Frontal speech therapy sessions

Question 5. System of group classes for children with physical disabilities (frontal, subgroup and individual).

THE SHORT ANSWER IS HIGHLIGHTED IN YELLOW.

The specificity of speech impairment in children with FFN consists in the variety of defects in the pronunciation of various sounds, the variability of their manifestations in different forms of speech, and the varying degrees of immaturity of phonemic perception, which in general necessitates careful individually oriented correction. In someone else's speech, children are better able to hear errors both at the time of pronunciation and later in time. Then they hear their mistakes worse in time, and worst of all they hear mistakes in their speech at the moment of pronunciation.

The following authors were involved in developing a system of group classes for children with physical disabilities:

Kashe, Filicheva, Chirkina, Tumanov and others.

Group classes for children with physical disabilities are conducted in frontal, subgroup and individual formats.

Teaching children in accordance with the proposed system ensures mastery of the phonetic system of the language, preparation for mastering literacy using the generally accepted analytical-synthetic method, and the assimilation of some elements of literacy.

The solution to these problems comes down to the following: using special speech therapy techniques, the pronunciation of sounds is corrected or the articulation of existing sounds is clarified. Developing correct articulation skills is one of the conditions that ensures the successful solution of assigned tasks. Setting up sounds or clarifying the pronunciation of existing sounds is necessary, but correctional training is not limited to this. Special time is allocated for the development of phonemic perception, i.e., for exercises in distinguishing sounds placed or specified in pronunciation by ear, as well as for the development of auditory memory.

The development of articulatory skills and phonemic perception occurs simultaneously with the development of analysis and synthesis of the sound composition of speech. Exercises in sound analysis and synthesis, based on clear kinesthetic and auditory sensations, in turn contribute to the conscious mastery of speech sounds. The Ego is of great importance not only for preparing for learning to read and write, but also for the introduction of delivered or clarified pronunciation sounds into speech. Thus, exercises that involve analysis and synthesis of the sound composition of a word help solve two problems - normalize the process of phoneme formation and prepare children for mastering literacy. These two problems are close, but not identical. In fact, to master oral speech, it would be enough to teach children to distinguish sounds and find them as part of a word after introducing sounds, along with training exercises aimed at consolidating pronunciation. In this case, it would be necessary to practice only those sounds that are incorrectly pronounced or incorrectly used in speech.

In order to prepare children for learning to read and write using the analytical-synthetic sound method, it is also necessary to teach them the following: to distinguish between any sounds of speech, both vowels and consonants; isolate any sounds from a word; be able to divide words into syllables, and syllables into sounds; be able to combine sounds into syllables and words; be able to determine the sequence of sounds in a word; be able to divide sentences into words.

The developed educational system provides not only preparation for learning to read and write, but also the mastery of children's elements of literacy. However, learning to read and write begins only after 4-5 months of oral exercises, aimed at mastering the sound composition of the language. During this time, almost all speech sounds and all basic differentiations are studied (plosive - fricative; voiced - voiceless; whistling - hissing; soft - hard; smooth - vibrant). In addition, children master to a certain extent the analysis and synthesis of the sound composition of speech. After such preparation, children easily and quickly master syllabic reading and independent writing.

Taking into account the slight delay in lexical and grammatical development that occurs in children of the group under consideration, the correctional education system provides exercises aimed at expanding and clarifying the vocabulary and developing coherent, grammatically correct speech.

When developing a system of education with phonemic underdevelopment, the lag in the development of voluntary attention in children was also taken into account. The very organization of speech therapy work - partial replacement of individual and group sessions with frontal ones - creates the most favorable conditions for developing concentration and developing attention. In addition, the educational system provides a number of special exercises aimed at developing children's attention to the sound side of speech.

FRONTAL LESSONS . Frontal classes are conducted throughout the entire period of study and in a specific system according to a single plan for all children, taking into account individual characteristics. Her children are present at them, without exception.

Frontal lesson material should always include sounds that are correctly pronounced by all children. Children are prepared for frontal classes in individual and group classes.

The sequence of work on sounds is as follows: first, frontal classes on clarifying articulation, developing phonemic hearing and preparing children for the analysis and synthesis of the sound composition of words are carried out on sounds that are correctly pronounced by all children. Then, in a certain sequence, which will be discussed below, the sounds delivered by this time are turned on.

When planning frontal lessons, the speech therapist must clearly understand the place of each lesson in the overall learning system: what has already been completed and well mastered by the children, what still needs to be reinforced, what new material should be used.

The system of teaching children correct pronunciation and elements of literacy has three successive periods, each of which has its own goals and objectives.

The first and second periods of education are preparatory to learning to read and write. During this time, all exercises aimed at mastering sound pronunciation are closely interconnected with oral analysis of the sound composition of speech. During the last (third) period of study, along with ongoing pronunciation classes, special literacy classes are provided (2 times a week). Throughout the course of learning, the formation of pronunciation is in one way or another connected with the development of children’s speech.

When drawing up a general plan for working with a group, it is necessary to keep in mind that not all sounds are equally difficult to pronounce.

Two main groups of sounds should be distinguished. The first group consists of sounds in the pronunciation of which children most often do not experience articulation difficulties. These are: a, o, y, i, e, s, m, m', n, n', p, p', t, k, k' x, x', f, f', v, v', l', iot, b, b', d, g, g' . At the same time, we cannot assume that the process of formation of these sounds is completely completed. Often many, and sometimes all, of these sounds are pronounced by children in the speech stream insufficiently clearly, with sluggish articulation, mixed with each other ( k - x, v - b, f - v, p - b , etc.) or are substitutes for some - sounds that have not yet appeared in speech ( t

- whistling and hissing,
l' -
r , etc.). The pronunciation of all these sounds must be clarified.

Some of the listed sounds (most often these are the sounds y, k, k', x, x', l', yot, b, b', d, g, g' ) are sometimes pronounced incorrectly or not pronounced at all by some children. In relation to them, the task expands: incorrect pronunciation of sounds must be corrected before classes begin to clarify the articulation and differentiation of these sounds with all children.

The second group includes sounds that most children have not yet formed, and in some children incorrect articulation has become established. These include the sounds r, r', l , whistling and hissing sounds. This is a large group, which includes nine sounds: s, s', z, z', c, sh, zh, ch, shch . This also includes the sound t' , which is close in articulation to the sounds ch and c , and the sound d' .

In most cases, the question is about introducing all these sounds to children, less often - only about clarifying articulation and differentiation.

Great attention is paid to the differentiation of sounds at all stages of learning. Each sound, after its correct pronunciation has been achieved, is compared by ear with all articulatory or acoustically similar sounds (1st stage of differentiation). Later, after mastering the articulation of the second of a pair of sounds that are interchangeable in speech, differentiation of sounds is carried out not only by ear, but also in pronunciation (2nd stage of differentiation).

This sequence of work makes it possible to include exercises in distinguishing sounds very early, which contributes, firstly, to the appearance of previously missing sounds in children’s speech; secondly, it greatly facilitates the second stage of work on sound differentiation. Thanks to the developed auditory control, this second stage is completed much faster.

Much attention at all stages of work is paid to vowel sounds, the clarity of pronunciation of which significantly determines the clarity of speech. In addition, correct, conscious pronunciation of vowels plays a big role when analyzing the sound composition of a word. All six vowel sounds are specially practiced.

From the very beginning of learning, mastery of phonetics is based on conscious analysis and synthesis of the sound composition of a word. The ability to isolate sounds from a word plays a big role in filling gaps in phonemic development.

The teaching system provides for a certain correspondence between the sounds being studied and certain forms of analysis. Exercises are carried out in a strictly defined sequence to prepare children for learning to read and write - first, isolating individual sounds from words, then analyzing and synthesizing the simplest monosyllabic words (the first period of training). And only later (the second period of training) children master the skill of sound-syllable analysis and synthesis of individual words and isolating words from a sentence.

In the process of further studying sounds and teaching literacy, the skills of speech-sound analysis and synthesis are deepened and improved.

Material for reinforcing the correct pronunciation of sounds should simultaneously contribute to the expansion and clarification of the vocabulary, the formation of the ability to correctly construct sentences, and the development of coherent, grammatically correct speech.

During the third period of training, special time is allocated for the development of grammatically correct speech.

Individual and group lessons. Setting up sounds and reinforcing the correct pronunciation of children’s sounds is carried out during the hours allocated for individual and subgroup lessons.

The usual sound correction techniques are used. At the same time, it is taken into account that with phonemic underdevelopment, speech deficiencies are expressed in incorrect pronunciation of sounds, as well as insufficient discrimination of sounds and difficulties in the sound analysis of a word. Already at the moment of sound production, the speech therapist faces two tasks - the education of articulation skills and the development of auditory perception. As soon as it is possible to achieve the correct pronunciation of a sound, the third task begins - to teach how to isolate a sound from a word. It is clear that in the pedagogical process these three tasks do not exist in isolation, but at all stages of speech therapy work, one way or another, are interconnected.

In cases where children have difficulty pronouncing words of complex syllabic composition, educating smooth, correct pronunciation of words of varying syllabic complexity and phrases stands out as a special task

When planning work on sound production, the speech therapist takes into account the following: the general sequence of speech therapy work, which is discussed in the “Frontal classes” section, and the generally accepted sequence of sound production. If a child has impaired pronunciation of several groups of sounds, for example, whistling and hissing r and l , and at the same time, voicing is impaired, then work should begin simultaneously on all of these groups, but at the same time maintaining the sequence within each group. So, in a troupe of whistling and hissing sounds, the sounds are placed in the following sequence: s, s', z, z', c, w, zh, h, sch . Voicing begins with z and b , then from z it is placed w , from b - d , from d - g (the sound in is rarely devoid of voicing). The sequence of setting the sonors r and l is individualized depending on which of these sounds will be easier to correct. Only if several sounds belonging to different phonetic groups are simultaneously introduced will a speech therapist be able to prepare children who incorrectly pronounce a large number of sounds for frontal lessons. It is necessary to take into account the individual characteristics of each child - the structural features and mobility of his articulatory apparatus, the degree of development of auditory attention and perception, the number of incorrectly pronounced sounds, the level of sound analysis, the degree of formation of the grammatical structure of speech, and performance. Depending on all this data, individual lessons are planned with each of the children. It is clear that the content of the work will be different. So, with some children you will have to do more articulation exercises and spend more time planning on making sounds, with others you will have to pay more attention to the development of auditory attention, analysis, and grammatically correct coherent speech.

Whatever the individual characteristics of each child, the plan is always drawn up in such a way that all children in the group are prepared for frontal classes. And for this purpose, the production of sounds begins long before they take place. Depending on the difficulties of articulating a particular sound and on the individual characteristics of the child, this period ranges from approximately one to three months. It is especially important to start forming the sounds s, sh, b, r, l , which are not always possible to form quickly.

Question 6. Requirements for organizing and conducting frontal speech therapy classes (visual and graphic symbols, equipment, documentation of the speech therapy room for children with physical disabilities)

Frontal classes are conducted with the whole group or in subgroups. Children are divided into subgroups according to their level of speech development. The content of classes in subgroups should be the same, but the way tasks are presented may be different (simpler instructions), and the number of tasks may be different.

The number of frontal speech therapy classes on the formation of pronunciation depends on the period of study: in period 1 - 2 lessons, in period II - 3, in period III - 4 lessons. Conducted in the first half of the day (in the program - from 9.00 to 9.20)

Frontal classes have specific sections:

1. Sound pronunciation training. This section includes exercises that are aimed at strengthening the skills of correct pronunciation of sounds .

2. Differentiation of sounds (by ear and pronunciation). Development of phonemic processes: hearing, perception, preparation for learning to read and write.

In the second period of training, we teach children to divide words into syllables, determine the number of syllables and sounds in words. Children are introduced to the scheme of the word (vowel sounds - red, hard consonants - blue, soft consonants - green: squares or circles). First, children are introduced to this diagram, then - pictures with objects and a word diagram, the most difficult option is a ready-made diagram, the child needs to choose a suitable word for this scheme and come up with it himself. Working with the split alphabet (book of letters). They teach children, following oral analysis, to put syllables into words, which the children then read.

Frontal classes should be interesting, it is necessary to include playful moments, since the leading activity for preschoolers is play.

There must be a reasonable line between play moments and learning - from the point of view of preparing a child for school. At the beginning of the school year, the lesson has many game moments (toys, characters, game moments - to make the lesson more interesting, to maintain motivation). During the school year, the number of game moments decreases, the number of educational tasks increases.

It is necessary to ensure that children pronounce everything as much as possible. The speech therapist must constantly stimulate the speech activity of children.

It is necessary to change different types of activities to maintain motivation for the activity. You can use musical moments, for example, for physical education minutes.

STRUCTURE OF FRONTAL LESSONS ON AUTOMATION OF PRONUNCIATION AND DIFFERENTIATION OF SOUNDS

Frontal classes can be devoted to consolidating the pronunciation of sounds or to differentiate similar-sounding sounds; depending on this, different types of exercises and tasks are used.

Required elements:

1. Organizational moment

2. Report the topic of the lesson.

3. Characteristics of sound or sounds based on articulatory and acoustic characteristics.

4. Pronunciation of the studied sounds in syllables and syllable combinations.

5. Pronunciation of the studied sound in words.

6. Physical education minute (dynamic pause)

7. Work on a sentence (Pronunciation of sounds in coherent speech - at the end of the year).

8. Teaching elements of literacy

9. Summary of the lesson

The first half of the lesson (before physical education) is work with sounds, after - work with letters.

Additional elements that can be introduced into the lesson:

— lexical and grammatical tasks (children with FFN may have mildly expressed lexical and grammatical disorders);

- there may be voice, breathing and facial exercises;

- some authors recommend using psycho-gymnastics;

- word creation;

— exercises for the development of cognitive processes.

During the academic year, the speech therapist prepares the following types of documentation:

· speech cards for each child;

· plans (notes) of frontal classes;

· a notebook of working contacts between the speech therapist and the teacher (the speech therapist records individual assignments for evening classes and determines specific requirements for the selection of speech material depending on the stage of correction. The teacher notes the features of performing the proposed training exercises and the difficulties encountered for each child);

· report on the results of the work carried out for the year (must contain information on the effectiveness of speech therapy work and recommendations on the child’s further educational route).

Content and specificity of the frontal form of organizing educational activities

Definition 1
The frontal form of organizing educational activities is the organization of educational work in the lesson, in which all students perform activities of the same focus, resorting to discussion and joint adjustment in the process of implementation.

Figure 1. Frontal form of organizing educational activities. Author24 - online exchange of student work

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After completing the lesson, monitoring and evaluation also takes place, summing up the results of the activity.

The interaction between the teacher and students in the learning process is collaborative. The teacher does not single out individual students or a group, but interacts simultaneously with the entire team, using techniques such as: story, conversation, lecture, demonstration, explanation, characterization. This approach maximally develops communication skills in students and creates a sense of collective interaction and responsibility. In cognitive activity, the frontal form contributes to the development of reasoning skills, identifying errors in the views and judgments of peers, evaluating one’s own work and the activities of comrades. This contributes to the formation and development of cognitive activity and interest, develops the desire to demonstrate creative activity and independent activity. achieving these goals occurs through the use of:

Problem-based approach;
Explanatory and demonstration techniques;
Information support.

Finished works on a similar topic

Course work Frontal form of organization of educational activities 420 ₽ Abstract Frontal form of organization of educational activities 260 ₽ Examination Frontal form of organization of educational activities 240 ₽

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These techniques can be supplemented with various reproductive and creative tasks. A creative task can be organized in such a way as to ensure a transition from simple to complex, i.e. divided into several simple tasks with a creative focus. This is necessary to attract all students to work and their active interaction with the team. Based on the results of such an organization, the teacher can assess the abilities and capabilities of each student in order to adjust the complexity of the proposed tasks if necessary.

The use of the frontal form of organizing educational activities has a positive effect on creating a comfortable, friendly environment in the school community and in the classroom, forms a system of close relationships between the teacher and students, and also strengthens each student’s sense of need and importance, awareness of their importance in the results of overall collective work.

An important role in the effectiveness of using the frontal form of teaching organization rests on the shoulders of the teacher. Its mission includes careful planning of all activities, including:

Development of a project for completing a training session;
Designing learning situations that meet the intended purpose of educational work;
Skills of listening to all available points of view on the research topic;
Tolerance and tactfulness of the teacher in relation to erroneous judgments of students;
Competent and tactful introduction of amendments into the discussion;
Taking into account the capabilities and abilities of students when conducting surveys;

Frontal learning reflects collective thinking about the information learned during the training session. This develops the skills of listening and memorizing educational information, provides an opportunity to share one’s opinion and knowledge, develop the skills of listening and perceiving other people’s opinions, adequately evaluating them and analyzing their effectiveness.

Note 1

For a teacher, when using a group form of education, opportunities open up to provide an educational impact not on individual students, but on the entire class team as a whole. Therefore, this form is widely used in modern society.

Text of the book “Handbook for Speech Therapist”

13.10. The difference between individual lessons and frontal lessons

Individual lessons differ from frontal lessons in terms of goals and content.
If the goal of frontal lessons is to consolidate pronunciation skills, familiarize yourself with the rules of phonetic formatting of speech, and work on a poem, then the goal of individual lessons is to develop primary skills of correct articulation, voice correction, elimination of defective sounds, their combinations, and shortcomings in word reproduction. Before consolidating a skill, it needs to be formed. In other words, before conducting a lesson, for example, on differentiating sounds sh

and
well,
it is necessary to ensure that all or most children are able to pronounce these sounds in isolation, in syllables and words. The fact that the skill is fragile and children make mistakes, straying into incorrect pronunciation, is not an obstacle to conducting a frontal lesson. It is important that, at the request of the teacher, the child is able to reproduce the required word, syllable, or individual sound correctly. The speech therapist achieves this skill in individual lessons.

The main form of work in the classroom is collective. Choral pronunciation must be combined with the answers of individual children or groups (boys, girls, Tanya, Yura, etc.). Along with general tasks, individual instructional instructions are also necessary, but the lesson should not be divided into a series of individual lessons.

If after two or three attempts it is not possible to achieve the correct pronunciation based on imitation, then you should not stop the progress of the frontal lesson; this can be worked on in individual lessons.

When analyzing a lesson, it is necessary to evaluate how frontal and individual work are combined, and whether the speech therapist’s attention is correctly distributed among the children.

Forming the ability to arbitrarily regulate the pitch and strength of the voice without deviations from the normal timbre, the correct pronunciation of sounds and their combinations precedes frontal exercises. The relationship between frontal and individual classes is fluid. Skillful, tactful correction of pronunciation errors is of great importance for the formation of oral speech.

13.11. Error correction

Errors in pronunciation are varied. When correcting, it is necessary to observe tact and measure, which will ensure targeted correction of oral speech and will not cause a negative attitude towards classes in the child. It is impossible to correct all existing errors at the same time.

Therefore, clearly define your attitude towards various mistakes. If the child has achieved the primary ability to reproduce a single sound (or word), then all mistakes he makes on the topic of the lesson should be steadily corrected. It is necessary to achieve the correct pronunciation of not only the isolated sound, but also the words that include this sound. Errors are subject to mandatory correction when the teacher clearly knows the child’s pronunciation capabilities.

Individual lessons provide great opportunities for correcting pronunciation errors. Hearing, vision, tactile and vibration sensations are used. In the course of individual work with a child, the role of imitation is great. It is wrong for errors to be corrected only or mainly on the basis of reading.

Children should have a constant example of correct pronunciation for auditory, auditory-visual perception. Involve the sense of touch, use tactile and vibration sensations. For didactic purposes, exaggerated articulation is acceptable in order to focus the child’s attention on correct pronunciation and to show the position of the tongue that is invisible with normal articulation.

13.12. Lesson Analysis

When analyzing the lesson, pay attention to: does the speech therapist hear pronunciation errors in children’s speech (on the topic of the lesson), how does he correct them (points out errors, gives an example of correct pronunciation, resorts to auxiliary techniques: attracts the child’s tactile-vibration sensations), does he require reproduction not only a single element, but also a whole word, does it teach children to hear mistakes in the pronunciation of their comrades. Pay attention to the speech of the teacher himself, the speech therapist. It should be continuous, in compliance with verbal stress, orthoepic rules, at a normal pace, expressive, clear, and not slow, syllable-by-syllable, equally stressed.

13.13. Recording the results

Individual lesson plans are recorded in notebooks kept for each child. The plan notes: the date of the lesson, its topic and purpose, content - indicating the speech material (if the material is from a book, indicate the page), types of work, equipment. At the end of the plan, the results achieved in the lesson are noted.

For example: 1) m

at the end of words when answering questions “+”;
2) the blowing at the upper lip is unstable, often gets confused - the tongue “stings”. This entry indicates that in working on m
(with the elimination of closed nasality) you can move on to the next stage, and the exercise in developing the ability to hold the tongue in a wide position requires improvement. The air passes through the middle of the tongue, you should continue, move to the tooth position of the tongue early. The results of the work are necessarily recorded when checking the pronunciation of each student at the end of the semester and year.

Issues of developing pronunciation skills can serve as a topic for methodological associations. The forms of work of methodological associations at which these issues are considered are different: reports on the theory and practice of teaching pronunciation, messages highlighting the personal experience of a speech therapist, visiting and analyzing classes on teaching pronunciation. The goal is to establish how control over oral speech is exercised; review of work plans for teaching pronunciation.

A mandatory element of the methodological association for the formation of pronunciation skills is considered to be a consultative analysis,

during which the child’s pronunciation features are established, ways to eliminate the noted deficiencies and learning outcomes are outlined.
Joint analysis of the quality of pronunciation
is an effective way to improve the skills of speech therapists who have insufficient work experience.

Using the example of a child, more experienced teachers teach beginners to recognize typical pronunciation defects, show effective techniques for correcting sound pronunciation, preventing acoustic, articulatory and other types of dysgraphia.

13.14. Training

A positive role in professional development is played by workshops, the task of which is to teach speech therapists the practical skills necessary in the formation of the pronunciation side of oral speech. The seminar is planned for six months, a year. During the classes, its participants learn, first of all, to listen to the speech of a child speech therapist: to establish its features, the structure of the defect, its etiology and pathogenesis.

For this purpose, you can use a tape recording of children's speech, which is listened to several times. It is useful to specifically select children who have various defects in the reproduction of the same sounds, for example, voiceless plosives p, t, k,

or various voice defects. This approach allows us to better understand the reasons behind erroneous articulation. Discussion of all issues at the seminar should be conducted using methodological literature. The best experience of speech therapists is reflected in conference reports, articles and teaching aids.

Integrative connections between speech therapy and other activities

14.1. The relationship between speech therapy and mathematics classes

Many years of experience working with children with speech disorders have shown that it is necessary to automate assigned phonemes and practice lexical and grammatical categories not only in specially organized speech therapy classes, but also in others: in classes on speech development, art activities, mathematics ( M.A. Povalyaeva, Ivanova M.N.,

1997, 2002, 2004, 2006, 2008).

What is the best way for children to practically master lexical and grammatical categories and polish (practice) correct sound pronunciation in mathematics classes? An analysis of scientific and methodological literature and the practical experience of teachers has shown that this problem is practically not touched upon or is covered in a fragmentary, mosaic manner, which causes certain difficulties for practitioners. When planning correctional work, it is important to adhere to the following rules:

1. Program content in mathematics should be taken from the standard program, linking it with the main lexical topic and the automated sound.

2. In parallel with the development of mathematical concepts, in these classes, pay significant attention to speech development: phonetics, vocabulary, grammar: agreement in gender, number, case.

3. Selection of speech material should be carried out taking into account the pronunciation capabilities of each child and a personality-oriented approach.

Quantity and counting.

When working through this section, select handouts not only taking into account seasonal changes in nature, but also significant for each individual child, taking into account his interests, and, most importantly, his pronunciation and compensatory abilities.

For children practicing the pronunciation of sibilants, visual and illustrative material containing these phonemes is offered, which allows, while solving the same problem (counting, agreement of numerals with a noun in gender and number), to carry out a personality-oriented approach (selection of material that is meaningful for the child ) taking into account the pronunciation capabilities of each child.

Magnitude.

It is no secret that in children with speech disorders, not only phonetics, but also vocabulary suffers. Children with problems in speech development are characterized by a poor vocabulary (dominated by everyday vocabulary). Children have poor word formation skills.

Mathematics classes provide great opportunities to practice these skills. When working on large concepts, it is good to offer not only to compare these objects, but also to express it in words: chair - chair; nose - nose - nose; fist - fist - fist, etc.

When practicing large concepts, it is important to teach children how to correctly construct phrases, including complex sentences. This section is very beneficial for children’s practical acquisition of sentence structure. For example, a house is smaller than a house, and a house is larger than a house; large mirror – small mirror; thin book - thick book. This book is thinner, and this one is thicker.

The professionalism of the teacher is manifested in the correct selection of speech material, taking into account the pronunciation and compensatory abilities of children.

Thus, mathematics provides a thoughtful teacher with great opportunities for correcting children’s speech, for automating the sounds, for enriching vocabulary not only through the accumulation of vocabulary, but also through practical mastery of word formation skills, as well as for the development of coherent speech.

It is most effective to develop coherent speech in mathematics classes when composing and solving problems. It is important not only to highlight the story, to be able to pose a question, and then solve the problem and name the answer (which we encounter everywhere in everyday life), but also to convincingly prove how the problem was solved. To compose problems, you need to use clarity: subject pictures for a given phoneme and examples (written using numbers: 4 + 1 =).

Following this example, children should each create their own task based on a subject picture selected by the teacher, taking into account the pronunciation capabilities of each child. For example, Kostya B. got a woodpecker (we are automating the sound “L”

in the reverse syllable), Ole P., Oleg Ts. – pictures with hissing words (chestnut, cone, etc.). Each child created his own task. For example, Olya P.: “The girl found 4 chestnuts in the park, then another chestnut.” – Teacher: “What do you need to know?” – Olya: “How many chestnuts did the girl find?” The children answer in unison: “Five.”

Teachers should not be satisfied with such answers, because the speech task is blurred: a one-word answer excludes phrasal speech, agreement of the numeral with the noun in gender and number. It is important to teach children not to rush to answer. To do this, ask her to think about what needs to be done to find out how many chestnuts the girl found. Complete answers are encouraged: “In order to find out how many chestnuts the girl found, you need to add one chestnut to four chestnuts, which equals five chestnuts.” After solving, ask your child to find the corresponding number and put it on the canvas or write it with chalk on the board.

Encouraging well-reasoned, complete answers contributes not only to the consolidation of mathematical skills, but also to the development of coherent, grammatically correct speech, automation of given phonemes, and their introduction into independent speech, which is so necessary for children of preschool and primary school age, especially those with problems in speech development.

Unlike general education groups, for children with learning difficulties, the use of fingers when solving problems is encouraged, as this improves manual praxis, develops fine motor skills, thereby creating favorable conditions for speech development. Sometimes you can ask the children: “Show me on your fingers how many birds are left?” And the guys, bending their little finger and thumb, leave three fingers.

Differentiated movements of the fingers - both the right and left hands - are difficult for children with speech disorders, but they should take up quite a lot of time and energy expenditure in the work of teachers. Experience convinces us that all of the above forms of work contribute to the successful development of speech, counting operations, and prepares the hand for writing.

In parallel with the involvement of fingers (finger gymnastics), numbers are widely used. So, children are first asked to find and show the numbers corresponding to the answer to the problem, and later create a problem based on the story.

When mastering quantitative counting, a great help is provided by the number line, which we “invented” due to the difficulty in selecting a large amount of visual demonstration material for given sounds. The number line is a manual consisting of a pocket and a number line from 1 to 10. A picture for counting is inserted into the pocket, which allows you to reduce the number of pictures from ten to one.

It is advisable to circle the numbers “1” and “5” in red, which allows children to concentrate their attention when practicing the agreement of numerals with a noun in gender: one, one, one and number. When changing pictures, the teacher asks: “How many?” The children answer: “One fish, one boat, one fur coat; one crayfish, one ball, one beetle; one mirror, one oar, one saucer,” etc.

Red color – signal “Attention!”. Explain to the children: “Be careful - the endings change: five boats, five fish, five hats, five fur coats, five chairs, five tables, five trees, five windows, etc.”

You can improve the number line by hiding the numbers after “4” and “5” by bending it. This allows you to more carefully practice the agreement of numerals with nouns, first from one to four, then to five and finally to ten.

This manual is effective because it allows, with a small amount of counting material, to practice the agreement of numerals with nouns to an automated phoneme in gender and number.

Naturally, there are other types of work that make it possible to consolidate children’s pronunciation, lexical and grammatical abilities in mathematics classes. The variety of materials used depends on the professionalism and creativity of teachers.

It is important to remember that in the implementation of integrative connections between speech therapy and mathematics, continuity with the school and close contact between teachers and parents are necessary. Only this approach will allow achieving sustainable results in the child’s intellectual and speech development, as well as in mastering mathematical knowledge.

14.2. The relationship between speech therapy and visual arts classes

Children's drawings

provide rich diagnostic material not only for identifying the state of visual, sensorimotor abilities and skills of children, the level of their knowledge and ideas about the world around them, but also for diagnosing speech disorders.

Based on the content of the drawing, one can judge the level of speech development of the child, and based on the quality of visual skills - shading, pressure and other criteria - the presence of dysarthric symptoms.

Spasticity is characterized by the fact that the child, when shading, is not able to regulate the pressure and tears the paper. With paretics, there is practically no trace left of the pencil or it is barely noticeable; the color scheme of the drawing is pale, it seems to be blurred, has no clear boundaries (L.V. Gavrilchenko, M.A. Povalyaeva).

Correctional work is preceded by initial diagnostics, which helps to identify the current level of knowledge and skills of children and build a correctional and developmental process taking into account a person-oriented approach. Analysis of the drawings of children with speech disorders showed low quality.

Children's drawings are characterized by their sketchiness, violation of the proportional correlation of parts of the object, and the omission of essential details. Children denote a person's face only with an oval and two dots instead of eyes; Only the largest parts of the body are reflected in the human figure: head, torso, limbs; smaller parts (eyes, hair, fingers) are absent.

When depicting a tree, there are no branches or leaves; When drawing a house, the walls and roof were outlined only as an outline. In most cases, the drawings of children with speech problems are characterized by poor composition, frieze arrangement of objects and figures, static nature and lack of realism. The most striking distinctive feature is the violation of proportions: a person’s figure can exceed the height of a house, the thickness of a tree trunk approaches the size of a house.

Often the drawings are disproportionately small compared to the size of the sheet. Of the primary colors, children use only two or three; they do not understand shades. When one boy was asked why he chose red when drawing a tree, he replied: “To make it beautiful.” Children lack motivation for choice.

Observations and analysis of the drawings made it possible to identify the weak link of these children - the almost complete absence of the planning function of speech, which negatively affected the quality of the drawings. When creating an image, most children lacked the ability to act according to verbal instructions, so the images were fragmentary, and the human figure resembled a cephalopod. The child often depicts only individual elements of the plot, making mistakes when placing the drawing on the plane of the sheet.

Children do not know how to preliminarily discuss the details of a drawing or plan its content, so they do not have a developed plot. Taking into account the identified visual characteristics of preschoolers with speech impairments, joint correctional work is structured in such a way as to improve the quality of children's drawings. At consultations, experts discuss the topic they were working on at the same time, which enhanced the children’s impressions of the image and improved the quality of the drawing.

It is known that observation contributes to the most complete perception of beauty.

They contribute to the emergence of expressive landscape descriptions in children's verbal creativity. Children, observing, compare objects at different distances by size and compare them. As a result, the children have a desire to depict what they saw. Children accumulate their life experience through objective activities and games, which they organize together with the teacher, and expand their knowledge about surrounding objects, phenomena, the life and work of adults.

Thanks to the integrated approach of all specialists, speech work is planned in different life situations. Each specialist creates favorable conditions to maintain interest in classes and enrich the expressive side of children's drawings. A cycle of combined classes in the art studio is being developed, they combine elements of different types of fine art activities: modeling, appliqué, drawing.

It is recommended to include a variety of materials, non-traditional techniques (monotype, scratching, “spraying”, “blotting”, tamponing, “hand printing”, etc.), which creates conditions under which a high level of activity and performance is maintained throughout the entire visual activity. . A comprehensive, integrated approach significantly increases children's attention and the quality of classes, which naturally affects the final result.

It is important to systematically display children’s works in the gallery for peers, parents, teachers, and guests to see, which increases children’s self-esteem and confidence in their abilities. Along with the above methods, children with a low level of visual activity are offered to work with stencils, which allows us to consolidate ideas about the visual-spatial arrangement of drawing elements.

To form a plot drawing, the ability to depict trees, birds, and animals at different times of the year is consolidated. Training is carried out from simple to complex. It is important to approach program requirements selectively, taking into account a person-oriented approach and the compensatory capabilities of each child. Since these children have impaired motor skills of small muscles, they especially need modeling. They begin to sculpt with the simplest shapes - a ball and a cylinder. Then these forms are gradually transformed into “various vegetables and fruits”, “saucer with cup”, “animal”, etc. At first, the objects that children sculpt should be a reflection of objects and things that they see in everyday life.

It is good to create a museum of folk toys at the art studio; children often visit it during classes and in their free time. A folk toy is a good material and an incentive to work. With its plasticity, simplicity and accessibility, it contributes to the development in children of observation, the ability to depict and correlate the result with what they see. Children, like real decorative artists, paint their own toy with a colorful pattern.

Modeling skills do not come immediately, but after several lessons the quality of the products improves significantly. Children are not indifferent to work, they are pleased with success, they seek approval and support from others. It’s very nice when a child has a question while working and a peer answers it. This develops camaraderie and mutual assistance. If someone made an inaccuracy in conveying the shape of an object, this does not cause ridicule. The children understand that next time their friend will make fewer mistakes, but for now they are learning to be sculptors and artists.

A lot of work is being done to master the compositional structure of a plot drawing. Tinted paper helps with this, which increases children’s responsibility for creating an image, interest and emotional mood. Games with the screen and the components of the invoices - depicted objects - help. Children gradually learn to depict in a picture the multifaceted compositions they observe in life.

By the middle of the school year, positive changes in children’s planning speech are noticeable. Individual conversations, questions, observations of the surrounding reality, games, reading works of art, looking at paintings help expand passive and active vocabulary, as children independently pronounce the process of artistic activity.

Thus, as a result of a targeted system of teaching children with various speech disorders, it is possible to improve the qualitative characteristics of the image process and the graphic images themselves. In the course of learning to draw, conditions are created for the development and correction of speech, mental, intellectual development, fine motor skills, replenishment of active vocabulary, etc.

Long-term observations of scientists and personal experience confirm that almost all children with poor visual skills have problems with writing at school, since their hand-eye coordination and spatial orientation are impaired, which are predisposing factors for dysarthric handwriting, optical, motor and acoustic dysgraphia (impaired written language). Therefore, it is necessary to have a skillful correctional impact on the cognitive and personal qualities of children, which not only improves visual skills, but also contributes to the prevention and correction of speech deficiencies. Visual activities enhance the emotional and positive background and create favorable conditions for the successful development of the child. Famous writer and researcher of children's speech K.I. Chukovsky noted that the education of speech is always the education of thought. One is inseparable from the other. V. A. Sukhomlinsky said that sometimes you have to wait for years until suddenly, on some day, at some moment, with a confluence of some circumstances and moods, the child’s heart trembles and overflows with happiness. And we, teachers, need to create all the conditions for this moment so that it comes as quickly as possible.