Work of a speech therapist with severely mentally retarded preschoolers. Speech therapy work for mental retardation

In preschool institutions for mentally retarded children, a variety of work is carried out on speech development. Serious attention is paid to correcting pronunciation, expanding the vocabulary, constructing phrases, and composing simple stories based on pictures. This practice certainly leads to positive changes in the speech of mentally retarded students. Their vocabulary increases, they develop the ability to compose sentences and answer questions about the content of a simple plot picture.

To promote a mentally retarded child in general development, in order for him to acquire knowledge, skills and abilities, he needs specially organized, correctional-oriented education and training, built taking into account the positive opportunities available to him. For such children, special educational institutions have been created in our country. In special children's institutions attended by children with mild mental retardation, the learning process is carried out according to specially developed programs and methods, with small groups.

In kindergartens, the content and methods of correctional and educational work consist in carrying out a set of measures aimed at the development of the child, at smoothing out the mental deficiencies of a mentally retarded child, aggravating his intellectual, emotional-volitional, physical and social failure.

All mentally retarded children up to school age have pronounced speech underdevelopment.

In a special kindergarten Systematic classes with a speech therapist are conducted, both frontal and individual. Acquired speech skills are consolidated in classes with teachers.

The specificity of speech therapy work in a special preschool institution is determined, on the one hand, by the nature of the disorder of higher nervous activity, the psychopathological characteristics of a mentally retarded child, primarily by a decrease in the level of analytical-synthetic activity, and on the other hand, by the characteristics of speech development and the structure of the speech defect.

The following features of speech therapy work with mentally retarded preschoolers can be highlighted.

1. Due to the fact that the leading disorder in mentally retarded children is underdevelopment of cognitive activity, the entire process of speech therapy work should be aimed at the formation of mental operations of analysis, synthesis, comparison, abstraction, and generalization. Thus, when eliminating violations of sound pronunciation, a large place is given to the differentiation of phonetically similar sounds. The pronunciation of each sound is carefully analyzed from the point of view of its auditory, visual, and kinesthetic image. The sound and articulation of two sounds are compared, their similarities and differences are established.

2. Taking into account the nature of speech disorders, speech therapy work is carried out on the speech system as a whole. At each speech therapy session, violations of not only the phonetic-phonemic, but also the lexical-grammatical aspects of speech are corrected.

3. Features of speech therapy work with mentally retarded children are the maximum inclusion of analyzers, the use of maximum and varied clarity.

4. A differentiated approach is of utmost importance, which involves taking into account the characteristics of the child, his performance, the peculiarities of motor development, the level of immaturity of speech, and symptoms speech disorders, their mechanisms.

5. Correction of speech disorders must be linked to the general motor development and predominantly fine manual motor skills of a mentally retarded child. Considering the close connection in the development of manual and articulatory motor skills Speech therapy classes must include exercises for fine hand movements, tasks for verbalizing actions, and elements of speech therapy rhythm.

6. Due to the fact that the old conditioned reflex connections in mentally retarded children are very conservative and difficult to change, it is necessary to especially carefully work out the stages of consolidating correct speech skills.

7. Frequent repetition is characteristic of speech therapy work with mentally retarded children. speech therapy exercises, but with the inclusion of elements of novelty in content and form. This is due to the weakness of the closure function of the cortex, the difficulty of forming new conditioned reflex connections, their fragility, and rapid extinction without sufficient strengthening.

8. The correct speech skills acquired in the speech therapy room in mentally retarded children disappear in other situations, on other speech material. In this regard, it is very important to consolidate correct speech skills in different situations(dialogue with children, talking on the phone, retelling what you read, etc.)

9. Considering the rapid fatigue and tendency to protective inhibition of mentally retarded children, it is necessary to frequently change types of activities, switching the child from one form of work to another.

10. A feature of speech therapy work with mentally retarded children is the careful dosage of tasks and speech material. The specificity of the cognitive activity of mentally retarded children determines the need to constantly complicate tasks and speech material.

11. For the effective acquisition of correct speech skills by mentally retarded children, a not very fast pace of work is necessary.

12. It is necessary to maintain a mentally retarded child’s interest in correcting speech and influence his emotional sphere.

13. Due to the fact that speech disorders in mentally retarded children are persistent, speech therapy work is carried out over a longer period of time.

14. The lack of development of control and weakness of volitional processes in mentally retarded children necessitates close communication between the work of a speech therapist, teacher and parents. It is necessary to organize the pedagogical process in such a way that not only in speech therapy classes, but also in the group, correct speech skills are consolidated, teachers and parents are monitored and assisted in correcting disorders.

15. The speech therapist works in close connection with medical personnel in order to implement a comprehensive medical and pedagogical approach to the elimination of speech disorders and to correct speech pathology against a favorable background.

The main cause of abnormal development and speech disorders in mentally retarded children is underdevelopment of cognitive activity. Children with ID experience all forms of speech disorders, just like normal children (dyslalia, rhinolalia, dysarthria, alalia, dyslexia, dysgraphia, stuttering, aphasia, etc.). The predominant one in the structure of systemic speech disorder is a semantic defect. Speech disorders in UO children are characterized by persistence; they are eliminated with great difficulty, persisting until the senior grades of auxiliary schools. They are based not on one, but on a number of reasons: underdevelopment of cognitive activity, immaturity of speech-auditory differentiation, violations of speech motor skills, anomalies in the structure of the articulatory apparatus. Correction of sound disorders in children with disabilities is a longer and more complex process than in normal children. The work is complicated by the characteristic weakness of the closure function of the cortex for these children, the difficulty of forming new conditioned reflex connections, which determines the slowness and duration of the formation of a new sound. The longest is the introduction of sound into speech, i.e., the automation stage. Sometimes 3-5 lessons are enough to set the sound, but its automation ends only after 1-1.5 years. The main reason is the peculiarities of the higher nervous activity of the children's brain, the lack of control over their own speech and the correct pronunciation. In speech therapy work to correct sound disorders in auxiliary schools, the comparison technique is widely used. So, at the stage of sound production, correct and incorrect pronunciation is compared. At the automation stage, this sound is compared with phonetically distant ones. When differentiating, a comparison is made of the sound being practiced with phonetically similar ones. During the correction process, the sound composition of different words is compared by the number of sounds and the place of the sound being practiced in the words. Much attention is paid to the development of general and speech motor skills, the education of auditory perception, attention, memory, i.e., the normalization of all those factors that underlie sound disorders in mentally retarded children and determine the characteristics of their manifestation. In the auxiliary school there is a close continuity between speech therapy work and literacy training. When correcting disorders in schoolchildren, it is necessary to take into account the peculiarities of their mental processes (slowing down the pace and narrowing the field of perception, instability of attention, weakness of motivation and interests, control). A feature of speech therapy work to eliminate sound defects in a auxiliary school is its individualization. The PRELIMINARY stage of eliminating violations of sound pronunciation is longer and is characterized by a qualitatively different content. The development of general, manual, speech motor skills, the development of auditory perception, attention, and memory are carried out. The development of art motor skills in mentally retarded children is carried out in two directions: the development of the kinetic basis of movement and the kinesthetic basis of art movements. With the development of kinesthetic sensations, the work is carried out without a mirror, the student reproduces the position of the lips and tongue after their passive movement by the speech therapist according to speech instructions. Children are taught to distinguish speech units by ear, to remember a sequence of words, first with the help of pictures, then to repeat syllables without it. At the preliminary stage, the development of elementary forms of sound analysis and synthesis is carried out. Children learn to isolate vowels and consonants from a series of isolated ones, a stressed vowel from the beginning simple word(oh, mustache, ah, ay, Olya). A feature of the SOUND PRODUCTION STAGE will be the maximum use of multimodal afferentations: visual image of articulation, auditory image of sound, kinesthetic, tactile and tactile-vibrational sensations. Sound production in mentally retarded children is carried out using mixed methods. In the process of ATOMATIZING sounds, it is recommended to develop the prosodic side of speech: work on stress in syllables, words, on lexical stress when automating a sound in a sentence, on intonation when fixing a sound in a sentence, connected speech. A feature of this stage is lesson planning and distribution of topics. The ES has a poor vocabulary, inaccuracy in the use of words, difficulties in updating the dictionary that are more significant than normal, a predominance of the passive vocabulary over the active one, an unformed structure of the meaning of the word, disturbances in the process of organizing semantic fields. Thus, speech therapy work in a auxiliary school is characterized by great specificity, which is determined by the characteristics of higher nervous activity, the psychological characteristics of mentally retarded children, as well as the nature of the symptoms, mechanisms, and structure of the defect in these children.

26..Speech therapy work during delay mental development.
The modern and promising aspect of considering the issue of the structure of speech defects in children with mental retardation is determined by the close connection between the processes of development of the child’s speech and cognitive activity, the relationship between speech and thinking in the process of ontogenesis. According to (E.V. Maltseva): 3 groups of children with mental retardation; group 1 – incorrect pronunciation of 1 group of sounds. They have formed only simple forms of phonemic analysis. In children with uncomplicated infantilism, speech features associated with the uniqueness of the emotional-volitional sphere are revealed. These children are verbose and easy to communicate with. The speech of such children is largely determined by the presence of an emotional component. Group 2 – children who have been diagnosed with FFN. The peculiarities of speech in these children are manifested in the poverty of the lexical-semantic side of speech, in the limited volume of the vocabulary, and in the imprecise use of words. Coherent speech is at a lower level than in children of group 1. Group 3 – children with systemic underdevelopment of all components of speech. Speech therapy work is carried out in the following areas: Development of mental operations of analysis, synthesis, comparison, generalization. Development of visual perception, analysis, visual memory. Formation of spatial relationships. Correction of motor development disorders, especially manual and articulatory motor skills. Correction of sound pronunciation disorders, distortions of sound syllable structure. Vocabulary development. Formation of the morphological and syntactic system of the language. Development of phonemic analysis, synthesis, representations. Formation of analysis of sentence structure. Development of communicative, cognitive and regulatory functions of speech. Speech therapy influence is complex and differentiated. Features of speech therapy work with children with disabilities (types of disabilities). Violations of the phonetic side. Speech is monotonous, inexpressive, devoid of subtle emotional nuances, in some cases it is slow, in others it is accelerated, and in those who are inhibited, the voice is quiet. Weak, unmodulated, in excitable people - noisy, harsh. Vocabulary disorders In children with secondary education, a poor vocabulary, inaccurate use of words, difficulties in updating the dictionary, the predominance of a passive vocabulary over an active one, an unformed structure of the meaning of a word, and a violation of the process of organizing semantic fields are revealed. The dictionary is dominated by nouns with specific meanings; there are no general words. They use only a small number of words denoting the characteristics of objects. There is some inaccurate use of words. Passive vocabulary is difficult to update. Violations of grammatical structure. There is an immaturity in the grammatical aspect of speech, which manifests itself in agrammatisms and in difficulties in performing many tasks that require grammatical generalizations. Turn out to be insufficiently formed morphological forms inflections and word formation, syntactic sentence structures. Distortions in the use of cases are revealed. Children incorrectly use the form R.p. plural . make mistakes when performing tasks to agree an adjective with a noun in gender, number, and case. Violations of coherent speech. The formation of coherent speech in the UO occurs slowly and is characterized by qualitative features. They long time delayed at the stage of question-answering and situational speech. The transition to independent speech turns out to be very difficult and is delayed until the senior grades of the auxiliary school. The contextual form of speech is especially difficult. Situational speech is carried out much easier by them. UO children often do not realize the need to clearly and clearly convey the content of an event, i.e. they do not focus on the interlocutor. Coherent statements are poorly developed and fragmentary. Retelling is easier than a story, but they skip important parts of the text and convey the content in a simplified way. Reading disorders in UL schoolchildren. The process of mastering reading among schoolchildren proceeds slowly and is characterized by qualitative originality and certain difficulties. In the process of mastering reading, students go through the same stages, but they last 3 times longer. Each stage is characterized by certain difficulties. Mastering letters for first-graders presents the greatest difficulty. A particularly difficult task is merging sounds into syllables. The ability of sound-syllable synthesis is often reduced, and recognition and understanding of the read word is delayed. Writing impairments among schoolchildren. accompanied by common spelling errors. Dysgraphia most often manifests itself in a complex form, in a complex, in a combination of various forms. Speech therapy work on the development of phonetic processes. Correction of sound pronunciation disorders in children with LD is a longer and more complex process than in children with N. The longest process is the introduction of sound into speech, i.e. automation stage. The main reason is the peculiarity of GNI, the lack of control over one’s own speech. Correction of sound pronunciation defects should be associated with the development of cognitive activity, the formation of operations of analysis, synthesis, and comparison. The method of comparing correct and incorrectly pronounced sounds is widely used. Much attention is paid to the development of general and speech motor skills, the education of auditory perception, attention, and memory. Correction of sound pronunciation disorders is associated with the development of speech function in general, with the development of the phonemic side, vocabulary, grammatical structure. When working with schoolchildren, it is necessary to take into account the peculiarities of their mental processes. A feature of speech therapy work on sound pronunciation correction is its individualization. Specificity in planning, classes should be narrow, the tasks set by the speech therapist should be accessible to the child. The preliminary stage in a auxiliary school is longer and has a different content. The development of general, manual, speech motor skills, the development of auditory perception, attention, and memory are carried out. It is necessary to work on proper speech breathing. The development of articulatory motor skills is carried out in 2 directions: the development of the kinetic basis of movements and the kinesthetic basis of articulatory movements (without a mirror). The peculiarity of sound production is the use of multimodal afferentations (visual, auditory, tactile, tactile and vibration sensations). At the automation stage, work is carried out on complex forms of sound analysis and synthesis, the ability to isolate sound in a word and determine its place. It is recommended to work on the development of the prosodic side of speech. An obligatory step is the differentiation of sounds. The work is carried out in 2 directions: clarification of pronunciation differentiation of speech sounds, development of auditory differentiation. Speech therapy work on the development of the lexical side. During the exposure, work is carried out to enrich the vocabulary, clarify the meaning of words, develop the semantics of the word, and form lexical systematicity and semantic fields. Predicative vocabulary, verbs and adjectives require special attention. Mastering adjectives begins with words denoting colors, shapes, and sizes. Next are words denoting height, thickness, length, width, etc. Then adjectives formed from nouns using suffixes are worked out. The vocabulary is enriched through pronouns, numerals, adverbs and other parts of speech. Important place is devoted to working on the meaning of a word with a gradual transition from the specific meaning of the word to the assimilation of its grammatical meaning in a phrase or sentence. Speech therapy work on the development of grammatical structure of speech. Taking into account the ontogenetic principle is of great importance. The sequence of work on grammatical forms is carried out as in normal ontogenesis: from concrete to abstract, from semantically simple forms to more complex ones, from productive to unproductive, from simple in grammatical design to more complex ones. The following sequence of work on cases is recommended: differentiation of units. and plural, V.p., R.p., D.p., T.p., prepositional-case constructions, plural case forms. The development of the verb inflection function is carried out first in present tense, then in adverb tense, then in everyday tense. Work on word formation should begin with diminutive forms, then the formation of adjectives from nouns, verbs with prefixes, and related words . When forming a sentence structure special attention is given to the assimilation of deep semantic relations within a speech utterance, which gradually become more complex and are included in the structure of the sentence. Speech therapy work on the development of coherent speech. Work on coherent speech is first carried out on the material of dialogical, situational speech, and later on contextual, monological speech. In the process of developing coherent speech, much attention is paid to the formation of internal programming of coherent utterances with their gradual deepening and expansion. It is also necessary to work on the grammatical design of coherent speech. The development of coherent speech in UO should be associated with the development of analysis, synthesis, comparison, and generalization. Speech therapy work on the correction of written speech disorders in a auxiliary school. When eliminating violations of written speech, it is necessary to take into account the characteristics of high mental functioning and the psychopathological characteristics of children with mental disabilities. That. Speech therapy work in a auxiliary school is characterized by great specificity, which is determined by the characteristics of the GNI, the psychological characteristics of the educational system, as well as the nature of the symptoms, mechanisms, and structure of the defect

Koroleva Ekaterina Yurievna, teacher - speech therapist, Children's Creativity House of Kaltan Urban District, Kemerovo Region.
This publication represents a program of speech therapy work with children of primary school age with mental retardation. This program developed in accordance with the Federal State Educational Standard of Education for Students with Disabilities. The program includes target, content and organizational sections. The explanatory note of the program presents the goals and objectives of the implementation of this program, principles and approaches to the development of the program. Also presented are psychological - pedagogical characteristics students with educational disabilities and their special educational needs, planned results of mastering the program and a system for assessing the achievement of these results. The content of correctional and developmental speech therapy classes consists of diagnosis, correction and development of all aspects of speech (phonetic-phonemic, lexical-grammatical, syntactic), coherent speech; formation of verbal communication skills. The curriculum and thematic planning of speech therapy work was developed for students with moderate mental retardation of the 4th stage of education. This publication can be used by teachers working with children with disabilities, in particular with intellectual disabilities, as well as parents of children with disabilities.

PROGRAM OF CORRECTIONAL (Speech Therapy) WORK WITHIN THE FRAMEWORK OF THE ADAPTED BASIC GENERAL EDUCATION PROGRAM FOR STUDENTS WITH MENTAL RETARDATION (INTELLECTUAL DISABILITY)

1. Target section

1.1. Explanatory note

Adapted basic general educationeducation program for students with mental retardation (intellectual impairment) ( further – AOOPO of students with UO) – This educational program, adapted for teaching this category of students taking into account the characteristics of their psychophysical development, individual capabilities ,providing correction of developmental disorders and social adaptation.

This program assumes that students with disabilities receive an education that, in terms of content and final achievements, does not correlate at the time of completion of training with the content and final achievements of their peers who do not have health limitations.

Adaptation of the program involves the introduction of a program correctional work, focused on meeting the special educational needs of students with special needs and support in mastering AOOPO, requirements for the results of mastering the correctional work program and the conditions for implementing AOOPO.

The goal of implementing the AOEP About students with educational disabilities is to create conditions for maximum satisfaction of the special educational needs of students, ensuring their assimilation of social and cultural experience.

Achieving your goal during development and implementation AOEP About students with educational qualifications provides for the solution of the following main tasks:

• mastery of educational activities by students with mental retardation (intellectual impairments), ensuring the formation of life competencies;
• the formation of a common culture that ensures the diversified development of their personality (moral-aesthetic, social-personal, intellectual, physical), in accordance with the spiritual, moral and socio-cultural values ​​accepted in the family and society;
• achieving the planned results of mastering AOEP O by students with educational qualifications, taking into account their special educational needs, as well as individual characteristics and opportunities;
• identifying and developing the capabilities and abilities of students with mental retardation (intellectual impairments), through organizing their socially useful activities, carrying out sports and recreational work, organizing artistic creativity, etc. using a system of clubs, sections, studios and circles (including organizational forms based on networking), holding sports, creative and other competitions;
• participation of teaching staff, students, their parents (legal representatives) and the public in the design and development of the social environment within the educational institution.

The program of correctional (speech therapy) work is part of the AOEP About students with disabilities and was developed by the MBOU DO House of Children's Creativity in accordance with the federal state educational standard (hereinafter referred to as the Federal State Educational Standard) of NEOs of students with disabilities disabilities health (hereinafter referred to as HHI) and taking into account the Approximate adapted basic general education program for the education of students with mental retardation (intellectual impairment).

1.1.1. The purpose and objectives of the implementation of the correctional work program

The program of correctional work in accordance with the requirements of the Federal State Educational Standard for students with disabilities is aimed at creating a system of comprehensive assistance to students with disabilities in mastering AOOPE, correcting deficiencies in the physical and (or) mental development of students, and their social adaptation.

The correctional work program should provide:

identification of the special educational needs of students with educational disabilities due to deficiencies in their physical and (or) mental development;

creation of adequate conditions for the implementation of the special educational needs of students with educational disabilities;

implementation of individually oriented psychological, medical and pedagogical support for students with educational disabilities, taking into account their special educational needs and individual capabilities (in accordance with the recommendations of the PMPC);

organization of individual and group correctional classes for students with disabilities, taking into account individual and typological characteristics of psychophysical development and individual capabilities;

providing assistance in the development of AOOPO by students with educational institutions and their integration into an educational institution;

the opportunity to develop communication, social and everyday skills, adequate educational behavior, interaction with adults and students, the formation of ideas about the world around us and one’s own capabilities;

Providing parents (legal representatives) of students with educational disabilities with advisory and methodological assistance on medical, social, legal and other issues related to their upbringing and education.

The goal of the correctional work program is to create a system of comprehensive psychological, medical and pedagogical support for the process of mastering AOOPE by students with educational disabilities, allowing them to take into account their special educational needs based on the implementation of an individual and differentiated approach in the educational process.

Program objectives:

Identification of the special educational needs of students with mental retardation (intellectual impairments), determined by the structure and depth of their impairments, deficiencies in physical and mental development;

Implementation of individually oriented psychological, medical and pedagogical assistance to children with mental retardation (intellectual impairments), taking into account the characteristics of psycho-physical development and individual capabilities of students (in accordance with the recommendations of the psychological, medical and pedagogical commission);

Organization of classes for children, taking into account the individual and typological characteristics of psychophysical development and individual capabilities of students;

Implementation of a system of measures for social adaptation of students with mental retardation (intellectual impairment);

Providing parents (legal representatives) of students with mental retardation (intellectual disabilities) with advisory and methodological assistance on issues related to their upbringing and education.

Goals and objectives of correctional (speech therapy) work

Before starting speech therapy work, an examination is organized. The examination reveals which component of the language system is impaired. To diagnose, clarify the structure of a speech defect and assess the severity of violations of different aspects of speech (obtaining a speech profile), build a system of individual correctional work, monitor the dynamics of speech development of a child with mental retardation, diagnostic material is used, included in a specially developed Program for the Correction of Impairments of Oral and Written Speech . Based on the results of the examination, further correctional work is planned, and an individual plan of work with the child is developed. Speech therapy work should begin as early as possible, be clearly planned and organized, and should be not only corrective, but also preventive of secondary defects.

The goal of speech therapy work is to create organizational and pedagogical conditions that promote prevention, timely diagnosis, correction and further development and improvement of sensorimotor functions, psychological prerequisites and the communicative component of learning.

Objectives of speech therapy work:

Educational:

1. Clarification of ideas about the sound composition of a word; improving the skills of analysis and synthesis of the sound-syllable composition of a word.

2. Consolidation of skills in differentiating paired consonants and phonemes that have acoustic and articulatory similarities.

3. Activation of vocabulary by clarifying the meanings of words in children’s vocabulary.

4. Enrichment of vocabulary by introducing words-terms, due to the development in children of the ability to actively use various methods of word formation.

5. Learning to find words denoting an object (noun), an action of an object (verb), a sign of an object (adjective).

Corrective:

1. Clarification of the articulation of correctly pronounced sounds, production and automation of defectively pronounced sounds.

2. Development and improvement of grammatical formatting of speech through children’s mastery of word combinations and the connection of words in a sentence.

3.Development of skills in constructing statements.

4.Formation of the psychological basis of speech: visual, auditory, spatial, tactile perception; thinking; memory; stability of attention; accumulation of ideas about the surrounding world; imagination; observation, especially to linguistic phenomena; development of general and fine motor skills.

5. Formation of regulatory educational activities: planning upcoming activities; control over the progress of its activities; application of acquired knowledge in new situations, analysis and evaluation of the products of one’s own activities.

Educational:

1. Formation of a sense of responsibility, self-confidence, self-esteem.

2.Formation of personal qualities: organization; good manners; respect for yourself and others; an adequate understanding of yourself and your capabilities.

1.1.2. Principles and approaches to developing a correctional work program

The basis for the development and implementation of the program of correctional work of AOOPO students with OU laid differentiated And activity approaches .

Differentiated approach The development and implementation of AEOPE for students with educational disabilities requires taking into account their special educational needs, which are manifested in heterogeneity in the ability to master the content of education. This causes variability in the structure, conditions of implementation and results of mastering the program.

The use of a differentiated approach to the creation and implementation of the Corrective Work Program of AOOPO ensures a variety of content, giving students with educational disabilities the opportunity to realize their individual development potential.

Activeapproach is based on the theoretical principles of domestic psychological science, revealing the basic laws of the process of teaching and upbringing of students, the structure educational activities taking into account the specific development of the personality of a student with educational disabilities.

The activity-based approach to education is based on the recognition that the personality development of students with disabilities of primary school age is determined by the nature of the organization of activities available to them (subject-related, practical and educational).

The main means of implementing the activity-based approach in education is learning as a process of organizing cognitive and subject-related practical activities of students, ensuring their mastery of the content of education.

In the context of developing the Program for Corrective Work of AOOPE for students with educational disabilities, the implementation of the activity approach ensures:

• making the results socially and personally significant;
• students’ strong assimilation of knowledge and experience in activities and behavior, the possibility of their independent advancement in the educational fields being studied;
• increasing motivation and interest in learning, acquiring new experience in activities and behavior.

The basis for the formation of the Corrective Work Program of AOOPE for students with educational disabilities is based on the following: principles:

• principles of state policy of the Russian Federation in the field of education (humanistic nature of education, unity of educational space in the territory Russian Federation, secular nature of education, universal accessibility of education, adaptability of the education system to the levels and characteristics of development and training of students and pupils, etc.) (Article 3 part 1 of the Federal Law of the Russian Federation “On Education in the Russian Federation” N273-FZ (as amended. Federal laws dated 05/07/2013 N 99-FZ, dated 07/23/2013 N 203-FZ).
• the principle of correctional and developmental orientation of the educational process, which determines the development of the student’s personality and the expansion of his “zone of proximal development”, taking into account special educational needs;
• the principle of practical orientation, which implies the establishment of close connections between the material being studied and the practical activities of students; formation of knowledge and skills that are of paramount importance for solving practice-oriented problems;
• the principle of educational education, aimed at developing in students moral ideas (right/wrong; good/bad, etc.) and concepts, adequate ways of behavior in different social environments;
• ontogenetic principle;
• the principle of continuity, which presupposes the relationship and continuity of education of students with mental retardation (intellectual impairment) at all stages of education: from junior to senior school age;
• the principle of integrity of the content of education, ensuring the presence of internal relationships and interdependencies between individual subject areas and the academic subjects included in their composition;
• the principle of taking into account the age characteristics of students, which determines the content of subject areas and the results of personal achievements;
• principle of taking into account the characteristics of mental development different groups students with mental retardation (intellectual impairment);
• the principle of focus on the formation of activity, providing the opportunity for students with mental retardation (intellectual impairment) to master all types of subject-related practical activities available to them, methods and techniques of cognitive and educational activities, communicative activities and normative behavior;
• the principle of transferring acquired knowledge and skills and attitudes, formed in the conditions of a learning situation, into various life situations, which makes it possible to ensure the student’s readiness for independent orientation and active activity in the real world;
• principle of cooperation with the family.

Correctional work is a system of psychological, pedagogical and medical means aimed at mitigating deficiencies in the physical and mental development of students with disabilities.

Principlescorrectional work:

Principle priority of interests the student determines the attitude of the organization’s employees, who are called upon to provide each student with assistance in development, taking into account his individual educational needs.

The principle of consistency - ensures the unity of all elements of correctional and educational work: goals and objectives, directions of implementation and content, forms, methods and techniques of organization, interaction of participants.

Principle continuity ensures that correctional work is carried out throughout the education of schoolchildren, taking into account changes in their personality.

The principle of variability involves the creation of variable programs of correctional work with students, taking into account their special educational needs and possibilities of psychophysical development.

Principle unity of psychological, pedagogical and medical means, ensuring the interaction of specialists from the psychological, pedagogical and medical units in activities to comprehensively solve the problems of correctional and educational work.

Principle cooperation with family is based on the recognition of the family as an important participant in correctional work, which has a significant impact on the child’s development process and the success of his integration into society.

Corrective work with students with disabilities is carried out throughout the entire educational process:

- through the content and organization of the educational process (individual and differentiated approach, reduced pace of learning, structural simplification of the content, repetition in learning, activity and consciousness in learning);

- as part of extracurricular activities in the form of specially organized individual and group classes (speech therapy classes);

― within the framework of psychological and socio-pedagogical support for students.

1.2. Psychological and pedagogical characteristics of students with educational disabilities

Students with disabilities are children who have deficiencies in psychological development, confirmed by PMPC and preventing the acquisition of education without the creation of special conditions.

Mental retardation is a persistent, pronounced underdevelopment of cognitive activity due to diffuse (spread) organic damage to the central nervous system (CNS). The concept of "mental retardation" in terms of the degree of intellectual disability is applicable to a diverse group of children. The degree of severity of intellectual disability correlates (corresponds) with the timing of the damage to the central nervous system - the earlier it occurred, the more severe the consequences. Also, the severity of intellectual impairment is determined by the intensity of exposure to harmful factors. Often mental retardation is burdened by mental illnesses of various etiologies, which requires not only their drug treatment, but also the organization of medical support for such students in educational organizations.

The International Classification of Diseases (ICD-10) identifies four degrees of mental retardation: mild (IQ -69-50), moderate (IQ -50-35), severe (IQ -34-20), profound (IQ

The development of a child with mild mental retardation (intellectual impairment), although it occurs on a defective basis and is characterized by slowness and the presence of deviations from normal development, nevertheless represents a progressive process that brings qualitative changes to the cognitive activity of children and their personal sphere, which gives grounds for an optimistic forecast.

Difficulties in the mental development of children with mental retardation (intellectual impairment) are due to the characteristics of their higher nervous activity (weakness of the processes of excitation and inhibition, delayed formation of conditioned connections, stiffness of nervous processes, disruption of the interaction of the first and second signaling systems, etc.).

In the overwhelming majority of cases, intellectual impairments present in students with mental retardation are the result of organic damage to the central nervous system in the early stages of ontogenesis. Negative influence organic damage to the central nervous system is systemic in nature, when all aspects of the child’s psychophysical development are involved in the pathological process: motivational-need, social-personal, motor-motor; emotional-volitional spheres, as well as cognitive processes - perception, thinking, activity, speech and behavior. The consequences of damage to the central nervous system are expressed in the delay in the onset and incompleteness of age-related psychological neoplasms and, most importantly, in the unevenness and violation of the integrity of psychophysical development. All this, in turn, makes it difficult for the child to be included in the development of the layer of social and cultural achievements of universal human experience in the traditional way.

In the structure of the psyche of such a child, underdevelopment is primarily noted cognitive interests and decline cognitive activity, which is due to the slow pace of mental processes, their weak mobility and switchability. With mental retardation, not only higher mental functions suffer, but also emotions, will, behavior, and in some cases physical development.

Children of primary school age with mental retardation (intellectual impairment) have developmental deficiencies speech activity, the physiological basis of which is a violation of the interaction between the first and second signaling systems, which, in turn, manifests itself in the underdevelopment of all aspects of speech: phonetic, lexical, grammatical and syntactic. Thus, students with mental retardation are characterized by systemic underdevelopment of speech.

The shortcomings in speech activity of this category of students are directly related to a violation of abstract logical thinking. However, in everyday practice, such children are able to maintain a conversation on topics close to their personal experience, using simple sentence structures. Carrying out systematic correctional and developmental work aimed at systematizing and enriching ideas about the surrounding reality creates positive conditions for students to master various language means. This is reflected in an increase in the volume and change in the quality of vocabulary, mastery various designs sentences, composing small, but complete in meaning, oral statements. Thus, the basis for mastering a more complex form of speech—written—is gradually created.

Motor The sphere of children with mild mental retardation (intellectual impairment), as a rule, does not have pronounced impairments. Students experience the greatest difficulties when performing tasks related to the precise coordination of small movements of the fingers. In turn, this negatively affects the mastery of writing and some labor operations. Carrying out special exercises, included both in the content of correctional classes and used in lessons, contributes to the development of coordination and accuracy of movements of the fingers and hands, and also helps prepare students for mastering educational and work activities that require a certain motor dexterity.

When building psychological and pedagogical support for the mental development of children with mental retardation (intellectual impairment), one should rely on the position formulated by L.S. Vygotsky about the unity of the patterns of development of an abnormal and normal child, as well as the decisive role of creating such social conditions his training and upbringing, which ensure his successful “growing into” the culture. Such conditions are a system of corrective measures in the process of specially organized training, based on the intact aspects of the psyche of a student with mental retardation, taking into account the zone of proximal development.

Thus, the pedagogical conditions created in an educational organization for students with mental retardation must solve both the problems of correctional and pedagogical support of the child in the educational process, and issues of his socialization, which are closely related to the development of the cognitive sphere and activities corresponding to the age-related capabilities and abilities of the student .

1.3. Special educational needs of students with intellectual disabilities

Underdevelopment of the cognitive, emotional-volitional and personal spheres of students with mental retardation (intellectual impairment) is manifested not only in qualitative and quantitative deviations from the norm, but also in the deep originality of their socialization. They are capable of development, although it occurs slowly, atypically, and sometimes with sudden changes in the child’s entire mental activity. At the same time, despite the variety of individual variants of the structure of this disorder, the prospects for the education of children with mental retardation (intellectual impairment) are determined mainly by the degree of severity of intellectual underdevelopment, while education, in any case, remains unlicensed.

Thus, Modern scientific ideas about the characteristics of the psychophysical development of students with mental retardation (intellectual impairment) make it possible to identify educational needs, both common to all students with disabilities and specific.

General needs include: the start time of education, the content of education, the development and use of special methods and means of teaching, a special organization of training, expanding the boundaries of the educational space, the duration of education and determining the circle of people participating in the educational process.

Students with mild mental retardation (intellectual impairment) have the following specific educational needs:

• early receipt special assistance means of education;
• the mandatory continuity of the correctional and developmental process, implemented both through the content of subject areas and in the process of correctional work;
• scientific, practice-oriented, effective nature of the content of education;
• accessibility of the content of cognitive tasks implemented in the educational process;
• systematic updating of knowledge and skills acquired by students; special training in their “transfer” taking into account the changing conditions of educational, cognitive, labor and other situations;
• ensuring a special spatial and temporal organization of the general educational environment, taking into account the functional state of the central nervous system and the neurodynamics of mental processes of students with mental retardation (intellectual impairment);
• the use of predominantly positive means of stimulating the activity and behavior of students, demonstrating a friendly and respectful attitude towards them;
• development of motivation and interest in understanding the world around us, taking into account the age and individual characteristics of the child for learning and social interaction with the environment;
• special training in ways to assimilate social experience - the ability to act together with an adult, by showing, imitating, following verbal instructions;
• stimulation of cognitive activity, formation of a positive attitude towards the world around us.

Satisfying the listed special educational needs of students is possible based on the implementation of a person-oriented approach to the education and training of students through changing the content of training and improving methods and techniques of work. In turn, this will allow the formation of age-related psychological neoplasms and the correction of higher mental functions in the process of students studying academic subjects, as well as during the conduct of correctional and developmental classes.

1.4. Planned results of students with mental retardation mastering the Corrective Work Program

The results of mastering the AOEP with students with mental retardation (intellectual disabilities) are assessed as final at the time of completion of education.

Students' mastery of AOEP, which was created on the basis of the Federal State Educational Standard, requires them to achieve two types of results: personal and subject.

In the structure of planned results, the leading place belongs to personal results, since they ensure mastery of a set of social (life) competencies necessary to achieve the main goal modern education― introducing students with mental retardation (intellectual disabilities) into culture, mastering their sociocultural experience.

Personal results of mastering AOEP education include individual personal qualities and social (life) competencies of the student, socially significant value attitudes.

Personal results of mastering AOOP include:

1. oawareness of oneself as a citizen of Russia; developing a sense of pride in one’s homeland;
2. o fostering respect for other opinions, history and culture of other peoples;
3. oformation of adequate ideas about one’s own capabilities, about urgently necessary life support;
4. o mastery of basic adaptation skills in a dynamically changing and developing world;
5. o mastery of social and everyday skills used in everyday life;
6. o mastery of communication skills and accepted norms of social interaction;
7. othe ability to comprehend the social environment, one’s place in it, the adoption of age-appropriate values ​​and social roles;
8. o acceptance and development social role student, manifestation of socially significant motives for educational activities;
9. developed skills of cooperation with adults and peers in different social situations;
10. oeducation of aesthetic needs, values ​​and feelings;
11. odevelopment of ethical feelings, manifestation of goodwill, emotional and moral responsiveness and mutual assistance, manifestation of empathy for the feelings of other people;
12. o formation of a safe installation, healthy image life, the presence of motivation for creative work, work for results, careful attitude to material and spiritual values;
13. o demonstrating readiness for independent living;
14. o mastery of communication skills and accepted rituals of social interaction, manifested by:

in expanding knowledge of communication rules;

in expanding and enriching the child’s communication experience in the near and distant environment, expanding the range of situations in which the student can use communication as a means of achieving a goal;

in the ability to solve current school and everyday problems, using communication as a means of achieving a goal (verbal, non-verbal);

in the ability to start and maintain a conversation, ask a question, express your intentions, requests, wishes, concerns, and end the conversation;

in the ability to correctly express refusal and dissatisfaction, gratitude, sympathy, etc.;

in the ability to receive and clarify information from an interlocutor;

in mastering cultural forms of expressing one’s feelings.

Subject results mastering AOEP education includes the knowledge and skills acquired by students, specific to each subject area, and the readiness to use them. The subject results of students with mental retardation (intellectual impairment) are not the main criterion when deciding whether to transfer a student to the next grade, but are considered as one of the components when assessing final achievements.

AOOP defines two levels of mastery of subject results: minimal and sufficient. The minimum level is mandatory for most students with mental retardation (intellectual impairment). At the same time, the failure of individual students to achieve this level in certain subjects is not an obstacle to their receiving education under this version of the program.

Results of mastering correctional and developmental speech therapy work

Speech therapy classes : formation and development of various types of oral speech (colloquial-dialogical, descriptive-narrative) based on enriching knowledge about the surrounding reality; enrichment and development of the dictionary, clarification of the meaning of a word, development of lexical consistency, formation of semantic fields; development and improvement of the grammatical structure of speech, coherent speech; correction of deficiencies in written language (reading and writing).

Upon completion of correctional (speech therapy) work, students should be able to:

Students must distinguish sounds by ear and pronunciation;

Perform sound-letter analysis and synthesis of words;

Determine the number of syllables in a word by the number of vowels, divide words into syllables;

Differentiate sounds by acoustic similarity;

Select synonyms and antonyms for various parts speeches;

Make simple sentences;

Copy printed text letter by letter, in whole words;

Students must observe the norms of speech etiquette in everyday life (the ability to hear, accurately respond to cues);

The implementation of the program promotes the development of the speech system (oral and written), as well as psychophysical processes in children with impaired oral and written speech and mental retardation (intellectual impairment), which is necessary for their comprehensive harmonious development and the development of the communicative function of language.

1.5. A system for assessing the achievement of students with mental retardation (intellectual impairment) of the planned results of mastering the Corrective Work Program

The main directions and goals of assessment activities in accordance with the requirements of the Federal State Educational Standard for students with disabilities are the assessment of the educational achievements of students.

Evaluation of the results of students with educational disabilities mastering the correctional work program, which forms an integral part of AOOPE, is carried out in full compliance with the requirements of the Federal State Educational Standard for students with disabilities.

When determining approaches to assessing the results of students with educational disabilities mastering the correctional work program, it is advisable to rely on the following principles:

1) differentiation of achievement assessment, taking into account typological and individual developmental characteristics and special educational needs of students with educational disabilities;

2) the dynamism of achievement assessment, which involves studying changes in mental and social development, individual abilities and capabilities of students with educational disabilities;

3) unity of parameters, criteria and tools for assessing achievements in mastering the content of AOOPE, which can ensure the objectivity of the assessment.

These principles, reflecting the basic laws of the holistic process of education for students with special education, are closely interconnected and simultaneously relate to different aspects of the process of assessing the results of mastering the correctional work program.

When developing a system for assessing students’ achievements in mastering the content of AOOP, it is necessary to focus on the list of planned results presented in the Federal State Educational Standard.

In accordance with the requirements of the Federal State Educational Standard for students with mental retardation (intellectual impairment), personal and subject results are subject to assessment.

Personal results include students’ mastery of social (life) competencies necessary to solve practice-oriented problems and ensure the formation and development social relations learners in different environments.

Assessing personal results involves, first of all, assessing the child’s progress in mastering social (life) competencies, which ultimately form the basis of these results.

A comprehensive and comprehensive assessment of students’ mastery of social (life) competencies can be carried out based on the use of the expert assessment method, which is a procedure for assessing results based on the opinions of a group of specialists (experts). The composition of the expert group is determined by the general education organization and includes pedagogical and medical workers (teachers, educators, speech therapists, educational psychologists, social educators, neurologist, psychiatrist, pediatrician) who know the student well. To fully assess the personal results of students with mental retardation (intellectual impairments) mastering AOEP, the opinion of parents (legal representatives) should be taken into account, since the assessment is based on an analysis of changes in the student’s behavior in everyday life in various social environments (school and family).

The main form of work of the expert group participants is a psychological, medical and pedagogical consultation.

2. Content section

The structure of AOOPE for students with educational disabilities involves the introduction of a program of correctional work.

The goal of the correctional work program is to ensure the successful development of AOEP by students with mental retardation (intellectual impairment).

Correctional work is a system of comprehensive psychological, medical and pedagogical support for students with mental retardation (intellectual impairment) in the educational process, aimed at their mastering the AOEP, overcoming and/or weakening their existing deficiencies in mental and physical development.

The correctional work program should provide for the individualization of special support for students with disabilities. The content of the correctional work program for each student is determined taking into account his special educational needs based on the recommendations of the PMPC.

The directions and content of the correctional work program are carried out in a volume of at least 6 hours, including speech therapy classes - 2 hours, psychocorrectional classes and rhythmics - 4 hours. The volume and content are determined depending on the educational needs of students. Let's take a closer look at speech therapy classes.

Corrective (speech therapy) program includes interrelated boards reflecting its main content:

–diagnostic work, ensuring a comprehensive examination of the speech of students with educational disabilities, filling out a speech card;

– correctional development work that provides timely specialized assistance in mastering the content of education and correcting deficiencies in the speech development of students with special needs;

– advisory work,ensuring continuity of special support for students with disabilities and their families on issues of speech development for students with disabilities;

–outreach work,aimed at explanatory activities on issues related to with the peculiarities of speech development of students with educational disabilities, with all participants in educational relations - students, their parents (legal representatives), teaching staff.

The main directions in speech therapy correctional work are: correctional assistance in mastering the basic content of education; development of hand-eye coordination; correction of oral and written speech disorders; ensuring your child's success in various types activities in order to prevent a negative attitude towards learning, increase motivation for schooling.

Correctional speech therapy work is carried out throughout the entire educational process, during the study of curriculum subjects and in special correctional and developmental (including speech therapy) classes, where speech development defects are corrected, the psychophysical development of students with disabilities is provided, and assistance is provided in the development of new educational material in the development of AOOPE as a whole.

The program of correctional speech therapy work provides variable forms of special support for students with disabilities. The content and organizational forms of work can vary, which contributes to the realization and development of the potential capabilities of students with educational disabilities and the satisfaction of their special educational needs.

2.1.1. ContentCorrective and developmental speech therapy classes

Targetspeech therapy classes consist of diagnosis, correction and development of all aspects of speech (phonetic-phonemic, lexical-grammatical, syntactic), coherent speech; formation of verbal communication skills.

Main directions speech therapy work is:

diagnostics and correction of sound pronunciation (production, automation and differentiation of speech sounds);

diagnostics and correction of the lexical side of speech ( enrichment of the dictionary, its expansion and clarification);

diagnostics and correction of grammatical structure of speech (syntactic structure of speech utterances, inflection and word formation);

correction of dialogical and formation of monologue forms of speech, development of the communicative function of speech (development of dialogical and monologue speech skills, formation of coherent speech, increasing speech motivation, enriching speech experience);

correction of reading and writing disorders ;

expansion of ideas about the surrounding reality ;

development of the cognitive sphere (thinking, memory, attention and other cognitive processes).

Correctional work with children with mental retardation (intellectual impairment) is divided into two stages:

1. Preparatory (diagnostic) stage - examination of the articulatory apparatus and the sound side of speech, examination of phonemic hearing, examination of the lexical structure of speech, examination of the grammatical structure, examination of the writing and reading process.

2. Direct correction work:

- Corrective work at the phonetic level:

correction of pronunciation defects;

formation of full-fledged phonetic representations based on the development of phonemic perception, improvement of sound generalizations in the process of exercises in sound analysis and synthesis.

- Corrective work at the lexical and grammatical level:

clarifying the meanings of words in children’s vocabulary; further enrichment of vocabulary through the accumulation of new words related to various parts of speech, the formation of ideas about the morphological elements of a word, skills in morphemic analysis and word synthesis.

- Corrective work at the syntactic level:

clarification, development, improvement of the grammatical design of speech by mastering models of various syntactic structures. Development of independent expression skills by establishing the sequence of statements, selecting linguistic means, improving the skill of constructing and rearranging sentences according to given patterns.

3. Organizational section

3.1. Syllabus, thematic planning

In accordance with the Federal State Educational Standard, for students with disabilities, at least 6 hours per week are allocated for correctional work per student, depending on his needs, including speech therapy classes - 2 hours, psychocorrectional classes and rhythmics - 4 hours.

presented frontal and individual correctional and developmental classes (speech therapy and psychocorrection) and rhythmics, aimed at correction of the defect and formation of personality adaptation skills in modern living conditions. Corrective and developmental classes can be conducted in individual and group form.

The curriculum of the Corrective Work Program (speech therapy classes) complies with the current legislation of the Russian Federation in the field of education, ensures the implementation and implementation of the requirements of the Federal State Educational Standard for students with disabilities and implementation hygiene requirements to the educational process regime established by the current SanPiN.

Annual curriculum for the education of students with mental retardation (intellectual disabilities)

Correctional and developmental speech therapy classes

Correctional and developmental area	Corrective course	Number of hours per year by grade				Total
		I	II	III	IV
	Speech therapy classes
Total (correctional and developmental speech therapy classes)

The curriculum allows for the unity of psychological, medical, pedagogical and social correction in the educational process.

Thematic planning of speech therapy work with children with moderate mental retardation, 4 levels of education

No.	Subject	Number of hours
Diagnostics of the level of development of speech, writing and reading skills
	Examination of the articulatory apparatus and sound pronunciation
	Examination of syllable structure
	Phonemic awareness survey
	Examination of the lexical structure of speech
	Examination of the grammatical structure of speech
	Examination of coherent speech
	Writing Process Survey
	Reading Survey
Sound pronunciation defects, correction
	Correction of sound pronunciation defects (according to an individual correction plan)
	In the world of sounds. Sounds of the surrounding world
	Speech sounds. Differentiation of the concepts of “speech” and “non-speech” sounds
	Familiarization with the organs of the articulatory apparatus. Articulation gymnastics
	General motor skills. Coordination of speech with movement
	Fine motor skills. Finger
Word
	Words for objects
	Words denoting the actions of objects
	Differentiation of words denoting objects and words denoting actions of objects
	Words denoting characteristics of objects
	Differentiation of words denoting objects, actions of objects and attributes of objects
	Two-syllable words
	Three syllable words
	Determining the order of syllables in a word
	Dividing words into syllables
	Accent
	Cognates
Offer
	Sentence, word
	Simple two-part unexpanded sentence
	Three word sentence
	Four word sentence
	Differentiation of concepts sentence - word
Speech sounds. Vowel sounds
	Speech sounds and methods of their formation
	Differentiation of the concepts “sound” - “letter”
	Vowel sounds and letters (sounds that are pronounced correctly)
	First row vowels
	Second row vowels
	Differentiation of vowels of the first and second series (correctly pronounced sounds)
	Differentiation of vowels a - z
	Differentiation of vowels o - ё
	Differentiation of vowels u - yu
	Differentiation of vowels and - ы
	Extracting vowels from words
Speech sounds. Consonants
	Consonants and letters (sounds pronounced correctly)
	Hard and soft consonants
	Indication of softness of consonants by vowels i, e, e, yu
	Voiced and voiceless consonants
	Sound and letter B
	Sound and letter P
	Differentiation of consonants B - P
	Sound and letter D
	Sound and letter T
	Differentiation of consonants D - T
	Sound and letter G
	Sound and letter K
	Differentiation of consonants G - K
	Sound and letter Z
	Sound and letter S
	Differentiation of consonants Z - S
	Sound and letter Sh
	Sound and letter Z
	Differentiation of consonants Ш - Ж
	Differentiation of consonants Z - Z
	Differentiation of consonants S - Sh
	Differentiation of voiced and voiceless consonants
Connected speech
	Writing a description of a simple object
	Compiling a story using key words, diagrams, questions

The number of hours for each lesson can be adjusted at the discretion of the teacher - speech therapist, depending on the severity of the child’s speech impairment. Correction of the sound pronunciation aspect of speech and pronunciation defects can be carried out not only during the hours specified in thematic planning, but also as part of classes on other topics, depending on the severity of the child’s speech defect and at the discretion of the teacher - speech therapist. To study and differentiate, it is necessary to use only those vowel and consonant sounds and letters that are correctly pronounced by the child.

3.2. System of conditions for the implementation of the Corrective (Speech Therapy) Work Program

Requirements for the conditions for obtaining education by students with disabilities are determined by the Federal State Educational Standard for students with disabilities and represent a system of requirements for the conditions for the implementation of AOOPE for students with disabilities and the achievement of planned results by this category of students.

The result of the implementation of these requirements should be the creation of a comfortable correctional and developmental educational environment for students with educational disabilities, built taking into account their educational needs, which ensures high quality education, its accessibility, openness and attractiveness for students, their parents (legal representatives), moral development of students ; guarantees the protection and strengthening of the physical, mental and social health of students.

Corrective and developmental speech therapy work is carried out in the speech therapy room of the speech therapy center on the basis of the Children's Creativity House. For the successful implementation of the program in the speech therapy room, the conditions presented below must be met.

Scroll necessary equipment speech therapy room: wall mirror, mirrors for individual work, additional lighting, chairs for studying in front of a mirror, tables for studying in front of a mirror, a desk, a set of probes for producing sounds, disposable spatulas, cotton wool, wet wipes, a disinfectant composition.

Speech Development Center: n a selection of toys and object pictures to accompany articulatory and facial gymnastics; d breathing simulators, toys, aids for the development of breathing (whistles, whistles, pipes, balloons, “Soap bubbles”, dry leaves, dry flower petals, etc.); To art library of materials for automation and differentiation of sounds (syllables, words, phrases, sentences, nursery rhymes, tongue twisters, tongue twisters); l ogopedic album for examining the speech of students; With southern pictures and series of plot pictures; n special pictures to clarify pronunciation; d educational games.

Center for Sensory Development: h teaching toys (rattles, tambourine); h substitute teaching toys (small boxes with various fillings - peas, beans, pebbles, etc.); To large subject pictures with images of animals and birds; To large object pictures with images of sounding toys and objects; h entertaining toys for the development of tactile sensations; “Magic bag” with small figures and toys.

Center for Motor and Constructive Development: large planar images of objects and objects for tracing; cut pictures; cubes; game “Make it up from parts”; plastic pyramid of different colors; su-jok balls of different colors; lacing toys; mosaics.

Corrective focus of speech therapy work

with mentally retarded schoolchildren

The structure of speech defects in children with SLI.

Limited ideas about the world around us, weak speech contacts, immaturity of interests, and a decrease in the need for verbal communication are significant factors that determine the slow and abnormal development of speech in mentally retarded children.

Speech disorders are systemic in nature, i.e. speech as an integral functional system suffers. With mental retardation, all components of speech are impaired: phonetic-phonemic side, vocabulary, grammatical structure. Students primary classes There are gross violations of oral and written speech. Children in this category experience persistent difficulties in mastering the writing curriculum due to insufficient development of speech function and psychological prerequisites for mastering educational activities.

Violation of the phonetic-phonemic component of the speech system.

1.Defective pronunciation of oppositional sounds of several groups. Substitutions and confusions predominate (often distortion of sounds). Up to 15 sounds are pronounced incorrectly.

2. Insufficient formation of phonemic processes.

As a result, children in this category experience:

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).

Violation of the lexical and 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) lack of understanding educational assignments, directions, instructions from the teacher;

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.

Psychological characteristics.

Unstable attention.

Lack of observation in relation to linguistic phenomena.

Insufficient development of switching abilities.

Insufficient development of verbal and logical thinking.

Insufficient ability to memorize predominantly verbal material.

Insufficient development of self-control, mainly in the field of linguistic phenomena.

Insufficient formation of voluntariness in communication and activity.

Consequences:

a) insufficient development of psychological prerequisites for mastering full-fledged skills of educational activities;

b) difficulties in developing educational skills (planning upcoming work, determining ways and means to achieve educational goals, monitoring activities, the ability to work at a certain pace).

Main areas of work

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 syllable-sound composition of a word. Correction of pronunciation defects.

Development of vocabulary and grammatical structure of speech:

– clarification of the meanings of children’s words and further enrichment of vocabulary both through the accumulation of new words related to different parts of speech, and through the development in children of the ability to actively use various methods of word formation;

– clarification of the meanings of the syntactic structures used; further development and improvement of the grammatical design of speech through children’s mastery of word combinations, the connection of words in a sentence, and sentence models of various syntactic structures.

3. Formation of coherent speech:

– development of skills in constructing a coherent statement; programming the meaning and semantic culture of the statement;

– establishing logic (connectivity, consistency), precise and clear formulation of thoughts in the process of preparing a coherent statement; selection of linguistic means adequate to the semantic concept for constructing statements for certain purposes of communication (proof, reasoning, transmission of text, plot picture).

4. Development and improvement of psychological prerequisites for learning:

– stability of attention;

– observation (especially to linguistic phenomena);

– ability to remember;

– switching ability;

– skills and techniques of self-control;

– cognitive activity;

– arbitrariness of communication and behavior.

5. Formation of full-fledged educational skills:

– planning upcoming activities (adopting educational task; active comprehension of the material; highlighting the main, essential in educational material; determining ways and means to achieve educational goals);

– control over the progress of one’s 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 quickly and efficiently write, count; carry out analysis, comparison, comparison);

– 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 teacher-speech therapist, not to switch to extraneous influences; subordinate your actions to his instructions (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 means of communication for the purpose of clear perception, retention and focused execution of a learning task in accordance with the instructions received;

Ability to perform purposefully and consistently learning activities and respond adequately to the control and assessments of the speech therapist.

7. Formation of communication skills and adequate situations in educational activities;

– answers to questions in strict accordance with instructions and assignments;

– answering questions during the course of academic work with adequate use of learned terminology;

– answers in two or three phrases in the course and results of educational work (beginning of the formation of a coherent statement);

Application of instructions when preparing a detailed statement on the course and results of educational work;

Use of acquired educational terminology in coherent statements;

Contacting a teacher - speech therapist or groupmate for clarification;

Formation of tasks when performing collective types of educational work;

Compliance with speech etiquette when communicating (appeal, request, dialogue: “Please tell me,” “Thank you,” “Be kind”);

Composing oral coherent statements with elements of creativity.

An integrated approach to overcoming a speech defect requires the active participation of parents in it. All knowledge, speech skills, skills acquired by children during classes with a speech therapist, teacher and educator must be consolidated in the process of everyday life (walks, excursions, visits to the theater, caring for plants and animals, helping adults at home and in the country).

Speech mode in school and home.

Speech therapy classes are held twice a week, groups are formed taking into account the homogeneity of children’s speech defects and the formation of the sound and semantic aspects of speech. The total workload per student per week does not exceed one academic hour. Individual speech therapy classes are conducted by a speech therapist, both in the first and second half of the day, lasting 20-25 minutes. Group classes on the technology “Correction of the phonetic-phonemic aspect of speech based on the formation and expansion, semantic fields of words, the development of their valences, inflection functions” are held once a week for 35-40 minutes.

The school holds speech five minutes ( exercises for the development of melodic and intonation aspects of speech, voice, breathing ) before the first lessons every day and after school hours, after walks, before doing homework.

Underway relationship notebooks, in which the teacher, speech therapist and educator plan monthly work with each child. The speech therapist has speech cards for children, which are filled out three times a year (at the beginning of the school year, before the council and at the end of the school year).

Also, speech mode is carried out through "speech corners" who are in the classrooms. In these corners, the child can independently control the level of speech development (houses, flowers, ladders, reminders - supports). In addition, the class has "sound pronunciation screens", which reflects speech development children (for teachers). Held once a week consultations for parents, their visits to speech therapy classes are organized. Various forms of extracurricular activities are organized throughout the year (reader competitions, choir competitions, etc.)

Speech therapy work with children with moderate and severe mental retardation during the primary school period

Pirogova G. N.

Speech disorders in children with moderate and severe mental retardation are persistent and negatively affect the entire psychophysiology of the child, making it difficult to communicate with others, preventing the formation of cognitive processes, learning, education and social adaptation.

Ekaterinburg State Educational Establishment Secondary School "SKSH No. 123"

The degree of speech underdevelopment most often corresponds to the degree of general mental underdevelopment. In some cases, this is a stream of meaningless cliched phrases with the preservation of previously heard intonations. In other cases, speech does not arise and hardly develops for a number of years. These are the so-called

speaking children, who make up 20 - 25% of severely mentally retarded children.

Such children are heterogeneous in their condition. Some are indifferent to environment, do not use speech. Others constantly utter one monotonous sound that is not a means of communication. Still others use non-verbal means (pointing with a finger at the desired object, toy). This group of children is the most difficult in terms of speech. Some children have individual babbling words or phrases that they pronounce with various phonetic distortions. Phonetic disorders arise due to difficulties in organizing the kinetic and kinesthetic program. Violations of organization, retention of articulatory positions and the implementation of a series of motor acts make their speech difficult to understand, and children actually do not speak, despite attempts to use speech.

A component of sensory underdevelopment is present in all children with severe intellectual disability. Some perceive the speech of others in the form of short phrases and instructions. A longer phrase or instruction requiring spatial perception is not understood and does not respond adequately. Others perceive everyday speech, follow instructions, listen to short texts, but they also have insufficient perception of more complex speech structures and text. They quickly get tired and distracted.

Children with moderate and severe mental retardation are teachable, capable of mastering communication skills, social and everyday skills, literacy, numeracy, but only in the conditions of special education, aimed, first of all, at the formation of the communicative sphere. For children with intellectual disabilities, learning to communicate is of great importance. If a child is able to express his desires, needs, ask for help and respond adequately to the words of people talking to him, he will be able to enter into big world. This ability will be the means by which he adapts to the world around him and learns to live in it.

The essence of speech therapy is to create in children with moderate and severe mental retardation those “key links” that determine the development of the speech system as a whole and which they do not independently form in speech (B. M. Grinshpun). The training can be divided into two interrelated sections:

■ Forming the basis for mastering communication skills.

■ Development of communication skills.

Correctional speech therapy work is built in four stages: preparatory, initial, training and final. Stage-by-stage structuring is carried out in a spiral, at each subsequent stage the tasks become more complicated. The period of stay at one or another stage of learning may vary depending on the severity of disorders in the intellectual and speech spheres: some children can learn the material faster, others more slowly. The material from thematic sections is reinforced in various types of activities (games, subject-based practical activities, elementary educational activities). The work is aimed at stimulating speech function, verbal communication(a special type of activity), on the formation and assimilation of means of communication - verbal and non-verbal (visual speech codes: gestures, pictographs), and, consequently, on improving the functions and processes of higher nervous activity and intelligence.

A special place in correctional speech therapy work is occupied by the development of sensory perception in children with moderate and severe mental retardation. That is why at all stages of correctional speech therapy work special attention is paid to the sensory education of children - the basis for the development of thinking through the expansion of the field of perception (M. Montessori). Children get acquainted with a variety of shapes, sounds, movements, learn to isolate, recognize, compare, combine into groups, reproduce by imitation and the simplest model. The main attention is paid to ensuring that the perceived is combined with the word to form special ideas about the spatial characteristics of objects, so that the child uses perceptual actions formed on objective material when perceiving material of social content (expressive gestures, facial movements, emotional states, etc.). The classes widely use exercises with sensory materials according to the M Montessori system. In addition to the formation of sensory standards, children’s mastery of new methods of subject-cognitive activity, the expansion of vocabulary and its systematization indirectly occur.

Since in the formation and development of oral speech of children with moderate and severe mental retardation great value has the level of their general and speech motor development

Vitiya, in correctional and speech therapy work, games are used - development exercises gross motor skills, small muscles of the hands, articulatory motor skills.

Thus, speech therapy work with children with moderate and severe mental retardation should be carried out in the following areas:

■ development of sensory perception and sensory-perceptual ability;

■ developing the ability to use non-verbal components of communication;

■ development of hand-eye coordination, fine motor skills and articulatory motor skills;

■ development of a sense of rhythm;

■ development of impressive speech;

■ formation and development of expressive speech.

© G. N. Pirogova, 2008