ____________________________ ga-ha-ka ___________________________
pa-ba-pa___________________________ ba-ba-pa___________________________
cat-year-cat_______________________________________ tom-com-gnome _____________________________
tom-house-com___________________________ pop-buck-tock ______________________________
c) differentiation of sounds:__________________________________________________________
S – W _______________________ F – W __________________ S – S _____________________
S – W______________________ H – T __________________ L – R _______________________
W – F______________________ C – S _________________ H – C _______________________
C – T _____________________ P – S _________________ P – B _______________________
T – D ______________________ K - X ___________________ K – D _______________________
18. Analysis of the sound composition of a word_________________________________________________
a) highlighting the first sound in a word: ___________________________________________________
Alik ___________________ duck _______________________ city ______________________
Olya ____________________ echo _________________________ wolf _______________________
Ira ____________________ windows ___________________________ bank ______________________
b) highlighting the last sound in a word: ________________________________________________
fluff ________________ moon ______________ cat _______________ balls _________________
juice ________________ flour ______________ hands ______________ nose ___________________
19. Pronunciation of words with complex syllabic composition: _________________________________
aquarium ______________________________ fruits ___________________________________
policeman ________________________________ bicycle ________________________________
construction __________________________ cyclist _____________________________
An astronaut controls a spaceship.
_____________________________________________ Sasha liked the plastic boat. _______________________________________________ A motorcyclist rides a motorcycle. ______________________________________________________A hare and her babies drink tea with cookies.
_______________________________________________20. State of the dictionary______________________________________________________________
1. Subject dictionary: ____________________________________________________________
a) explanation of the meaning of words:
fridge _____________________________________________________________________
vacuum cleaner _________________________________________________________________________
b) showing and naming parts of objects:
Kettle: bottom __________________________ Chair: seat ________________________
spout _____________________________ back ________________________
cover ___________________________ legs _________________________
pen _____________________________
c) level of generalization:
Sweater, dress, shorts, skirt, tights _______________________________________________
Boots, shoes, slippers, felt boots _____________________________________________________
Saucer, frying pan, spoon, plate___________________________________________
Tomato, turnip, carrot, cabbage _____________________________________________________
Apple, peach, pear, lemon _______________________________________________________
Cat, dog, wolf, hedgehog ____________________________________________________________
Dove, duck, sparrow, crow _______________________________________________________
Wardrobe, table, chair, bedside table _______________________________________________________
Bus, train, tram, plane _______________________________________________
d) Name which ones you know?
- vegetables_____________________________________________________________________
- fruits ____________________________________________________________________
- cloth ____________________________________________________________________
- shoes ______________________________________________________________________
- furniture _____________________________________________________________________
- Seasons _______________________________________________________________
- months _____________________________________________________________________
- transport __________________________________________________________________
- wild animals _____________________________________________________________
- Pets _________________________________________________________
- birds _____________________________________________________________________
- flowers______________________________________________________________________
- trees ____________________________________________________________________
- mushrooms _____________________________________________________________________
- berries _____________________________________________________________________
- professions _________________________________________________________________
2. Dictionary of signs: ________________________________________________________________
a) selection of adjectives for nouns: ________________________________________________
lemon - which one? __________________________________________________________________
what kind of dress? ___________________________________________________________________
fox - which one? _____________________________________________________________________
b) selection of antonyms
wide ____________________ long _________________ high ___________________
cheerful _____________________ bright _________________ sick ___________________
straight _____________________ dry ____________________ cold _________________
c) formation of adjectives from nouns:
Plastic handle ___________________________ Leather bag _________________________
Matryoshka made of wood ______________________________ Glass glass _______________________
Cranberry juice _____________________________ Fur coat __________________________
d) formation of possessive adjectives: _____________________________________________
Whose tail? _____________________________ Whose head? _____________________________
3. Verb dictionary: _________________________________________________________________
a) What does it do?
cook __________________ teacher _____________________ doctor _________________
postman ______________________________________________
cat _______________________ dog ____________ goose ______________________
duck __________________________ rooster ___________________ mouse _____________________
cow _______________________ frog _________________ pig ____________________
21. Examination of the grammatical structure of speech: _____________________________________
a) formation of the plural of nouns and the genitive case of plural nouns:
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plural of im.pad. |
Plural of birth.pad. |
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b) formation of a diminutive form:
house______________________ Christmas tree ______________________ Zhenya _______________________
chair____________________ mushroom _______________________ Kostya ______________________
c) agreement of adjectives with nouns in gender:
blue trousers __________________________ red shoes _____________________________
blue ball ________________________________ red umbrella ________________________________
blue vase ____________________________ red light bulb ___________________________
blue feather ___________________________ red apple ______________________________
d) agreement of nouns with numerals:
e) Who has whose cub?
in a cat __________________ in a dog __________________ in a pig ___________________
for a bear ___________________ for a hare ___________________ for a fox_____________________
in a cow ___________________ in a horse __________________ in a sheep_____________________
in a mouse ____________________ in a frog _________________ in a chicken
f) prepositional-case forms: ___________________________________________________
22. Examination of coherent speech:__________________________________________
a) compiling a story based on a picture________________________________________________
_______________________________________________
_______________________________________________
_______________________________________________
b) compiling a story based on a series of paintings _____________________________________________
_______________________________________________
_______________________________________________
_______________________________________________
_______________________________________________
23. Speech therapy conclusion: ___________________________________________________
_______________________________________________
_______________________________________________
“____” _____________________ 20__
Teacher-speech therapist MBDOU d/s “Solnyshko” /____________________/
Appendix No. 2
List of children enrolled in the speech therapy center of the MBDOU Bolsheboldinsky d/s “Solnyshko”
Signature of the speech therapist MBDOU
Signature of the head of the MBDOU
Appendix No. 3
Report on the work of the speech therapy center
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Released with normal speech |
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With improvement |
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Classes continue |
Appendix No. 4
Journal of movement of pupils at a speech therapy station.
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Last name, first name of the child |
Who issued the direction |
Pre-sex Damn diagnosis |
Enrollment date |
Date of issue |
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Appendix No. 5
INDIVIDUAL CORRECTION PLAN
BY SOUND PRONUNCIATION
Planning
individual speech therapy work (check as needed +)
c ________________________________
1. Formation of correct sound pronunciation.
- Speech therapy massage;
- develop the mobility of the articulatory apparatus;
- production and correction of sounds:
- group of whistlers - S, Sь, Z, ZH, Ts
- group of hissing ones – Ш, Ж, Ш, Ш
- sonorous group – L, L, R, Rb
- labio-labial – P, B, M + soft.
- labiodental – T, D, N + soft.
- posterior lingual – K, G, X + soft.
- Other __________________________
- automate sounds in syllables, words, sentences, connected text.
2. Formation of phonemic perception:
- identify sounds (vowels, consonants, hard-soft, voiceless-voiced);
- determine the presence and absence of a sound, the place of a sound in a word.
3. Formation of phonemic hearing
4. Work on the syllable structure of the word.
5. Development of grammatical structure of speech
- word formation;
- inflection.
6. Development of the lexical side of speech
- expand subject vocabulary;
- expand the dictionary of features;
- expand your verb vocabulary.
7. Formation of coherent speech
- develop the ability to write a story based on a picture;
- develop the ability to compose a story based on a series of paintings;
- develop the ability to compose a retelling;
- develop the ability to compose a story - description.
8. Development of mental processes, motor skills, intellectual activity:
- develop visual attention, memory, perception, thinking;
- develop fine and articulatory motor skills.
speech therapy room
- Wall mirror for speech therapy sessions;
- Mirrors for individual work;
- Additional lighting at the mirror.
- Speech therapy probes, spatulas, wet wipes;
- Teaching aids, board games, toys, construction sets, technical means, computer equipment (if necessary);
- Manual cabinets;
- Desk for speech therapist work;
- Tables for activities with children;
- Children's chairs.
Literature
1.T.B. Filicheva, G.V. Chirkina. Program for training and education of children with phonetic-phonemic underdevelopment. - M.: MGOPI, 1993
2. G. A. Kashe, T. B. Filicheva. Program for teaching children with underdevelopment of the phonetic structure of speech. - M.: Education, 1978
3.G.V.Chirkina. Correction of speech disorders.-M.: Education, 2009
4.N.V.Nishcheva. Corrective developmental work program for children with disabilities.
5.Z.E.Agranovich. A collection of homework for overcoming lexical and grammatical speech underdevelopment in preschoolers with special needs speech disorders: Detstvo-Press, 2002
6. O.I. Krupenchuk. Teach me to speak correctly. - S.P.: Litera, 2001
7. E.A. Pozhilenko. The magical world of sounds and words.-M.: Vlados, 2002
8.E.V.kuznetsova. Teaching literacy to children with speech impairments.-M.: TC, 1999
9.A.V.Yastrebova. How to help children with speech impairments.-M.: ARKTI, 1999
10. R. A. Kiryanova. Comprehensive diagnostics of children with speech disorders. - S.P.: KARO, 2002
11V.I.Rudenko. home speech therapist. - Rostov-on-Don: phoenix, 2002
12. G.S. Shvaiko. Game exercises for speech development. - M.: education, 1988
13Z.E.agranovich. Speech therapy work to overcome violations of the syllabic structure of words in children. - S.P.: Childhood-Press, 2005
14.T.B.Filicheva, T.V.Tumanova. Children with phonetic-phonemic underdevelopment.-M.: GNOM and D, 2000
15. V.V. Konovalenko. Frontal speech therapy classes in the preparatory group of FNS.-GNOM, 2005
16. N.V. Kurdvanovskaya. Planning the work of a speech therapist with children 5-7 years old. - M.: Sfera, 2007
17. N.V. Solovyova Preparation for teaching literacy to children with speech impediments. - M.: TC Sfera, 2009
18.E.A.borisova. Individual speech therapy classes with preschoolers.-M.: TC Sfera, 2008
19. E.F. Kurmaeva. Correctional and speech therapy work with children 5-7 years old. - Volgograd: Teacher, 2011
20. O.V. Tyryshkina. Individual speech therapy classes.-Volgograd: Teacher, 2011
21 E.L. Voroshilova. Correction of stuttering in preschool children. - M.: Sfera, 2012
22. A.F. Rybina. Correction of sound pronunciation in children. Speech material.-Volgograd: Teacher, 2001
23. N.V. Nishcheva. Multi-colored fairy tales. - S.P.: Childhood-Press, 2001
24.O.B.inshakova. Album for a speech therapist.-M.: Vlados, 2003
25. A.V. Yastrebova. A set of classes on the formation of speech and mental activity in children. - M.: ARKTI, 2001
26. T.Yu. Bardysheva. learning to retell. - M.: Karapuz, 2003
27. E.M. Kuritsyna. A large book of classes on speech development. M.: rOSMEN, 2005
28.O.I.Krupenchuk. Finger games for children. S.P.: Litera, 2005
29.N.V.Nishcheva. Let's speak correctly. S.P.: Childhood-Press, 2002 E.N. Kosinova. Speech therapist lessons.-M.: Eksmo.2008
30. O.S. Gomzyak. Development of coherent speech in six-year-old children. - M.: Sfera, 2007
31. Magazine “Speech therapist”
32. Magazine “Sweetie” (Appendix to the magazine “Speech therapist”)
33. O.V. Zhokhova. Homework for children of the speech therapy group of preschool educational institution.-M.: Sfera, 2010
Natalia Belyaeva
Program of individual speech therapy sessions “I will speak correctly”
Information card of educational programs
additional education for children.
Focus: Special pedagogical
Type of educational activities: Correctional and developmental
Name programs: « I will speak correctly»
Teacher- speech therapist
annotation programs: Age children: 3-6 years
Implementation period programs depends on the severity of the speech disorder.
Year of development: 2017
Target:
correct
Tasks:
tasks:
Formation of full-fledged pronunciation skills;
Development of phonemic hearing, phonemic
representations, forms of sound analysis and synthesis accessible to age;
Improving the lexical and grammatical means of the language;
Development of independent developed phrasal speech.
speech therapist How:
functions
Expected results.
As a result speech therapy syllable analysis and synthesis.
The degree of actual development of these characteristics and the child’s ability to demonstrate them by the time of transition to the next level of education can vary significantly from one child to another due to differences in living conditions and individual developmental characteristics of a particular child.
Status programs: Designed for basis:
« Speech therapy program authors "Education", 2009. Program .
« Speech therapy program authors: T. B. Filicheva, G. V. Chirkina, T. V. Tumanova and others, "Education", 2009. Program recommended by the Scientific Council of the State Scientific University "Institute of Correctional Pedagogy of the Russian Academy of Education".
Program approved:
I. Target section programs
1.1. Explanatory note
The Federal State Standard of Preschool Education defines target guidelines - social and psychological characteristics of a child’s personality at the stage of completion of preschool education, among which speech occupies one of the central places as an independently formed function, and exactly: By the end of preschool education, the child understands spoken language well and can express his thoughts and desires. Speech is also included as an important component, as a means of communication, cognition, creativity in the following target landmarks:
Actively interacts with peers and adults, participates in joint games;
Able to negotiate, take into account the interests and feelings of others, empathize with failures and rejoice in the successes of others, try to resolve conflicts;
Can fantasize out loud, play with sounds and words;
Shows curiosity, asks questions regarding near and distant objects and phenomena, is interested in cause-and-effect relationships (how? why? why, tries to independently come up with explanations for natural phenomena and people’s actions;
Has basic knowledge about himself, about the objective, natural, social and cultural world in which he lives.
In fact, none of the targets of preschool education can be achieved without mastering speech culture.
To achieve targets, systematic prevention and correction of speech disorders in children is necessary, since many of them have features that can disrupt the favorable course of speech ontogenesis, which is most clearly manifested by the age of five.
In connection with the growing trend of the appearance in mass kindergartens of a large number of children with speech impairments of varying severity, including children with severe speech impairments (ONR, SDD, dysarthria, lack of specialized preschool educational institutions stepper accessibility on the one hand and the adoption of new federal educational standards for preschool education providing for the possibility of organizing and creating special conditions for children with disabilities on the other hand, there is a need for functioning for such children psychological and speech therapy service. Analysis of organizational and content aspects of activities psychological and speech therapy service identifies that with a clear organization it can have high efficiency of corrective, preventive influence, diversity in the choice of means and plays an important role in the speech and general preparation of children for school.
Real program is of a correctional and developmental nature. It is intended for training and education of children 5-7 years old who have various disorders in the development of speech in their native language. language:
Phonetic disorders (simple and complex dyslalia, as well as pronunciation deficiencies caused by impaired structure and mobility of the speech apparatus - dysarthria, rhinolalia);
Phonemic underdevelopment;
Phonetic-phonemic underdevelopment.
Program compiled in accordance With:
Law of the Russian Federation "About Education";
Federal State Educational Standard for Preschool Education;
UN Convention on child rights;
Declaration child rights;
Approximate general education program preschool education "Kindergarten 2100";
Instructive letter of the Ministry of Education of Russia dated December 14, 2000 No. 2 “On the organization of work speech therapy point of a general education institution";
By order of the Moscow Department of Education dated August 11, 2005 No. 2-34-20 “On organizing work with children with speech impairments in state educational institutions that implement programs preschool education";
Regulations on psychological and speech therapy service of GBOU School No. 2072 preschool department;
Letter of the Ministry of Education of the Russian Federation dated June 27, 2003 No. 328-51-513/16 “Methodological recommendations for psychologically-medical and pedagogical support for students in the educational process in the conditions of modernization of education.”
Program written in accordance with modern scientific ideas about the mechanisms of formation of sound pronunciation in a child.
Theoretical basis programs are provisions on the relationship between correction and development, developed by L. S. Vygotsky, P. Ya. Galperin, B. D. Elkonin.
IN program also reflected the ideas of a number of scientists nykh: G. A. Volkova, L. S. Volkova, V. A. Kovshikova, R. I. Lalaeva, L. G. Paramonova, O. V Pravdina, T. B. Filichiva, T. B. Chirkina, M. F. Fomicheva, M. E. Khvattseva, on the problem of oral speech correction.
The diversity and variability of the methods used allows us to provide a differentiated approach to the correction of speech disorders, individualize correctional and developmental process, ensure individual support for each child depending on the type and structure of speech impairment, the presence of secondary developmental disorders, and the microsocial conditions of the child’s life.
Program relies on the following principles:
Systematicity;
Complexity;
Active;
Ontogenetic;
Workaround;
General didactic (visuality, accessibility, individual approach, consciousness).
1.2. Planned results
Target guidelines formulated in the Federal State Educational Standard for preschool education.
Targets for preschool education represent social and normative age characteristics of a child’s possible achievements at the stage of completing preschool education.
Targets within the framework of the implementation of the work programs for accompanying children of senior preschool age with speech impairments.
As a result speech therapy impact, the speech of preschoolers should be as close as possible to age norms. This is manifested in free, error-free command of dialogic and monologue speech. The phonetic format of speech must correspond to the norms of the native language. In addition, children must have sufficiently developed sound operations syllable analysis and synthesis.
2.1. Goals, objectives, content and forms speech therapy intervention.
Establishing the degree of severity and structure of a speech defect allows us to determine the purpose, objectives, content and forms speech therapy intervention.
Goals programs:
Elimination of speech defects in children and prevention of possible difficulties in mastering school knowledge caused by speech underdevelopment.
Mastery of speech as a means of communication and culture. Enrichment of active vocabulary, development of grammatically coherent correct dialogical and monologue speech, development of sound and intonation culture of speech, phonemic hearing, formation of sound analytical-synthetic activity as a prerequisite for learning to read and write.
Depending on the child’s speech disorder (FN, FFNR, NVONR, ONR, the following are decided tasks:
Formation of full-fledged pronunciation skills;
Development of phonemic hearing, phonemic awareness,
forms of sound analysis and synthesis accessible to age;
Improving the lexical and grammatical means of the language;
Development of independent developed phrasal speech.
To the developmental aspect of the teacher’s activity - speech therapist Preschool educational institutions should include not only specific tasks for the development of speech processes in pupils with speech impairments, but also such tasks as How:
Development of motivation to learn;
Development of self-control over one’s speech;
Development of mental processes that are interconnected with the development of speech functions: visual and auditory attention, memory, perception; sensorimotor coordination, spatial orientation, visual and figurative thinking, elements of verbal and logical thinking.
Work on the formation of sound pronunciation.
Development of mobility of the articulatory apparatus.
Introducing sound articulation.
Producing sounds that the child does not have.
Automation of delivered sounds in speech (in syllables, words, phrases, sentences, text, sayings, poetry, tongue twisters). -Differentiation of mixed sounds (auditory).
Work on syllabic structure of the word:
Learning different words syllabic structure and sound content.
Work on the development of phonemic hearing, phonemic representations, accessible forms of sound analysis and synthesis.
Recognizing sounds against background sounds syllables, words.
Selection syllables and words with a given sound.
Reflected row playback syllables and words.
Determination of the rhythmic structure of a word.
Formation of phonemic analysis: determining the place of a sound in a word (beginning, middle, end); naming the sound that comes before and after a given sound.
Development of synthetic activities: composition of named sounds syllables and words.
Development of phonemic submissions: selection of words for a given sound, syllable; selection of pictures for a specific sound; word conversion (add start or end sound).
Improving the lexical and grammatical means of the language.
Formation of a system of inflection.
Practical acquaintance with the gender of nouns by substituting possessive pronouns my, my, my (masculine, feminine and neuter gender).
Case constructions
Agreement of adjectives with nouns in gender and number.
Formation of the ability to distinguish the shade values of prefixes in verbs: y-, at-, from-, under-, on -, with-, for -, over-, you- (flies, walks).
Agreement of nouns with numerals (one, one, two, two, three, four, five).
Agreement of adjectives and numerals with nouns.
Practical exercises in understanding and active use prepositions: at, in, on, over, under, by, about, between.
Formation of a word formation system.
Formation of nouns with diminutives suffixes: -To-; -ok, -ek, -ik; -check, -chick; -chk, -chk, -chk; -ts;-ushk-, -ishk-, -yshk-, -yushk.
Formation of adjectives with diminutive suffixes – onk-, - enk-.
Formation of nouns using the suffix - protsitsya - with the meaning of container (for soup - tureen, for herring - herring bowl).
Formation of words with opposite meanings (antonyms from nouns, adjectives, adverbs, verbs).
Formation of singular and plural forms of nouns with suffixes denoting the names of cubs - onok, - enok, - ata, - yata.
Formation of relative adjectives (correlation with products, plants, seasonality, materials) and their agreement with nominative case nouns in gender and number.
Formation of possessive adjectives from nouns.
Development of independent developed phrasal speech.
Formation of syntactic structure speeches: learn to make sentences. - Make sentences based on the supporting words given in the initial form.
- Colloquially-descriptive and narrative speech: combine simple sentences into a short story; compose stories based on a series of plot pictures; compose a story based on a plot picture.
In accordance with the Federal State Educational Standard, the main form of work with preschool children in all directions development is a play activity.
2.2. Directions work in accordance with speech disorders of children.
Corrective and developmental work of a teacher - speech therapist with a specific student of GBOU Gymnasium No. 2072 includes those directions, which correspond to the structure of his speech disorder.
Directions correctional and developmental work to support children of senior preschool age with speech impairments.
Oral speech disorders
Directions correctional work
Phonetic speech underdevelopment
Correction of sound pronunciation.
Phonetic-phonemic underdevelopment of speech - correction of sound pronunciation.
Improvement syllabic structure of words.
NVONR, ONR - correction of sound pronunciation;
Development of phonemic awareness;
Improvement syllabic structure of words;
Improving the lexical and grammatical means of the language;
Development of independent developed phrasal speech.
III. Organizational section programs
Organization of activities speech therapist during the year is determined by the tasks set by the working program.
3.1. Speech therapy diagnostics of a child’s speech development.
Teacher's work- speech therapist is built taking into account age, individual characteristics of children, the structure of speech impairment, the stage of correctional work with each child, as well as his personal and educational achievements.
Speech therapy diagnostics of the level of speech development of a child.
Type of diagnosis Speech therapy diagnostics of the level of speech development of a child
Examination form Illustrated test tasks taking into account the age and speech diagnosis of the child.
Source “Methodology for determining the level of speech development of preschool children” O. A. Bezrukova, O. N. Kalenkova.
Methods and parameters of fixation Protocols for examining children’s speech, individual speech cards recording symptoms of speech disorders.
3.2 Form of organization of correctional and developmental work.
Speech therapy work is carried out on individual lessons.
3.3. Planning individual work.
Training plan classes is built based on 2 classes per week. During classes There is a change in types of activities.
Programmatically-methodological support for correctional and developmental work of teachers - speech therapist
Programs:
« Speech therapy program work to overcome phonetic-phonemic underdevelopment of speech in children,” authors: T. B. Filicheva, G. V. Chirkina, T. V. Tumanova and others, "Education", 2009. Program recommended by the Scientific Council of the State Scientific University "Institute of Correctional Pedagogy of the Russian Academy of Education".
« Speech therapy program work to overcome general speech underdevelopment in children,” authors: T. B. Filicheva, G. V. Chirkina, T. V. Tumanova and others, "Education", 2009. Program recommended by the Scientific Council of the State Scientific University "Institute of Correctional Pedagogy of the Russian Academy of Education".
Technologies:
1. Speech therapy technologies for forming the pronunciation side speeches:
Polyakova M. A. Self-instruction manual speech therapy. Universal guide. M.:T. Dmitrieva, 2012.
Spivak E. N. Speech material for automation and differentiation of sounds in children 5-7 years old. –M.: GNOM publishing house, 2012
Tkachenko T. A. Speech therapy album. –Ekaterinburg: OOO "Publishing house Litur", 2009
Bogomolova A. I. –M.: Publishing school, 1996
Dyakova E. A., Speech therapy massage. – M.: Academy, 2003.
Pozhilenko E. L. The magical world of sounds and words. –M-L 1999
Konovalenko V. V., Konovalenko S. V. Individually- subgroup work on correcting sound pronunciation and a set of notebooks on strengthening the pronunciation of sounds in preschoolers. – M.: Gnom i D, 2001.
Tkachenko T. A. If a preschooler is unwell speaks. -S-P. 2000.
Development of phonemic awareness and sound analysis skills. Speech therapy notebook. - S-P. 1998
Filicheva T. B., Tumanova T. V. Formation of sound pronunciation in preschoolers. -M, 1993.
Bogomolova A. I. Speech therapy manual for classes with children. – St. Petersburg, 1994
Fomicheva M. F. Education of children correct pronunciation. – M, 1989.
Reznichenko T. B. Larina O. D. We speak correctly(albums)– M, 2003
Zhikhareva-Norkina Yu. B. Homework book for speech therapy sessions with children: a guide for speech therapists and parents: in issue 9:. -M.: Humanitarian, ed. VLADOS center, 2005. - 136 pp.: ill. - (Correctional pedagogy).
Paramonova L.G. Exercises for speech development. St. Petersburg, 1999.
2. Formation technologies syllabic structure of the word.
Markova A.K. On overcoming violations syllabic word structures in children suffering from alalia.
Agranovich Z. E. Speech therapy work to overcome the violation syllabic word structures in children. - S-P. 2000
Babina G.V. Safonkina N.Yu. Syllabic structure of the word: examination and formation in children with speech underdevelopment. – Book lover, 2005
Tkachenko T. A. Correction of violations syllabic structure of the word. - M., 2001.
Bolshakova S. E. Overcoming violations syllabic word structures in children. Moscow: Sfera, 2007.
Kurdvanovskaya N.V. Vanyukova L.S. Formation syllabic structure of the word: speech therapy tasks. M.: Sphere shopping center, 2007
3. Technologies for enriching and activating vocabulary, forming grammatical structure speeches:
Smirnova L. N. Speech therapy in kindergarten, M.: GNOM i D, 2001.
Teremkova N. E. Speech therapy homework for children 5-7 years old with ODD (4 albums, - M. LLC "Publishing house GNOM and D", 2008
Tkachenko T. A. Enriching vocabulary stock: notebook. – Ekaterinburg: OOO "KnigoMir", 2011
speech therapy tasks. . - M.: Publishing house "Scriptorium 2003", 2010.
Nishcheva N.V. System of correctional work in speech therapy group for children with special needs. – St. Petersburg, Detstvo-Press, 2001.
Agranovich Z. E. Homework to overcome lexical and grammatical underdevelopment in preschoolers with ODD. – St. Petersburg: Childhood-press, 2001.
Filicheva T. B., Tumanova T. V. Children with general speech underdevelopment. - M. 2000.
Tkachenko T. A. Formation of lexical and grammatical representations. Speech therapy notebook. - S-P. 1999.
Set of games - classes, developed by the teaching staff of kindergarten No. 1565.
Aleksandrova T.V. Practical tasks on the formation of the grammatical structure of speech in preschoolers. - M. 2003
Lalaeva R.I., Serebryakova N.V. Correction of general speech underdevelopment in preschool children. – S - PL 1999.
Zhukova N. S., Mastyukova E. M., Filicheva T. B. Overcoming SRD. - M. 1973
Zhukova N. S., Mastyukova E. M., Filicheva T. B. Overcoming general speech underdevelopment in preschool children. M., 1990
Dateshidze T. A. System of correctional work with young children with PHH. St. Petersburg, 2004
4. Connectivity formation technologies speeches:
Smirnova L. N. Speech therapy in kindergarten, M.: GNOM i D, 2001.
Bardysheva T. Yu., Monosova E. N. Notebook speech therapy tasks. (notebooks for different age groups). - M.: Publishing house "Scriptorium 2003", 2010.
Arbekova, N. E. Developing coherent speech in children 4-5 years old with OHP. In 3 albums / N. E. Arbekova. - M.: GNOM Publishing House, 2012.
Vasilyeva S. A. Workbook on speech development. -M. 2002.
Konovalenko V.V. Development of coherent speech. (Winter; Autumn; Spring)- M. 2001
Konovalenko V.V. Konovalenko S.V. Formation of coherent speech and logical thinking in children of senior preschool age with ODD. -M. 2003
Tkachenko T. A. Speech therapy exercises for speech development. -M. 2001.
Tkachenko T. A. Schemes for preschoolers to compile descriptive and comparative stories. -M. 1981
Tkachenko T. A. Formation and development of coherent speech. Speech therapy notebook. -S-P. 1999
Filicheva T. B., Chirkina G. V. Elimination of OHP in preschool children. Practical manual M., 2005.
Filicheva T. B., Tumanova T. V. Chirkina G. V. Education and training of preschool children with special needs. – Bustard, 2009
5. Speech therapy educational technologies literacy:
Buneev R. N., Buneeva E. V., Kislova T. R. On the road to the ABC (a manual in 4 parts, M.: Balass, 2003.
Kuznetsova E. V., Tikhonova N. A. Steps to school: literacy training for children with speech impairments. – M., 1999
Filicheva T. B., Tumanova T. V. Children with general speech underdevelopment. -M. 2000.
Filicheva T. B., Tumanova T. V. Chirkina G. V. Education and training of preschool children with special needs. – Bustard, 2009
Tkachenko T. A. Special symbols in preparing 4-year-old children for learning to read and write. –M., 2000
Tkachenko T. A. Write, read! Early literacy methodology. Workbook. – M.: Eksmo, 2013
Tkachenko T. A. First copybooks. Early literacy methodology. – M.: Eksmo, 2013
