Individual educational program for the development of a child with special needs speech therapy, other

Work programs of a speech therapist for children with special needs development

Chebotareva Tatyana, speech therapist

A frequently asked question among parents is: “What is OHP?”

OSD is a general underdevelopment of speech in a child with normal hearing and intact intelligence, but the formation of all components of speech is impaired: phonetics, vocabulary, grammar, semantics.

OHP is an indicator (not a disease) of how a child speaks.

Diagnosis up to 3 years: “ZRD” – delayed speech development.

Diagnosis from 3 years of age: “ONR (with a dysarthric component)”, “ONR level III as a consequence of MMD”, “ONR, level III speech development against the background of impaired innervation of the speech apparatus.”

In case of reduced intelligence in a child with mental retardation of levels I, II, III, ONR is secondary and in the diagnosis it sounds like “Systemic underdevelopment of speech in a child with intellectual disability.”

OHP is characterized by:

Late appearance of speech;
Severely limited vocabulary;
Presence of agrammatisms;
Problems of phonetic-phonemic development of speech.

Reasons for OHP:

Pedagogical neglect;
Bilingualism in the family;
Impaired phonemic hearing due to decreased physical hearing;
Absence of clear dyskinesias (sensations of movement of articulatory organs).

ONR is observed in speech disorders such as rhinolalia, alalia, dysarthria, and anarthria. OHP is always functional and has no organic origin.

OHP, level I - the most difficult.

Complete or almost complete absence of speech at an age when it is already formed in normally developing children. A child with level I speech development speaks babbling words, fragments of words, onomatopoeia, and uses gestures instead of words. There is no phrasal speech. The ability to reproduce the sound and syllabic structure of a word is not formed. Understanding may be impaired and limited by everyday situations. The tasks are difficult to complete. Reduced understanding of grammatical categories: the number of nouns and verbs (where poYut, where sings); gender of singular past tense verbs (upaL – upaLA); type of verbs (writes – wrote); spatial position of objects (on, in, under, above, from, because of).

Conclusion: children with level I of speech development receive speech therapy help from the age of 3 during a three-year stay in the speech therapy group of a kindergarten.

ONR, level II – speech capabilities are increasing.

Communication is carried out not only through gestures with babbling fragments of words, but also through constant, albeit distorted, words. The beginnings of common speech appear. The names of objects and actions appear in the active dictionary. A simple phrase of 2-3 words appears, and the volume of speech understanding increases. The grammatical categories of gender and number appear. An understanding of gender needs to be fostered through pictures, preferably using the example of animals and their young (this is how the child becomes familiar with diminutive suffixes). At this level there is still no agreement between nouns and adjectives. Speech understanding improves. The pronunciation of sounds and words is grossly impaired, sound analysis and synthesis are unavailable.

Conclusion: children with level II speech development enter the speech therapy group from the age of 4 for a period of study of 3 years.

OHP, level III – everyday speech is more or less developed, but there is inaccurate knowledge and use of many everyday words.

The active vocabulary is dominated by nouns and verbs. There are attempts to form complex sentences. Children begin to use all parts of speech, change them according to persons, numbers, and cases. Errors in case endings, confusion of verb forms, errors in agreement and control. Word formation methods are not used; there is no prefix formation of verbs. Words of different syllable structure and sound content appear. Sound pronunciation is impaired, which creates difficulties in mastering sound analysis and synthesis. Understanding of everyday speech is good, but sometimes ignorance and confusion of the meaning of words that sound similar appear.

Conclusion: children with level III speech development enter the speech therapy group from the age of 5 for a period of study of 2 years.

Individual development program for a child with special needs development

Natalia Loboda

Individual development program for a child with special needs development

development program for a child with level 1 ODD , complicated by mental retardation.

1. Explanatory note.

1.1. The goal of this program is aimed at correcting the speech development of a child with level 1 ODD (with sensory-motor alalia, complicated by SPD, in the conditions of a speech center.

1.2. To achieve this goal, the following tasks are highlighted:

-development of an impressive and expressive vocabulary of nouns, adjectives, verbs;

-formation of the grammatical structure of speech;

-development of the phonemic side of speech;

— development of mental processes;

-development of motor skills;

-cognitive development .

1.3. The program is built on the principle of unity of correction and development ; the principle of complexity of methods of influence; the principle of active involvement of parents and their immediate environment; the principle of the activity approach.

1.4. A child developmental problems experiences great difficulty in classifying by shape, color, and size. He experiences exhaustion of attention, delayed memorization, excitability, negativism, and hyperactivity. All speech operations and all stages of speech production are grossly impaired. Pronounces words of lightweight construction, onomatopoeia of animals. Therefore, the leading direction in correction is the development of mental processes, cognitive activity, motor skills with speech accompaniment.

1.4. Planned results at the end of correctional training.

The child must be able to hold a pencil, trace an image of an object with the help of an adult, and work with a construction set (based on the Lego principle)

.
Must learn to understand sensory standards (big-small, blue-red, round-non-round)
. Under favorable circumstances, the student should learn to follow one-step instructions, have a larger vocabulary, and use two-word phrases.

Section II (content)

2. 1. Development of impressive vocabulary and expressive speech