My approach to working with children, material on speech therapy (group) on the topic. Specifics of the work of a speech therapist in a kindergarten. A speech therapist’s approach to working with children

Lisyanskaya S.Yu., teacher-speech therapist, highest qualification category, Irkutsk region, Shelekhov.

Key words: dysarthria, preparatory stage, variability of disorders, complexity of correction, complex and differentiated approach.

Abstract: the article presents original and effective methods of working with dysarthric children at the most important, “starting” - preparatory stage of sound pronunciation correction. This work experience will be useful for teachers - speech therapists involved in the correction of phonetic disorders in educational preschool institutions of any type to work with children who have any, including the most complex, speech disorders.

“Tell me and I will forget,

show me and I will remember

let me act on my own and I will learn”

Confucius

Dysarthria is an urgent, complex medical, psychological and pedagogical problem at the present stage of development of speech therapy, both for neurologists and speech therapists. E.N. Vinarskaya, a leading domestic specialist on neurolinguistics and logopathology, states that “Unfortunately, neither doctors nor neuropsychologists can help with a pathogenetically differentiated diagnosis of dysarthria; at best, they make a descriptive syndromic diagnosis.” Each clinical form of dysarthria requires specific methods of speech therapy correction, and this requires their pathogenetic diagnosis. Therefore, speech therapists have to independently understand the structure of dysarthric disorder.

Many specialists have dealt with the problem of differential diagnosis and methods of overcoming various forms of dysarthria: O.V. Pravdina, E.N. Vinarskaya, E.M. Mastyukova, L.V. Lopatina, N.V. Serebryakova, E.F. Arkhipova and others.

E.F. Arkhipova offers five stages to eliminate erased dysarthria (preparatory; development of new pronunciation skills; development of communication skills; overcoming or preventing secondary disorders; preparation for school). The author does not indicate the duration of each stage of work.

However, work experience shows that every year the number of children with pseudobulbar erased form of dysarthria increases, often they have several accompanying conclusions: hyperactivity and attention deficit syndrome, neurotic syndrome and others. Often children aged 5-6, 6-7 years old enter the group for children with severe speech impairments. In the current situation, implement the stages of work proposed by E.F. Arkhipova, it becomes almost impossible and speech therapists are forced, as a rule, to combine stages of work, or one of the stages “falls out,” which can lead to secondary disorders at school. And, there is no guarantee that residual disorders in children will not develop into “secondary” ones. The fact of a large number of schoolchildren with speech disorders is confirmed by teachers - speech therapists at the school level. This number includes children who did not receive full correctional assistance or did not study with a specialist in preschool.

I have been working as a teacher-speech therapist in a group for children with severe speech disorders for more than ten years and I can note that speech disorders in children are becoming more complex and varied. Therefore, to carry out differential diagnosis, a speech therapist must have the ability to analyze the results of a medical, psychological, and pedagogical examination based on the use of various clinical, psychological, and pedagogical classifications of developmental disorders. According to the results of a survey as of September 2013, my group has fifteen preschoolers aged from five to seven years, all children in their second year of schooling. Of these, four are children of preparatory age for school, eleven children are aged 5-6 years. Five children in the group had an erased pseudobulbar form of dysarthria (with a predominance of the spastic component). They have the following difficulties: the tongue is usually pulled back, its back is rounded and covers the entrance to the pharynx. When performing the “Spatula” exercise, children bend their lower lip with the front part of their tongue and press it down. When performing the “Reach your nose” exercise, passive movement of the anterior part of the tongue is performed with the lower lip and lower jaw. The number of impaired sounds is approximately from 8 to 10. Pronunciation defects are expressed in distorted pronunciation of sounds, especially front-lingual sounds that are difficult to articulate. Hissing sounds are articulated in the lower version, with the tongue lowered and pulled away from the lower incisors, while the tense back of the tongue helps soften them. In children with this form, soft sounds are more stable in speech than their hard pairs, a symptom of “palatalization,” that is, a “softening defect.” Seven children in the group have an erased pseudobulbar form of dysarthria (with a predominance of the paretic component); they have hypotonia of the tongue, flabby and flaccid muscles. Drooling is more profuse than in other forms; the lips do not close tightly. The number of disturbed sounds is up to 12. Defects in sound pronunciation affect not only complex, but also simple in articulation front-lingual stop noisy sounds [Т], [Ть], [Д], [Дь] and front-lingual stop-passive consonants [Н], [Нь] ]. Experience shows that the duration of correctional measures in children with this form is usually longer than in children with a spastic component. One child with a mixed erased pseudobulbar form of dysarthria, he simultaneously exhibits manifestations characteristic of the above-described dysarthria. The child has increased tone of the circular muscles of the lips and hypotonicity of the tongue, 7 sounds are disturbed. Almost all forms of pseudobulbar erased dysarthria are characterized by a violation of the following sounds: [Ts], [Sh], [Zh], [L], [R], [Rb]. Two children in the group of children have erased dysarthria. Unlike children with an erased pseudobulbar form of dysarthria, children in this category do not have pronounced muscle disorders. The number of disturbed sounds is up to 5. The structure of dysarthric disorders includes the presence of synkinesis. The following synkinesias are most often observed in children - throwing back the head, crossing the legs, arching the body, “fan fingers”, or bending the fingers, stretching the arms. In children, it is noted that it is impossible to simultaneously perform any movements with the hands and organs of the articulatory apparatus. Kinetic apraxia is the difficulty of smoothly transitioning from one articulatory movement to another. Kinesthetic apraxia – chaotic movements, “groping” for articulatory posture. The polymorphism of sound pronunciation disorders, the weak closure function of the cerebral cortex in children with an erased pseudobulbar form of dysarthria and the short time of correction complicate the process of formation of conditioned reflex connections in them, and as a result, control over their own speech in children of this category is practically absent. Sound production, automation and differentiation take a long time. Placed in such difficult conditions, we are forced to find the most effective ways to correct sound pronunciation in dysarthric children. Mastery of the method of producing sounds is one of the main components of the professionalism of a speech therapist and the satisfaction of parents (legal representatives). To help children master correct sound pronunciation, a speech therapist must know not only how the sounds of their native language are formed, but also learn to feel the positions of each of the organs of the articulatory apparatus, the movements (work) of these organs, develop the ability to hear and see any deviations from the norm and be able to make appropriate conclusions. A.I. Bogomolova recommends performing sounds in the following sequence: hissing, whistling, affricates, sonorants, if the child has several groups of sounds impaired. T.B. Filicheva recommends correcting deficiencies in sound pronunciation, taking into account the appearance of sounds in ontogenesis: whistling, hissing, sonoras. The authors do not recommend taking for simultaneous production those sounds whose articulation is characterized by directly opposite patterns. It is also not recommended to simultaneously work on difficult sounds [Р], [Ш], because this leads to a large expenditure of energy and rapid fatigue. Traditionally, in domestic speech therapy, correction of sound pronunciation begins with the preparatory stage. This is the most fundamental and longest stage in children with dysarthria. “He started, he started.” It is important to note that when working with dysarthric children, this stage does not have a specific end date; it continues until articulatory patterns for all sounds are developed and the child’s ability to accurately engage certain muscles when performing a given movement is formed. Consequently, at whatever stage of sound pronunciation correction we work with dysarthric children, the preparatory stage continues. I give it special preference, and have identified the following areas of work that can effectively and in a shorter time completely or partially overcome the violation of sound pronunciation. As an epigraph to my work, I chose the words of Confucius; in my opinion, they very accurately reflect the basic principle of working with dysarthric children “...let me act on my own and I will learn.”

Directions of work of the preparatory stage in working with dysarthric children:

1. Psychological readiness for evoking sound - includes: the child’s interest in speech therapy classes; ability to perceive verbal step instructions.

2.Normalization of muscle tone (teaching children and parents differentiated self-massage of the face and tongue). The purpose of speech therapy self-massage is primarily to stimulate the kinesthetic sensations of the muscles involved in the work of the peripheral speech apparatus, as well as, to a certain extent, to normalize the muscle tone of these muscles.

It is important for a child to clearly imagine and reproduce articulatory movements and postures in order to consciously control their correctness, but learning such an unusual set of information is difficult for a child. He is not very interested in such information. Therefore, I developed visual didactic material so that each technique for a child would not only help overcome his disorder, but would also be entertaining and interesting. Self-massage is carried out using various massage balls, a su-jok ball, which allows you to simultaneously engage fine motor skills of the hands. Exercise for self-massage of the face: “Barely, barely, barely, barely the carousel started spinning, and then, then, then we all run, run, run...” or “We’ll draw glasses, and then stroke our cheeks.” The child accompanies simple rhyming exercises with the movements of massage balls under the control of a speech therapist, increasing or decreasing the force of stroking, pressing, tapping - this depends on the violation of muscle tone.

3.Connecting the child’s kinesthetic sensations
(when reproducing an articulation exercise, the child is guided only by his muscle sensations).

This goal is achieved using the following techniques: performing exercises without mirrors, this technique helps to emphasize the characteristics of the sounds being practiced and enhance visual feedback. The next technique is to perform articulation exercises and pronounce sounds with your eyes closed. With eyes closed while performing the exercise, the child’s attention is focused on proprioceptive sensations. I also use the technique of touching and light pressure on parts of the face and articulatory apparatus (the “Guess” game).

4.Using tactile-kinesthetic stimulation. In order to stimulate kinesthesia, I use the following techniques, including finger movements on an applicator with a needle surface, the “Funny Gloves” exercise, a massage simulator, rubber or plastic balls with a needle surface, clothespins, and a su-jok ball. When squeezing the ball or finger stimulation on the applicator, I activate the pronunciation of syllable rows, words with different syllable structures, and automation of delivered sounds.

5. Phonemic readiness to produce sound. Includes: the ability to distinguish the evoked sound from those similar in sound and articulation; the ability to distinguish the evoked sound from distorted versions.

6.Work on the articulatory structure of all sounds. When a child suffers from all groups of sounds, “I’m going away from the child,” considering that the path to the correct sound is individual for each child. So I start working on all the disturbed sounds at the same time. When performing articulation exercises and making sounds, I connect the child’s hand, it imitates the position of the articulation organs. While I am engaged in the production of one sound and consolidating it in speech, at the same time I work on the formation of the articulatory structure of the remaining sounds. When producing several sounds at the same time, often even with the opposite pattern, I monitor the child’s condition, dose the load, alternate with rest, so that mutual inhibition of the movements of the articulation organs does not occur. I also work on difficult sounds [Р], [Ш] at the same time, taking into account that their articulatory structures are very close. If a child has interdental sigmatism, then the production and automation of whistling sounds is the last thing I do, since they take longer to introduce into speech than other sounds.

7.Connecting the hearing analyzer. Includes the child’s ability to hear his own voice and his own pronunciation. To do this, I use the “Mouthpiece” exercise - the child’s right hand in the shape of a “crescent” is pressed behind the right ear, slightly pointing the ear towards the mouth; the left hand in the shape of a “crescent” is located at the left side of the mouth, thus the hands form a corridor. The child performs an articulatory pattern corresponding to a given sound and pronounces it. The sound passes along the “corridor”, and the child hears his pronunciation well and can determine whether it is correct or not. To attract the child to the spoken sound, you can use an empty telephone handset.

The help of parents in overcoming difficulties in their child plays a huge role in the effectiveness of speech therapy work in eliminating dysarthria. Therefore, through various forms of interaction, I help parents understand and obtain the necessary baggage of speech therapy knowledge and skills for consolidation at home. I would like to introduce some of them. Tournament “Literacy is always useful.” A tournament between parents and children of preparatory age for school, where children showed their preparation for learning to read and write, and parents demonstrated their knowledge of the Russian language. At the tournament, children worried about their parents and helped them. Based on the results of the event, parents left positive feedback verbally and in writing.

The “My First Letters” competition left no one indifferent; children, together with their parents, made letters from various materials and prepared a presentation for their letter.

The effectiveness of using the described directions in speech therapy work at the preparatory stage with children with dysarthria can be seen from the fact that four children of preparatory age for school have sound pronunciation within the age norm, their speech is clear and understandable. Five children of senior preschool age have been diagnosed with all impaired sounds and are at the stage of automation. That is, 60% of children attending the group show significant improvements in correcting sound pronunciation.

I would like to note that the described techniques make my work more interesting, varied and productive, evoke positive emotions in children and contribute to greater interest of children and their parents in speech therapy classes.

Literature

Arkhipova E.F. Erased form of dysarthria - M.: AST – Astrel Khranitel, 2006.
Arkhipova E.F. Speech therapy massage for dysarthria - M.: AST – Astrel Khranitel, 2007.
Bogomolova, A. I. Speech therapy manual for classes with children [Text] / A. I. Bogomolova - St. Petersburg: Bibliopolis, 2004 - 49 p.
Vinarskaya E.N. Dysarthria - M.: AST ASTREL, 2005.
Lopatina L.V., Serebryakova N.V. Speech therapy work in groups of preschool children with an erased form of dysarthria. – St. Petersburg: Education, 1994.
Mastyukova E. M., Ippolitova M. V. Speech impairment in children with cerebral palsy: Book. for a speech therapist. - M.: Education, 1985.
Pravdina, O. V. Speech therapy [Text] / O. V. Pravdina - M.: 1969.
Tkachenko T.A. Correction of phonetic disorders in children. Preparatory stage. – M.: VLADOS, 2003.
Shakhovskaya S.N., Volosovets T.V., Paramonova L.G. Violation of the voice and sound-pronunciation side of speech. Part 2: Rhinolalia. Dysarthria. - M.: VLADOS, 2003.

The main speech therapy diagnosis for students in the “Special Child” groups is general speech underdevelopment of various levels. There are also non-speaking children. There are children who have problems with pronunciation and lexico-grammatical structure of speech. All students need speech therapy help, and the work of a speech therapist in such groups has certain specifics.

Speech therapy work is based on the following principles:

Personal orientation – focus on the child, his psycho-emotional characteristics.
Emotional resonance and support – creating an emotionally comfortable environment in the classroom.
Interaction with parents, educators and special education teachers.
The game context of classes is the formation of positive motivation for learning.

We can highlight the specific features of speech therapy work with “special” children.

1. Constant search for individual approaches to the child.

In work it is impossible to focus on the “average” student. Every child is “special” in the full sense; he has a different type of perception, attention, memory, different character and temperament. All mental manifestations in “special” children are more pronounced and more pronounced than in ordinary children. This makes it impossible to work using standard technology: each child requires a different approach. Some people work better one on one, when nothing interferes with concentration, no noise or other children distract them. With such a child, classes in a speech therapy room will be most productive. And some people open up better in the familiar environment of a group. In this case, the speech therapist comes to the class and joins the work of the defectologist and teacher.

For example, Katya Ch., a severe dysarthric patient, had an almost motionless tongue and drooling. At the beginning of speech therapy work, I was afraid of the mirror and did not allow myself to be touched. It seemed that nothing could teach her articulation exercises. The speech therapist noticed that the girl was very sensitive to praise and any kind words, and began to praise her and even overpraise her. For any little thing, even just for trying to do something in front of the mirror. Katya liked it so much that after each lesson she happily tried to show the defectologist, teacher and grandmother what she had “learned”. Soon Katya began to practice in front of the mirror for 15-20 minutes, doing the entire set of exercises. Her tongue became more mobile and the prerequisites for producing sounds were created. The girl is no longer afraid of the mirror and goes to classes with pleasure.

2. Speech therapy classes in “Special Child” classes are combined and playful in nature.

The lesson includes work on the mobility of the articulatory apparatus, sounds, the development of phonemic hearing and the lexical and grammatical structure of speech. All classes are held in a playful way. Speech games, bright, interesting toys are used, and for older children - a computer. Play is a necessity, without which positive results are not possible. A combined lesson, conducted in a playful way, allows you to flexibly switch the child’s attention from one type of activity to another, preventing loss of attention and loss of interest.

3. Formation of imitative activity.

The first step of correctional work is the development of voluntary attention. It is important that the child “sees”, “hears”, gets used to listening to speech, and responding to words. Therefore, the speech therapist begins work with the development of the child’s imitative ability, teaches him to imitate actions with objects (ball, cubes, etc.), movements of the arms, legs, and head. This is the basis for the transition to imitation of articulatory movements, sounds, and words.

4. Organization of the lesson context.

It is known that it is extremely difficult to maintain voluntary attention in such children.

Every little detail is important here. The location of the equipment, the absence of unnecessary objects in the child’s field of vision, the use of toys to which he has a special relationship and specific interest, the location of the speech therapist.

For example, Valya Zh., already an adult boy, refused to do articulation exercises, was shy, behaved foolishly, all this time the speech therapist was sitting at the table opposite him. He decided to try to change his location and sat down at the desk next to him. It was as if the boy had been replaced. He got into a working mood and did everything he was asked to do. It turned out that he was used to doing this at home and in class, and the initial distanced location of the speech therapist worried him.

It is important to note that “special” children are very rigid. What they get used to affects the success of their classes. Therefore, it is important to know their habits, preferences, and use this in organizing the context of classes.

5. Observation of the child’s internal state.

In the classroom, the dynamics of the child’s attention are important. In order not to bring the child’s attention to exhaustion, it is necessary to “get ahead” of his internal events at least one step. It is important to notice when and how to switch the child’s attention. When the child starts to get distracted, it’s already too late. The atmosphere of the lesson is destroyed, the emotional connection is disrupted.

6. Modeling situations of achievement.

A “special” child gets used to the fact that all adults, from parents to teachers, strive to understand him “at a glance.” On the one hand, this is wonderful, on the other hand, he may lose the motive, the desire to learn (as far as possible for his level of development) to speak correctly. That is why in the classroom it is necessary to create such conditions for the child so that he has the need to speak.

For example, a child cannot independently get the toy he likes and needs help. In this case, you need to pretend that he is not understood when he uses non-verbal signals (gestures, grimaces, sounds, etc.), but only understands words.

The motivation to reach for the toy is so strong that the child begins to pronounce words. True, it will take a lot of time for verbal communication to become habitual and necessary for him.

7. Slow pace of formation of new skills.

It may seem that the work of a speech therapist leads nowhere and is wasted. This can plunge (especially a novice) speech therapist into despair. It is impossible to expect quick results from “special” children. They don't have a quick response. They “absorb” information for a long time, as if “recording” it on their internal tape recorder. Sometimes the result of the work can appear after 2-3 years. This feature of children’s perception and feedback should not frighten teachers.

8. Constant demand for acquired skills.

All speech therapy work would be wasted in the absence of close contact with parents, teachers and defectologists. They are the ones who ensure the demand for those skills that are being worked on in speech therapy classes. The smallest changes in the child’s behavior are discussed together, the speech therapist asks the parents at home, and the teachers in the classroom to provoke the child to use the skills he is practicing. The speech therapist receives feedback from teachers about the child’s condition after classes and, taking this into account, plans a lesson strategy. This is especially important when working with speechless children. If the child speaks, then cooperation with teachers consists of working on the automation of sounds and the development of the lexical and grammatical structure of speech. For “special” children, the process of automating sounds is very difficult and lengthy. If the given sound is not reinforced daily, if the correctness of its pronunciation is not constantly monitored in various activities in which the child is involved at school and at home, the result of speech therapy work will be devalued. What a speech therapist cannot track, teachers and parents can control. And this is also where their great help lies. Speech therapy notebooks should be kept, which parents can use to study with their children at home, reinforcing the material in a different environment. This is the meaning of transferring the experience gained in speech therapy classes home - into real life.

Natalia Popova

Slide number 1

Popova Natalya Valerievna, teacher speech therapist, kindergarten No. 40 "Brigantine", city o. Balashikha.

Slide number 2

Dear jury, dear colleagues, I would like to present to your attention experience on the topic: « Innovative methods and techniques in the work of a speech therapist teacher».

Slide number 3

Relevance.

Currently, one of the urgent tasks of correctional pedagogy is to increase the efficiency of the correctional educational process in kindergarten.

Innovative methods, without requiring much effort, optimize the process of correcting children’s speech, contribute to the improvement of the whole body, which is confirmed by my pedagogical experience.

Slide number 4

Beautiful, clear speech is the most important condition for the comprehensive development of preschool children, which is the goal of my work.

Slide number 5

Through use innovative methods and techniques I solve the following problems. A exactly:

developing: linguistic components of speech (phonetic, lexical, morphological, syntactic) and the ability to apply them in practice;

Articulatory, fine and gross motor skills;

VPF (speech, imagination, thinking, memory);

Activity, independence, creativity;

Mimic and pantomimic skills;

Non-verbal communication skill;

Formation of a positive psycho-emotional state of the child;

Reducing possible fatigue, relieving muscle tension.

Slide number 6

In my practice I use the following innovative methods and techniques:

Creative play therapy (peskoterpiya);

Marbles Pebbles;

Vocal therapy;

Fairytale therapy;

Puppet therapy;

Speech therapy massage;

Rhythmic declamation;

Kinesiotherapy;

Su-jok therapy;

Information technology of education.

Slide number 7

But today I want to focus on the brighter ones methods and techniques which I use in my practice.

Slide number 8

In individual lessons, each speech therapist teaches classical methodology and techniques for the development of articulatory motor skills. I developed an author's manual"Live" mirror" where method demonstration and explanation is most effective, since the child concentrates his attention on clearly performing the articulation exercise.

Here you are, here I am

Look at me!

This is a mirror

It is your reflection!

Let's play fun

Repeat the exercises!

And in order to arouse interest, the desire to practice, the desire to perform the exercise correctly, I use magic figures as a surprise moment.

Slide number 9

Vocal therapy.

Children love to sing. I believe that when singing pure sayings and nursery rhymes to musical accompaniment, the general psychophysical condition of children improves. The method develops rhythm, expressiveness, stimulates speech functions, normalizes the prosodic side of speech.

Nursery rhyme "Bug" (E. Zheleznova).

Bug, bug, buzz.

Show me how you fly.

Zhu-zhu-zhu.

- I fly and buzz:

“Zhu-zhu-zhu”.

Slide number 10

Rhythmic declamation.

I use rhythm declamation in combination with vocal therapy. IN work With children I use wooden sticks and texts for speech games. I choose simple texts so that they are easy to remember. Most often these are examples of oral folk art - songs, nursery rhymes, lullabies, jokes.

The simplicity of the selected text allows you to devote more time not to memorizing it, but to developing rhythm, diction, clear articulation, and correct sound pronunciation.

Legs, legs, did you walk?

We walked, we walked.

Legs, legs, were you running?

We ran, we ran.

Legs, legs, are you tired?

We are tired... We are tired...

Slide number 11

One of the most effective methods for speech development I use syncwine method.

Sinkwine helps to find the most significant element in a large information material. Draw conclusions and formulate them briefly. It develops speech, thinking, memory, and interest in the world around us.

Cinquain is a small verse of five lines, without rhyme.

Now let's play cinquain.

The time of year is winter. Let's make a cinquain about winter.

1. Let's start with the subject. What? Winter.

2. What kind of winter is it? (Fierce, crackling).

3. What does winter do? (Circles, howls, sweeps).

4. Now let’s draw a conclusion and briefly formulate it in one sentence. (Fluffy snowflakes are falling).

5. The word is an association. (Magic).

"Winter".

1. Winter. 2. Fierce, crackling.

3. Circling, howling, sweeping. 4. Fluffy snowflakes are falling.

5. Magic!

Slide number 12

And to develop coherent speech, I use Marbles pebbles. They help you plunge into the world of games, fairy tales, miracles and magic.

They form the correct grip of a pebble with their fingers, develop mental function, orientation on a plane, in space, and develop imagination.

We talk and relax

We sort through the stones,

Different - different:

Blue, red,

Yellow, green,

Light, heavy.

I use an artistic word on a lexical topic, the children use magic pebbles to lay out the plot of a fairy tale. This helps them construct their story.

I want to demonstrate to you the use of this method in practice.

Story "Bullfinches".

End of winter. The most difficult time has come for birds. All the berries, all the grains in the forest have already been eaten! And the birds fly closer to the person. Kind people. They will take pity on the unfortunate birds and feed them their: some with crumbs, some with grains, and some with lard and butter.

Now the bullfinches have come to you. Beautiful birds bullfinches: there is a black cap on the head and a red chest.

Bullfinches love berries. But there were almost none left on the branches. The bullfinches ask you to help them - fill these branches with berries.

Slide number 13

My practice is not limited to working with children. I include parents in the correctional and developmental process. I act as a partner, mentor, consultant.

Optimism, patience and determination help me establish emotional contact, unite parents into a team, and relieve communication tension. For this I use master classes, consultations, and surveys.

Slide number 14

I am happy to share my professional experience at seminars, methodological associations, round tables.

My articles are published on various Internet resources and magazines.

I strive to ensure that in my communication and interaction with colleagues there is always joy, creativity, a constant desire to change something, to move forward, to look for new approaches to solving difficult problems of teaching practice.

Slide number 15

Innovative methods and techniques which I use in my work efficiently, because I see positive results.

Thank you for your attention. All the best!

Publications on the topic:

Consultation for teachers “The use of non-traditional methods in the work of a preschool teacher-speech therapist” Municipal preschool educational institution "Kindergarten No. 176" Consultation for teachers ""Use of non-traditional.

Non-traditional methods and techniques in the work of a speech therapist at a preschool educational institution Non-traditional methods and techniques in the work of a speech therapist at a preschool educational institution. Non-traditional methods and techniques in the work of a speech therapist at a preschool educational institution. Methodological.

Generalized pedagogical experience of a speech therapist teacher Generalized pedagogical experience Theme of the experience: “Development of fine motor skills as one of the areas of work on the prevention of written speech in.

Long-term plan for the work of a preschool teacher-speech therapist with teachers for 2016–2017 Long-term plan for the work of a preschool teacher-speech therapist with teachers for 2016-2017. The goal is to create a pedagogical environment aimed at timely.

Long-term plan for the work of a preschool teacher-speech therapist with teachers for the 2016–2017 school year. G. Long-term plan for the work of a preschool teacher-speech therapist with teachers for the 2016-2017 school year. d. The goal is to create a pedagogical environment aimed at correction.

Long-term plan for the work of a preschool teacher-speech therapist with parents for 2016–2017. The goal is to attract families of pupils to active cooperation in terms of finding common approaches to correcting speech disorders of pupils.

Long-term plan for the work of a preschool teacher-speech therapist with parents for the 2016–2017 school year. year Long-term plan for the work of a preschool teacher-speech therapist with parents for the 2016-2017 school year. year The goal of working with parents is to activate parents, to create.

Continuity of activities of a speech therapist and a speech pathologist in working with children with mental retardation The problem of educating and training preschool children with developmental disabilities is one of the most important and pressing correctional problems.

Report from work experience “Interaction between a speech therapist and a teacher in working with children in a speech therapy group” I work as a teacher in a speech therapy group, the work of our group is based on close contact with the teacher - speech therapist. In my work.

Using an activity approach in the work of a speech therapist teacher with the family of preschool children March 30, 2016 a regional scientific and practical conference "Modern education in the island region: experience, problems and prospects" was held.

Image library:

My approach to working with children

The secret of successful parenting lies in respect for the student.

(R. Emerson)

One of the main tasksI consider it my job to preserve the physical and mental health of children with speech impairments. Along with comprehensive speech therapy care, I use health-saving technologies; they do not require special effort or material costs, optimize the process of speech correction and contribute to the health of the child’s entire body. In addition, they help organize the lesson more interesting and varied.

Today, quite a lot of methods of unconventional influence are known. I would like to dwell on those that, in my opinion, are the most appropriate and effective: breathing exercises; sound therapy; sand and water therapy.

I pay special attention to the development of physiological and speech breathing, since the role of breathing is important in speech therapy practice at the beginning of sound pronunciation and voice production. In my work on breathing development, I use various equipment made by myself, which can be divided into two groups:

Group 1 - relaxation (which solves the problems of indirect massage and relaxation) - dry pool, massage mats, containers with sand and water.

Group 2 – activation (stimulates motor functions and neuropsychic processes, trains the respiratory muscles, forms tempo-rhythmic characteristics of speech) – suspended structures, breathing games, plumes, windmills, etc. This equipment is used depending on the stage of formation of correct speech breathing, taking into account the age and psychophysical characteristics of preschool children.

Considering physiological breathing as one of the factors in preserving a child’s health, and speech breathing as the foundation for the formation of oral speech, in children it was possible to consolidate the energy-saving type of breathing, which underlies speech breathing; form correct breathing in the shortest possible time and with benefit for the psychophysical health of the child.

Working with children with disabilities, I came to the conclusion that sound therapy is a method that has a beneficial effect on the child’s health on a subconscious level. If a person is surrounded by beautiful sounds from childhood, he is able to feel more subtly, react faster, and understand others more easily. He has a deep imagination and is capable of creative thinking. Sound and health are closely related. The frequency of sound waves causes the phenomenon of resonance in the human field. It arises in the head, chest or tissues, then affecting the rhythm of the heart, the energy field of the brain, and the breathing rate. Children know that for a sound to be healing, it must be pronounced no more than three or four times, and its pitch must be the same all the time - we start not powerfully, but end when there is no air left in the lungs.

We start each lesson by singing sounds; children know, for example, if you sing vowels, then:

A - saturates the body with oxygen,

And - actively affects the brain, eyes, nose and ears,

O - has a healing effect on the heart and lungs,

U - has a positive effect on the abdominal area,

E - strengthens the cardiovascular system.

Sounds vary in strength, expressiveness and energy they carry. And you need to be able to work with them, developing and training your sound apparatus. Sounds are a whole world that everyone should know and understand.

From work experience, I know that playing with sand and water not only has a positive effect on the emotional state of children, relieves muscular and psycho-emotional tension, and develops motor skills, but is also an excellent means of developing breathing, automating sounds, developing phonemic hearing, coherent speech, and developing vocabulary. -grammatical categories, syllabic structure of the word. For preschoolers, this is, first of all, a game that brings great pleasure, and not didactic learning. Sand and water have no structure and can be transformed into anything the child wishes. There is no right or wrong way to play with sand and water, so your child is always confident of success.

Initially, the teacher’s goal is to develop rules for children to interact with sand. To do this, I suggest preschoolers get acquainted with the rules of the “sandbox” in a playful way, using fairy-tale characters and sets of small toys.

We start working with the sandbox right away, from the beginning of the school year: first we build fairy-tale cities, figure out what will happen to the residents during a natural disaster. Such classes are conducted for the purpose of diagnosis and psychoprophylaxis. Here you can identify a leader, a conflict child, identify hidden talents, and the child’s speech capabilities.

Then, during the lessons, games are included to develop tactile-kinesthetic sensitivity and fine motor skills of the hands. Kinesthetic sensations are obtained during movement. Further, I use sand and water therapy in classes for correcting sound pronunciation, literacy training, lexical and grammatical classes and classes for the development of coherent speech.

I also enjoy using fairy tales as a form of correctional work with children. Fairy-tale images are full of emotional intensity, colorful and unusual, and at the same time simple and accessible to children's understanding.

When using fairy tales in the system of speech therapy work, I pursue the following tasks: creating a communicative focus for every word and statement of the child; improvement of lexical and grammatical means of the language; development of dialogic and monologue speech; the effectiveness of playful motivation for children's speech; the relationship between the visual, auditory and motor analyzers; cooperation between the speech therapist and children and with each other; creating a favorable psychological atmosphere in the classroom, enriching the child’s emotional and sensory sphere; introducing children to the past and present of Russian culture and folklore. In addition, fairy tale classes easily and organically include tasks for the formation of the psychophysical sphere of children with speech disorders.

The form of conducting such a lesson can be different - these are fairy tales-dramatizations, didactic fairy tales-games, fairy tales-performances, where children are both participants and spectators of what is happening. In this case, it is not necessary to use well-known plots verbatim; a speech therapist can partially or completely change the plot, develop and supplement it during the lesson.

Thus, it should be noted that in speech therapy classes I pay special attention to the use of guiding assistance: various visual aids, simple instructions, analysis of mistakes made by children during the task in order to prevent them in the future, an emotionally positive background of joint activities. Based on the psychological characteristics of this category of preschoolers, arousing and maintaining their interest in completing tasks can be considered an important point in correctional speech therapy work.

Also, to optimize correctional work, I actively use computer and multimedia technologies, and use digital educational resources. I use various forms of ICT in my work: presentations, educational and developmental computer programs (“Baba Yaga learns to read”, “Learning to speak correctly”, “Home speech therapist”, etc.). The use of information and communication technologies makes it possible to intelligently combine traditional and modern means and methods of teaching, increase children’s interest in the material being studied and the quality of correctional work, and significantly facilitate the work of a speech therapist teacher.

This school year I became interested in the topic of rule-making, namely the introduction of certain norms and rules through the creative activities of children.

Observing the communication of children and their behavior, I came to the conclusion that conflict situations in any type of children's activities can be avoided if initially there is a certain base of rules in the group that applies to various types of child activities. Creating norms is an important direction in pedagogical activity, as it develops the positive socialization of children. The group came up with “signs” of rules for various types of activities, and a Book of Rules was created. I believe that this work and the use of “signs” of rules not only improves the psychological climate in the group and greatly facilitates the work of the teacher, but also contributes to the development of coherent, dialogical speech and thinking of preschoolers.

In addition to the listed technologies, in my work I use speech therapy massage, kinesiological exercises, croup therapy, games with symbol models and other non-traditional methods of correctional work.

Personality-oriented approach to students with speech disorders in primary school in correctional and developmental classes

The World Declaration on Child Survival, Protection and Development states: “The world's children are innocent, vulnerable and dependent. They are also inquisitive, energetic and hopeful. Their time should be a time of joy and peace, play, learning and growth. Their future should be based on harmony and cooperation...” Both adults and teachers, including speech therapists, should build their relationships on harmony and cooperation.

In my correctional and developmental work, I use a person-oriented model of interaction, which is aimed at creating comfortable psychological conditions for the child (speech pathologist student), maintaining and developing trust in the world (positive attitude towards life), developing the child’s individuality and personality. Knowledge, skills and abilities in this model are a means to achieve a goal.

Students in this category experience persistent difficulties in mastering the primary education program of a general education school due to insufficient development of speech function and psychological prerequisites for mastering educational activities. They have violations of the phonetic-phonemic component of the speech system, defective pronunciation of some sounds, insufficient development of phonemic processes, resulting in difficulties in mastering writing and reading, violations of the lexical-grammatical component of the speech system, and insufficient development of coherent speech.

In addition, students with speech impairments have: unstable attention, insufficient observation in relation to linguistic phenomena, insufficient development of verbal-logical thinking, and insufficient ability to memorize predominantly verbal material. And as a consequence of this, students have difficulties in developing educational skills (planning work, determining ways and means of achieving educational goals, monitoring activities).

In connection with these characteristics of students with speech disorders, I have identified the following areas of work:

development of the sound side of speech and correction of pronunciation defects;
expansion of vocabulary;
formation of grammatical structure of speech;
formation of coherent speech;
development and improvement of psychological prerequisites for learning;
formation of full-fledged educational skills;
development and improvement of communicative readiness for learning;
formation of communication skills that are adequate to the situation of educational activities.

I begin my work by collecting anamnesis, data on the early development of the child, previous diseases, studying non-speech mental functions, the state of sound pronunciation, studying the anatomical features of the articulatory apparatus, speech motor skills, the state of respiratory and vocal functions, reproducing the sound-syllable structure of a word, the state of phonemic perception , state of phonemic analysis and synthesis, study of vocabulary and grammatical structure of expressive speech, state of coherent speech, etc. After a speech therapy examination and determination of a speech therapy conclusion (diagnosis), I conduct individual (2 times a week) and subgroup classes (2-3 times a week ) with students.

During the classes, a directly individual and differentiated approach to each student is carried out. Work is being done to develop articulatory motor skills, production, automation and differentiation of sounds in speech, as well as the development of phonemic perception, correction of impaired functions, taking into account the capabilities and individual characteristics of each child. Thus, for example, when preparing the organs of articulation for the pronunciation of whistling sounds, students perform some exercises: “Swing”, “Slide”, “Strong Man”, “Steam Locomotive”, and when producing hissing sounds other exercises: “Painter”, “Horse”, “Ladle”, “Delicious jam”.

In correctional and developmental classes, an integrated approach is implemented, since at the same time work is carried out on facial expressions, the development of fine motor skills, etc. Students transform into heroes of fairy tales, animals, aliens. Thus, imagination and creative imagination develop, work is done on the intonation expressiveness of speech, and the facial muscles are strengthened.

In subgroup classes with students, work is carried out to consolidate sounds in speech, expand vocabulary, develop coherent speech, board games, wall posters and teaching aids on various lexical topics are used. The classes include tasks to develop the psychophysical sphere of children. These are psycho-gymnastics, relaxation, dynamic pause, eye gymnastics, games for the development of fine motor skills with massage balls and other attributes, voice and breathing exercises, didactic exercises for the development of attention, memory, thinking and speech.

In addition, to achieve positive results, exercises from the educational kinesiology program “Brain Jim” are used: “Reclining Eight”, “Elephant”, “Owl” and others, which children really like and develop their creative abilities. Kinesiology is movement therapy. Kinesiological and kinesotherapeutic methods are new systems of healing.

“Brain Gym” is a fun, interesting movement exercise and activity that contributes to the overall development of the child. They form the core of educational kinesiology. This is the science of using the tone of certain muscles in diagnosing a person’s condition and choosing correction methods. It is based on the use of functional connections existing in the human body between muscle tone and corresponding structural, energetic and emotional disorders.

Edu - Kineste (EK) is a technique that helps students increase their learning potential through certain bodily movements and efforts. With its help, you can achieve very good results in the intellectual and emotional sphere of children: this is the elimination of emotional imbalance, increasing the performance and academic performance of students.

Success in learning achieved with the help of EC is learning carried out through new structuring of movements and those areas of the brain that were previously blocked. Changes in student learning and behavior are often so rapid and profound that they cannot be ignored. Exercises help students understand the process of perceiving information and self-expression, and better use their potential.

Proponents of the Brain Jim exercises consider them the most effective means of improving the quality of life and study through the joy of movement.
In speech therapy classes, I try to pay great attention to the development of the emotional-volitional sphere and play activities, the formation of the traits of a harmonious and uncomplicated personality of the student (friendship, respect, self-esteem, criticality of self-criticism, assessment and self-esteem).

All correctional classes are focused on the psychological security of students, their comfort and the need for emotional communication with the teacher. Various options for conducting classes have been created using literary characters “Slovoznaykin” and “Zvukoznaykin”, specially made fairy tale plots on a flannelgraph and a magnetic board, elements of plot-didactic games, using subject and plot paintings.

It should be noted that this structure of classes allows students to achieve sustained attention and maintain interest throughout the lesson. And this is important, given that speech pathology students are often mentally unstable, they have an unstable psycho-emotional state, decreased performance and rapid fatigue.

This organization of classes contributes to the development of coherent speech of students, a positive emotional state of children, maintaining interest and attention to the topic being studied, and therefore effective performance.

In conclusion, I would like to note that it is very important in correctional and developmental classes to create a situation of success and give anticipatory positive assessment to students with speech disorders, so that they believe in themselves and become more confident, and show cognitive activity in linguistic phenomena. At the same time, it is necessary not to forget the rule of the three “Ps”:

understand,
accept,
to acknowledge

Children have the right to be who they are.

In addition to the listed technologies, in my work I use speech therapy massage, Su-Jok therapy, music therapy, games with symbol models and other non-traditional methods, which allows me to achieve high results. After all, a child’s well-developed speech is an important condition for successful learning at school.

Literature

Akimenko V.M. New speech therapy technologies. Rostov n/d: Phoenix, 2008.-105 p.
Akimenko V.M. Correcting sound pronunciation in children. Rostov n/a: Phoenix, 2008.-110 p.
Eletskaya O.V., Gorbachevskaya N.Yu. Organization of speech therapy work at school. M.: TC Sfera, 2005.-192 p.