Correctional work of a teacher with children with speech disorders. The main stages of correctional work Characteristic features of correctional work

WITH DELAYED CHILDREN

MENTAL DEVELOPMENT

The organization of education and upbringing of children with mental retardation is regulated by a number of regulatory state documents.

In accordance with the order of the Ministry of Education of the USSR dated July 3, 1981 (No. 103), special (correctional) educational institutions began to operate: boarding schools, schools, leveling classes at general education schools. The features of working with this category of children were considered in the methodological and instructional letters of the Ministry of Education of the USSR and the Ministry of Education of the RSFSR. In 1997, the Ministry of General and Vocational Education issued an instructive letter “On the specifics of the activities of special (correctional) educational institutions of types I-VIII”.

For children with mental retardation, a special (correctional) educational institution of type VII is being created.

Type VII Correctional Institution carries out the educational process in accordance with the levels of general educational programs of two levels of general education:

1st stage - primary general education (normative period of development - 3-5 years);

2nd stage - basic general education (normative term of development - 5 years).

Admission of children to a correctional institution of type VII is carried out at the conclusion of the psychological, medical and pedagogical commission (consultation of the PMPK) with the consent of the parents or legal representatives of the child (guardians): in preparatory grades 1-11, in grade III - as an exception. At the same time, children who began their education in a general education institution from the age of 7 are admitted to the II class of a correctional institution. Those who started training from the age of 6 - in the 1st grade. Children who have not previously studied in a general education institution and who have shown insufficient readiness to master general educational programs are admitted from the age of 7 to grade I of a correctional institution (the standard development period is 4 years); from the age of 6 - to the preparatory class (the standard development period is 5 years).

The occupancy of a class and an extended day group in a correctional institution is 12 people. The transfer of pupils to a general educational institution is carried out as deviations in their development are corrected after receiving primary general education. In order to clarify the diagnosis, the pupil may be in a correctional institution of type VII for one year.

However, the majority of children with mental retardation study in classes of correctional and developmental education(in some regions they continue to be called “leveling classes”, “classes for children with mental retardation”) at general education mass schools. The mechanism for sending children to classes of correctional and developmental education and the organization of education are the same as in correctional institutions of type VII.

Children in these classes are taught according to the textbooks of mass general education schools according to special programs. At present, the programs of classes of correctional and developmental education of the first stage are basically fully developed. They ensure the assimilation of the content of primary education and the implementation of the standard of requirements for the knowledge and skills of students.

Education at the second stage (grades V-IX) is carried out according to the programs of general education mass schools with some changes (reduction of some educational topics and the amount of material in them).

After receiving basic general education, a school graduate receives a certificate of education and has the right, in accordance with the Law of the Russian Federation "On Education", to continue education in the third stage and receive a secondary (complete) general education.

The task of special correctional work is to help children with mental retardation to acquire a variety of knowledge about the world around them, to develop their observational skills and practical learning experience, to form the ability to independently acquire knowledge and use it.

Psychological and pedagogical correction throughout its entire period should be systematic, comprehensive, individualized. At the same time, it is important to take into account the uneven manifestations of the student's cognitive activity and rely on those types of mental activity in which this activity is most easily evoked, gradually extending it to other types of activity. It is necessary to look for the types of tasks that maximally excite the activity of the child, awakening his need for cognitive activity. It is advisable to offer tasks that require a variety of activities to complete them.

The teacher must adapt the pace of studying educational material and teaching methods to the level of development of children with mental retardation.

Students in this category require a special individual approach to them, and their remedial education must be combined with medical and recreational activities. In cases of severe mental retardation, special training conditions should be created for them. It is necessary for each of these children to provide individual assistance: to identify gaps in knowledge and fill them in one way or another; explain the training material again and give additional exercises; much more often use visual didactic aids and a variety of cards that help the child focus on the main material of the lesson and free him from work that is not directly related to the topic being studied. Often the teacher has to resort to leading questions, analogies, additional visual material. At the same time, it is important to remember that children with mental retardation are often able to work in a lesson for only 15-20 minutes, then fatigue sets in, and interest in classes disappears.

Even elementary new skills are developed in such children extremely slowly. To consolidate them, repeated instructions and exercises are required. Working with children with mental retardation requires not only special methods, but also great tact on the part of the teacher. The teacher, using encouragement in educational work, thereby changes the child's self-esteem, strengthens his faith in his own strength.

When teaching children with mental retardation, it seems very important to bring them to a generalization not only on the material of the entire lesson, but also on its individual stages. The need for a phased generalization of the work done in the lesson is caused by the fact that it is difficult for such children to retain in memory all the material of the lesson and connect the previous one with the next one. In educational activities, a schoolchild with a mental retardation is much more likely than a normal schoolchild to be given tasks based on samples: visual, verbally described, concrete, and to some extent abstract. When working with such children, it should be borne in mind that reading the entire task at once does not allow them to correctly understand the meaning in principle, therefore it is advisable to give them accessible instructions for individual links.

The system of correctional and developmental education is a form of differentiated education that allows solving the problems of timely active assistance to children with learning difficulties and adaptation to school. In classes of correctional developmental education, consistent interaction between diagnostic and advisory, correctional and developmental, therapeutic and preventive and social and labor areas of activity is possible.

An important point in the organization of the system of correctional and developmental education is the dynamic monitoring of the progress of each child. Discussion of the results of observations is carried out at least 1 time per quarter at small teachers' councils or councils. A special role is given to the protection and strengthening of somatic and neuropsychic health of students. With successful correction and the formation of readiness for schooling, children are transferred to regular classes of the traditional education system or, if necessary, to continue correctional work in classes of correctional and developmental education.

The corrective orientation of education is provided by a set of basic subjects that form an invariant part of the curriculum. Frontal correctional and developmental training is carried out by the teacher in all lessons and allows for the assimilation of educational material at the level of requirements for knowledge and skills of the educational standard of the school. Checking and evaluating the educational work of students in classes of correctional and developmental education are carried out in accordance with the requirements specified in the variable programs (Programs of special correctional institutions and classes of correctional and developmental education. - M .: Education, 1996). Correction of individual developmental deficiencies is carried out in individual-group sessions specially allocated for this purpose. These can be general developmental activities that contribute to the correction of deficiencies in memory, attention, the development of mental activity, the consolidation of sounds set by the speech therapist in speech, the enrichment and systematization of the dictionary. But there may also be subject-oriented classes - preparation for the perception of difficult topics of the curriculum, the elimination of gaps in previous training.

The teacher conducts remedial classes as students identify individual developmental problems, learning lags. When studying a child, attention is drawn to the state of various aspects of his mental activity - memory, attention, thinking, speech; his personal characteristics are noted, such as his attitude to learning, other activities, efficiency, perseverance, the pace of work, the ability to overcome difficulties in solving problems, use a variety of methods of mental and subject-practical actions to complete tasks. Students are distinguished who are characterized by states of excessive excitement or, conversely, passivity, lethargy. In the process of learning, a stock of knowledge and ideas, skills and abilities of students, gaps in their assimilation of program material in individual previously completed educational sections are revealed. Pupils stand out who, compared with classmates, are distinguished by a particular slowness in the perception of new material, the absence of ideas that are the basis for mastering new material, for example, unformed ideas and concepts associated with spatial and quantitative relationships, difficulties in establishing logical connections and interdependencies, etc. Pupils with mental retardation who have specific speech disorders are sent to classes with a speech therapist who works with them according to their own schedule. The study of the individual characteristics of students allows you to plan the prospects and timing of corrective work with them.

Individual and group remedial classes are conducted by the main teacher of the class. Since children with mental retardation studying in alignment classes and special schools are usually enrolled in extended day groups, a teacher works with students during individual lessons.

In accordance with the curriculum in the primary grades, 3 hours a week are allotted for remedial classes outside the grid of compulsory study hours (before or after classes) according to the approved schedule. The duration of classes with one student (or group) should not exceed 15-20 minutes. In groups, it is possible to unite no more than three students who have the same gaps or similar difficulties in their educational activities. Working with a whole class or a large number of students in these classes is not allowed.

Individual assistance is provided to students with special learning difficulties. Periodically, children who have not mastered the material due to missed lessons due to illness or because of “non-working” conditions (excessive excitability or lethargy) during the lessons are involved in individual lessons.

The content of individual lessons does not allow "coaching", a formal, mechanical approach, and should be maximally directed towards the development of the student. In the classroom, it is necessary to use various types of practical activities. Actions with real objects, counting material, the use of conditional graphic schemes, etc. create opportunities for broad training of students to solve different types of problems:

the formation of spatial representations, the ability to compare and generalize objects and phenomena, analyze words and sentences of various structures; comprehension of educational and literary texts; development of skills in planning one's own activities, control and verbal reporting. The concepts formed with the help of objective-practical activity will be based on clear and vivid images of real objects presented in various relationships with each other (relations of generality, sequence, dependence, etc.).

Special work in the classroom is devoted to the correction of insufficiently or incorrectly formed individual skills and abilities, for example, the correction of calligraphy (the ability to see a line, observe the size of letters, connect them correctly), reading techniques (fluency, fluency, expressiveness), cursive writing, correct copying, the ability to draw up a plan and retell what has been read, etc.

In some cases, individual lessons are necessary to teach how to use individual didactic aids, diagrams, graphs, a geographical map, as well as algorithms for action according to certain rules, samples. Equally important is individual training in memorizing certain rules or laws, poems, multiplication tables, etc.

In senior classes, individual and group remedial classes are currently allocated 1 hour per week. The main attention is paid to filling emerging gaps in knowledge in basic academic subjects, propaedeutics of studying the most complex sections of the curriculum.

Responsibilities for managing the organization and conducting remedial classes are assigned to the deputy director for educational work. He also controls this activity. Experience has shown that the effectiveness of individual and group classes increases where school psychologists, as well as school and district methodological associations of teachers and speech therapists, are involved in the work.

The organization of the educational process in the system of correctional and developmental education should be carried out on the basis of the principles of correctional pedagogy and implies on the part of specialists a deep understanding of the main causes and characteristics of deviations in the mental activity of the child, the ability to determine the conditions for the intellectual development of the child and ensure the creation of a personality-developing environment that allows to realize the cognitive reserves of students.

In the conditions of specially organized training, children with mental retardation are able to give significant dynamics in development and acquire many of the knowledge, skills and abilities that normally developing peers gain on their own.

FEATURES OF THE ORGANIZATION

Implementation of the necessary

correctional and developmental work

with students with disabilities

in a special (correctional) general education school (VIIIspecies)

Correctional and developmental work is an additional activity to the main educational process that contributes to the more effective development of the child, the disclosure and realization of his abilities in various fields. This work does not replace the education of a child with special educational needs, which is also of a correctional and developmental nature, but is included in the psychological, medical and pedagogical support of the child in the educational process.

Features of correctional and developmental work:

• creation of a positive psychological atmosphere;
• tasks are performed in a playful way;
• marks are not put, although the results of the development of the child are monitored at each lesson;
• to achieve a developing effect, it is necessary to repeatedly complete tasks by students, but at a higher level of difficulty.

Classes for the correction of defects in development are held in individual or group form. At each lesson, situations of success and praise are created that contribute to increasing the educational motivation and self-esteem of students, a sparing regimen and a differentiated approach are provided. Lessons are built taking into account the individual characteristics of children.

Psychological and pedagogical correction occupies a significant place in correctional and developmental work.

The main function of psycho-correction is to determine the conditions that are most conducive to the correct formation of the child's personality.

Psychocorrective measures become leading in cases when it comes to the primary prevention of school and social maladjustment of children whose individual psychological and neurophysiological characteristics require a special approach. A special direction of psychological correction is the development of cognitive activity, the prevention and elimination of disorders that impede normal development. Here, psychological correction is closely intertwined with pedagogical correction.

Pedagogical correction is aimed at eliminating gaps in knowledge, assimilation of individual subjects or their sections.

The general goal of correctional and developmental work is to promote the development of the child, create conditions for the realization of his inner potential, help in overcoming and compensating for deviations that hinder his development. Achieving this goal is possible only if the correctional and developmental work is built taking into account the age characteristics of children and the characteristics associated with the nature of ontogenesis disorders.

Corrective actions must be built in such a way that they correspond to the main lines of development in a given age period, rely on the characteristics and achievements characteristic of this age.

Firstly, the correction should be aimed at correcting and re-development, as well as compensation for those mental processes and neoplasms that began to take shape in the previous age period and which are the basis for development in the next age period.

Secondly, correctional and developmental work should create conditions for the effective formation of those mental functions that develop especially intensively in the current period of childhood.

Thirdly, correctional and developmental work should contribute to the formation of prerequisites for successful development at the next age stage.

Fourth, correctional and developmental work should be aimed at harmonizing the child's personal development at this age stage.

Correctional work should be built not as a simple training of skills and abilities, not as separate exercises to improve psychological activity, but as a holistic meaningful activity of the child, organically fitting into the system of his daily life relationships. In preschool age, the game is a universal form of correction. Game activity can be successfully used both to correct the child's personality and to develop his cognitive processes, speech, communication, and behavior. At school age, such a form of correction is a specially organized educational activity, for example, using the method of phased formation of mental actions. Both at preschool and at primary school age, such correctional and developmental programs are effective that include children in a variety of creative activities - visual, play, literary, labor, etc.

1. Development of attention.

The methodological technique proposed by the psychologist S.L. Kabylnitskaya, allows you to measure the individual attention of students. Its essence is to identify the lack of attention when detecting errors in the text. This work does not require special knowledge and skills from students. The activity they perform in this case is similar to that which they must carry out when checking their own dictations. Detection of errors in the text requires, first of all, attention and is not associated with knowledge of the rules. This is ensured by the nature of the errors included in the text: substitution of letters, substitution of words in a sentence, elementary semantic errors. The work is carried out as follows. Each student is given a text printed on a piece of paper and an instruction is given: “There are various errors in the text that you received. Find them and fix them." Each student works independently and is given a set amount of time to complete the task. When analyzing the results of this work, it is important not only to quantify the errors found, corrected and not detected, but also how the students perform the work: they immediately join the task, detecting and correcting errors as they read; they cannot turn on for a long time, at the first reading they do not find a single error; correct the right for the wrong, etc.
"Find the words"

Words are written on the board, in each of which you need to find another word hidden in it.

For example: laughter, wolf, pillar, scythe, regiment, bison, fishing rod, stranded, set, injection, road, deer, pie, tunic.

2. Development of thinking.

The development of thinking in primary school age has a special role.

With the beginning of education, thinking moves to the center of the child's mental development (L.S. Vygotsky) and becomes decisive in the system of other mental functions, which, under its influence, become intellectualized and acquire an arbitrary character.

Assistance in the development of logical thinking is provided by the following exercises:

- “The fourth extra”: the task involves the exclusion of one object that does not have some sign that is common to the other three;

Riddles and logic tasks, puzzles.

3. Development of the imagination.

The creation of favorable conditions for the development of imagination in the work of children contributes to the expansion of their real life experience, the accumulation of impressions.

Unfinished figures.

Children are given sheets of paper with figures drawn on them (circles, squares, triangles, various broken lines, etc.). Each child should have the same set of figures. Children are offered to draw anything they want to the figures in 5-10 minutes, so that they get object images, but at the same time try not to have the same drawings. Each such drawing can be signed by inventing an unusual name for it.

4. The development of speech.

Speech development is the most important aspect of general mental development in childhood. Speech is inextricably linked with thinking. As the child masters speech, he learns to adequately understand the speech of others, to express his thoughts coherently. Speech gives the child the opportunity to verbalize their own feelings and experiences, helps to carry out self-regulation and self-control of activities.

At primary school age, “a very significant acquisition of the child’s speech development is the mastery of written speech, which is of great importance for the mental development of the child” (S.L. Rubinshtein). This period accounts for active learning in reading (i.e., understanding written language) and writing (building your own written language). Learning to read and write, the child learns in a new way - connected, systematically, thoughtfully - to build his oral speech.

Learning poems.

Learning poetry contributes to the development of coherent speech, its expressiveness, enriches the active and passive vocabulary of the child, and helps to develop arbitrary verbal memory.

Retelling and storytelling.

Retelling stories, fables, watched movies and cartoons also contributes to the development of coherent and expressive speech of the child, enrichment of the vocabulary and development of arbitrary verbal memory.

An effective way to develop coherent speech is a child’s story, regularly provoked by an adult, about the events that happened to him during the day: at school, on the street, at home. Such tasks help to develop the child's attention, observation, memory.

If it is difficult for children to retell the read text, you can use the following technique - to offer to play the read story or fairy tale in faces. At the same time, the literary text is simply read for the first time, and before the second reading, the roles are distributed among the students (this technique can be successfully applied in the lesson). After the second reading, the children are invited to act out what they have read. This way of developing the ability to retell is based on the fact that, having received some kind of role, the child will perceive the text with a different motivational setting, which helps to isolate and memorize the main meaning, the content of what has been read.

The development of expressive, grammatically correct speech is significantly influenced by the child's listening to audio recordings of children's fairy tales, performances, etc. performed by actors who have mastery of the artistic word.

Word games enrich the child’s vocabulary, teach them to quickly find the right words (“do not go into your pocket for a word”), and update the passive vocabulary. Most of these games are recommended to be carried out with a time limit during which the task is performed (for example, 3-5 minutes). This allows you to add a competitive motive to the game and give it additional excitement.

1. "Complete the word."

A part of the word is called (books ...) and the ball is thrown. The child must catch the ball and complete the word (... ha).

2. Make up as many words as possible from the proposed set of letters:

a, k, s, o, i, m, p, t m, w, a, n, i, s, d, p

3. Name words that are opposite in meaning.

Healthy -

Loud -

4. "Inverted words."

The child is offered a set of words in which the letters are interchanged. It is necessary to restore the normal word order.

Example: MAIZ - WINTER.

5. Development of motor skills.

The development of motor skills plays an important role in mastering learning skills, especially writing. The latter is the most complex psychomotor skill, the successful development of which is based on the coordinated interaction of all levels of organization of movements (N.A. Bernshtein), as a rule, have already reached the necessary development by the beginning of primary school age.

I. Exercises for the development of fine motor skills of the hand and visual-motor coordination.

1. Drawing graphic samples (geometric figures and patterns of varying complexity).

2. Tracing along the contour of geometric figures of varying complexity with a consistent expansion of the radius of the stroke (along the outer contour) or its narrowing (stroke along the inner contour).

3. Cutting out figures from paper along the contour (especially the cutting is smooth, without taking the scissors off the paper).

4. Various types of visual activity (drawing, modeling, appliqué, etc.).

5. Working with a mosaic.

II. Games and exercises for the development of gross motor skills (strength, agility, coordination of movements).

1. Ball games (various).

2. Games like "Mirror": mirror copying of the poses and movements of the leader (the role of the leader can be transferred to the child, who himself comes up with the movements).

6. Correction of relations between children and adults.

The right relationship between children and adults is the most important factor in the development of the child. When this relationship is violated, the child experiences disappointment and is prone to various misconduct.

Focuses on the positive aspects and advantages of the child in order to strengthen his self-esteem;

Helps the child to believe in himself and his abilities;

Helps the child to avoid mistakes;

Supports the child in case of failure.

Corrective work with parents is to teach them to support the child, and for this, it may be necessary to change the usual style of communication and interaction with him. Instead of paying attention primarily to the mistakes and bad behavior of the child, the adult will have to focus on the positive side of his actions and the encouragement of what he does.

To support a child means to believe in him. Verbally and non-verbally, the parent communicates to the child that he believes in his strengths and abilities. A child needs support not only when he feels bad, but also when he feels good.

To create a full-fledged, trusting relationship with a child, an adult must be able to communicate effectively with him. Communication is a verbal and non-verbal process of conveying feelings, attitudes, facts, statements, opinions and ideas between people.

If adults are to create a relationship that satisfies them and the child, they must learn effective, responsible communication.

General rules for effective communication between an adult and a child

1. Talk to your child in a friendly, respectful tone. In order to influence the child, you must learn to restrain your criticism and see the positive side of communication with the child. The tone in which you address the child should show respect for him as a person.

2. Be both firm and kind. Having chosen the course of action, you should not hesitate. Be friendly and don't act like a judge.

3. Reduce control. Excessive control over children usually requires special attention from adults and rarely leads to success. More effective is calm, reflecting the reality of planning a course of action.

4. Support the child. The adult can support the child by acknowledging the child's efforts and contributions as well as his achievements, and by showing that he understands the child's feelings when things are not going well. Unlike rewards, support is needed even when the child is not successful.

5. Have courage. Changing behavior takes practice and patience. If some approach turns out to be unsuccessful, there is no need to despair, you should stop and analyze the experiences and actions of both the child and your own. As a result, the next time the adult will know better what to do in a similar situation.

6. Show mutual respect. Teachers and parents must demonstrate trust in the child, confidence in him and respect for him as a person.

It is very important that developmental correction be of a leading, anticipatory nature. She should strive not to exercise and improve what is already there, what has already been achieved by the child, but to the active formation of what should be achieved by the child in the short term in accordance with the laws and requirements of age development and the formation of personal individuality. In other words, when developing a strategy for corrective work, one cannot limit oneself to momentary needs for development, but it is necessary to take into account and focus on the development perspective.

The main achievements of the junior schoolchild are due to the leading nature of the educational activity and in many respects are decisive for the subsequent years of study: by the end of the primary school age, the child should want to learn, be able to learn and believe in himself.

Full living of this age, its positive acquisitions are the necessary basis on which the further development of the child is built as an active subject of cognition and activity. The main task of adults in working with children of primary school age is to create optimal conditions for the disclosure and realization of the capabilities of children, taking into account the individuality of each child.

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In order to consider the stages, the structural sequence of correctional and pedagogical work in an educational institution for children with developmental disorders, it is necessary to clarify the essence of the concepts of "correction" and "compensation", their relationship and interdependence.

Correction (from Latin correctus - corrected, improved) in correctional pedagogy is defined as a system of pedagogical measures aimed at overcoming the shortcomings of the mental and physical development of people with special educational needs.

Compensation (from Latin sotrepsatio - compensation) is a replacement, compensation for a lost or damaged organ (organs) in the human body through the use of intact sensory systems, technical devices and, as a result, neurodynamic restructuring of the analyzers.

Corrective action helps to overcome deficiencies in mental development associated with a particular disease of the child, with sensory deprivation (deficiencies in sensations, perceptions, ideas, thinking, speech, memory, etc.), as well as deficiencies in the physical development of children (in orientation in space, posture, coordination of movements, etc.).

As a result of corrective action in the human cerebral cortex, new temporary connections arise and deepen (according to I. P. Pavlov) or workarounds are formed (according to L. S. Vygodsky), through which information is sent bypassing the affected analyzers or their individual sections. New intra- and inter-analyzer connections are formed, that is, compensatory restructuring occurs, information enters through intact sensory systems (in the absence of hearing through the visual analyzer, in the absence of vision through hearing and touch, etc.)

As a rule, the process of correction is related to a secondary defect, to functional disorders, and compensation to a primary defect, to structural disorders in the human body.

In the theory and practice of teaching children with psychophysical disorders, one can often come across an opinion when correction is defined as a way to compensate for a defect. In our opinion, from the standpoint of correctional pedagogy, these concepts should have been approached more broadly. Since we are talking about the formation of a personality as a result of general and special education, then correctional and pedagogical work should be considered as a priority to the result (compensation), because the whole pedagogical essence in quantitative and qualitative volumes lies precisely in it. Correction (pedagogically) is a broader concept, since it determines the degree of compensation for violations in the development of an abnormal child, is the basis, the organic core of all educational work in the system of special education (which we have shown in Scheme 2). Correction is primary, and compensation is secondary, but these are not adjacent concepts, but closely linked processes that determine each other and cannot (in a broad sense) be considered one without the other. The purpose of correctional work is directly related to the result (compensation), a pedagogical defect in the course of the correctional process will not give the proper degree of compensation for the defect and it will be necessary (perhaps more than once) to return to the original target positions, analyze the course of the correctional process in order to obtain the maximum effect of special pedagogical influence on the development of an abnormal child.

Determining the primacy of correction and the secondary nature of compensation (in correctional and pedagogical terms), one should remember about one exception: there is the concept of "biological compensation". This is the innate adaptability of a person to various disturbances in the functioning of the body (an innate unconditioned reflex), when one system compensates for the lack of work of another. Naturally, it will be primary and should be taken into account in an organized correctional and pedagogical process.

The first is based on the research of I. S. Morgulis (1982, 1983, 1984) and lies in the fact that the corrective influence is carried out in the process of general education by strengthening the guiding function of the teacher and its certain direction.

The second is that the content of general education subjects in special schools should also be corrective and not copy the content of the material studied in a public school.

Each subject contains correctional material and it must be isolated. It is necessary to analyze the topic of each lesson and determine what types of correctional work can be methodically linked to the program material being studied. Such an analysis will help identify the most rational types of correction of both the mental and physical development of children with sensory-physical deprivation.

Such a corrective approach to the curriculum and the subject from the standpoint of the availability of material in the content of a general education subject determines the effectiveness of its assimilation by students with developmental disabilities.

Corrective work is aimed at overcoming and weakening secondary functional deviations in the development of the child (this does not exclude the impact on the primary somatic defect). Of the secondary deviations in the development of children, almost all defectologists distinguish violations in the mental and physical development of children determined by the primary defect. Naturally, the correction of these shortcomings in the development of abnormal children should be reflected in the structural components of the content of this work (Scheme 3).

The system of secondary deviations in the development of schoolchildren is interconnected and interdependent. Correctional work is based on taking into account the interrelationships of various types of developmental deviations, on an integrated and systematic approach in the development of directed pedagogical measures to correct defects in the development of children.

The goals and content of correctional work are implemented with the help of correction tools, methods and organizational forms, they are the basis of the entire system of actions to implement the principle of corrective orientation in the education, upbringing and development of children. As a result of the implementation of the content of correctional and pedagogical work and the program for studying the subject, we must come to the replacement of impaired or lost functions in an abnormal child, i.e., to compensation for the defect.

The expected effect of defect compensation will be expressed in the formation in children of adequate ideas about the objects and phenomena being studied, as well as concepts in terms of the degree of generalization at the level of the norm (normally developing peers) or close to it.

If the expected compensatory effect is not obtained, then it is necessary to return to the goals and content of the correction, analyze the methodology by stages of activity, and correct them for those elements of the system that did not work qualitatively in the process of correctional and pedagogical work.

Scheme 3. Stages of correctional and pedagogical work

When implementing the content of the correctional and pedagogical process, we singled out, based on the research of I. S. Morgulis (1984, 1989), separately the formation of sensory experience and the formation of techniques and methods of mental activity of schoolchildren with developmental disabilities. These two processes form the basis of the guidance of educational and cognitive activity of students and are closely linked to each other (shown by arrows in the diagram). Moreover, they cannot exist and manifest themselves separately, in isolation from each other. It is impossible to consider sensory knowledge in isolation from the logical one.

In the practice of the work of defectologists, it is very common that in lesson planning, the tasks and methods for the formation of sensory experience in children are first determined, and then the transition to the formation of cognitive operations in students is outlined. Such planning is implemented during the classes. That is, the formation of sensory experience is carried out without proper comprehension and is based on exercise actions using intact sensitivity.

Sensations, perceptions and representations, which underlie the formation of sensory experience, are also interconnected. And that conditional sequence, which speaks of the sequence of these mental processes: first sensations, then perceptions, and then ideas, has not been confirmed by science. Moreover, the formation of sensory experience cannot be carried out without mental operations. Therefore, the management of educational and cognitive activity of students is carried out not in two independent stages, but in the course of a single process. The conditional division was introduced in order to achieve a more accessible understanding of the ways of implementing the content of correctional work, in order to single out the determining components of the process and take them into account in the special direction of educational activities. This is very important when students master the basics of science in the subject with sensory-physical insufficiency.

With a close connection of all elements of the correctional system, it is impossible to snatch out its individual stages when analyzing the failed effect of implementing the goals and the content of correctional work, it is necessary to trace all the work in the organizational and methodological plan, identifying weak links. Only in this case the analysis of corrective work will be fair and reliable.

Correctional and compensatory work is carried out not in isolation, but in interaction with the environment, with the specific conditions of the surrounding reality, and this is of great importance and influence on the content of correctional education and upbringing. The proposed scheme of stages of correctional and pedagogical work is implemented in all forms of organizing educational work in a special school or preschool educational institution for children with developmental disorders (lesson, group lesson, excursion, educational activities, special correctional classes, etc.). Naturally, when conducting the above classes, the goals of correctional work, its content, means of correction, etc. will also change, but the general plan of the system is preserved, it should be organically linked with the subject and content of the general educational process.

Above, we examined the connection between the content of correctional and pedagogical work and the content of the general educational process, and this interdependence should be carried out at all stages of correction and in the forms of organization of this activity.

An indispensable condition for conducting correctional and pedagogical work is the connection and interdependence of the processes of overcoming the shortcomings of the mental and physical development of children determined by the primary defect, as well as the establishment of interdependence in the formation of the child's sensory experience and the methods of his mental activity.

This understanding allows us to formulate and define the content of corrective work on the basis of the considered provisions. On this way, we would like to note that the correctional-pedagogical process acts as a type of activity not only for the teacher, but also for the student, to emphasize the active position in this process of the abnormal child in self-education and mastery of corrective knowledge, skills and abilities.

Correctional and pedagogical work should also include certain elements related to medical correction, which is aimed at overcoming primary defects in children. It contains the necessary hygienic recommendations and contributes to the formation of the personality of a pupil with special educational needs.

Based on the foregoing, we can determine the content of correctional work in accordance with the final target setting, namely, the formation of a comprehensively developed harmonious personality, capable of participating in the social and labor life of the country on an equal basis with normally developing people.

Having determined the essence of correctional work from the standpoint of its general content, it is necessary to consider the forms of its implementation in special schools and preschool institutions for children with developmental disabilities. A systematic and integrated approach to this problem allows us to identify four major forms of organizing activities to overcome shortcomings in the psychophysical development of children. The classification is based on: the place, conditions and goals of conducting correctional and pedagogical work:

1. Correctional orientation of the general educational process.

2. Special remedial classes.

3. Corrective classes in the family.

4. Self-correction.

I will briefly explain each form of organization of correctional and pedagogical work in a special educational institution for children with developmental disorders (Scheme 4).

The correctional orientation of the general educational process is carried out in all forms of classes in special schools and preschool educational institutions. General educational goals and objectives of lessons, group classes, educational activities are necessarily combined with the goals of correction, and this unity is carried out in all content-methodological links of the classes, is linked to the means and methods of their conduct, the specifics of structural construction.

It is especially important, as we mentioned above, to organically combine the studied material in various subjects with correctional and pedagogical work, to determine what types and methods of pedagogical correction can be most rationally and effectively used in the study of a particular program topic.

Scheme 4. Structural components of the correctional process in special (correctional) educational institutions

Special remedial classes are focused on a specific defect and a specific functional disorder in a child. The methodology of these classes, corrective techniques and methods are aimed at overcoming psychophysical shortcomings associated with a particular anomaly.

In the curricula of many special schools, beyond the line of general education subjects, there is a list of special remedial classes that are held in addition to subject lessons. This is the development of touch, residual vision and hearing, exercise therapy, rhythm, orientation in space, speech therapy, social orientation, etc.

In preschool institutions, defectologists and educators also conduct similar classes. Here, a differentiated approach to children is carried out: they are combined into groups according to the similarity and similarity of the clinical picture of pathology, the etiology of the disease, structural and functional disorders of an organ or system, etc. This allows for more qualitative and purposeful pedagogical and psychological correction.

Remedial classes in the family are carried out by parents with children with developmental disabilities or their relatives.

It is important that the corrective knowledge and skills of children, instilled in a special school or preschool educational institution, are fixed at home in their cognitive, labor, play and other activities. The task of special educational institutions, administrations, teachers and educators is to organize extensive educational and advisory work for parents, during which they show the necessary techniques, methods, means of correction, normative physical, visual, auditory and tactile loads associated with the type and form of the child's pathology.

A simple pedagogical correction, feasible for parents and relatives of a child with sensory-physical deprivation, must be carried out in the family, be controlled and directed by school and preschool specialists

Self-correction is carried out by the children themselves. The knowledge, skills and abilities to overcome developmental deficiencies that pupils receive in the classroom during educational and other activities should be consolidated and improved in the course of independent cognitive, labor, play, communication and other activities. Children should be guided by teachers and parents to this process, its elements are included in the collective forms of children's activities, in social and everyday practice, in everyday life.

The teacher-defectologist observes and controls the process of self-correction, contributes to its improvement, correlates the general development of the child with his age period.

The results of self-correction can be quite high and effective if this activity is carried out in a system with due perseverance and strong-willed attitude. So, for example, there are cases when, as a result of hard independent work, blind people mastered the process of reading with the help of touch of a relief-dot font in terms of speed parameters at the normal level. That is, they read embossed text as fast as sighted people read flat type. Moreover, there are examples when the blind read with the help of touch faster than the sighted people with the help of full vision. V. D. Korneeva, an honored school teacher of the Russian Federation, being completely blind, was not inferior to sighted colleagues in reading speed, and surpassed many.

In special educational institutions for children with developmental disabilities, the effectiveness of correctional and pedagogical work depends on how this process is linked to medical correction. These two processes are interrelated and, despite the existing peculiarity and professional orientation, they perform a common task of overcoming shortcomings in the development of children.

In the course of psychological and pedagogical analysis and the practice of teaching and educating children with developmental anomalies, certain recommendations are created that are implemented in all four forms of the correctional process.

Medical workers of special schools and preschool educational institutions develop hygienic and medical-ergonomic recommendations that determine the optimal conditions for organizing pedagogical correction. Namely, these recommendations contain instructions on physical, visual, tactile, auditory loads, on the use of correction tools, instruments, special equipment, etc.

Pedagogical and medical workers jointly solve the problems of children's fatigue, illumination of classrooms, special visualization and teaching aids.

Modern positions of cooperation pedagogy require that correctional activities in special educational institutions for children with developmental disorders be carried out in a system of clear interaction between teachers, educators, parents, medical workers and children, subject to a detailed account of the clinical picture of the pathology of the latter and the principle of natural development of the child.

Questions and tasks

1. What is the trinity of correctional and pedagogical work? Determine the essence and direction of each component in this trinity.

2. What are the main factors that determine the dynamics of correctional and pedagogical work? Determine the main and auxiliary target settings for the lesson in which students perform laboratory work.

3. Try, using scheme 3 (stages of correctional and pedagogical work), to develop a lesson methodology (group lesson in a preschool educational institution) on a specific lesson topic you have chosen.

4. How to check, based on the results of a particular lesson, whether the expected effect of defect compensation has turned out and to what extent?

5. What is the purpose of conducting special remedial classes with children with developmental defects?

6. How and in what forms is the connection between psychological and pedagogical correction and medical correction carried out?

SECTION III. SPECIAL DIDACTICS OF CORRECTIONAL PEDAGOGY

In order to determine the corrective orientation of teaching children with developmental defects, the content, methods and means of this process, it is necessary to analyze the existing areas of theoretical research and the practice of educational work in special educational institutions.

In the second half of the XIX and early XX centuries. the system of educating children in special schools was rather utilitarian. In most cases, this was primary education with a primitive set of disciplines studied, their content and methods were developed “for a defect”, for the limited abilities of students with developmental anomalies. Disbelief in the potential of the blind, deaf, mentally retarded and other abnormal children led to the fact that the scientific nature of teaching was considered inaccessible for students to fully assimilate and unnecessary for their practical activities. Children with developmental defects were offered truncated program material, accessible for perception by intact sense organs.

At the beginning of the XX century. classes in schools for children with psychophysical disorders were conducted in the form of conversations with the connection of primitive didactic and visual material. Special teaching aids at the beginning of the century and the Soviet period were almost never produced, teaching methods were ineffective in their corrective and compensatory nature.

Put forward in the 30s of the XX century. the principle of "compensatory advantages of the disabled" in many respects slowed down pedagogical work on the way of determining the specifics of subject teaching, influenced the methods and organizational forms of the educational process in special schools.

Only after the end of the Great Patriotic War of 1941-1945. activity begins in our country to analyze the experience of the work of special educational institutions, its generalization, systematization, scientific problems are posed, research work is carried out in the field of special didactics.

In the 50-60s of the XX century. rather purposeful research activities of defectologists and practitioners are being developed to improve the education and upbringing of children with developmental defects, and children with profound disabilities (blind, deaf, mentally retarded). In this work, the main efforts were directed to the final result, to compensation for the defect, and correctional and pedagogical work was given insufficient attention. The term "correction" itself is quite rare in scientific and methodological publications until the 70s of the XX century.

Much attention was paid to the creation and development of technical and other means of compensating for a defect, rather than to the problems of corrective and pedagogical influence on the development of abnormal children. But since the compensation of a defect (in the pedagogical aspect of understanding) is a consequence of multifaceted corrective work, then incorrectly placed emphasis on significance leads to a violation of the integrity of scientific research and practical activities. That is, not the causes were considered as a priority, but the investigative processes, because of which a disproportion was formed in the content and methods of correctional and pedagogical work. The success of compensation for a defect in many cases was made dependent on the means of correction and the content of this work, and the methods of correctional and pedagogical activity were either overlooked or taken into account incompletely and fragmentarily.

Based on the position that was put forward by L. S. Vygotsky, about the need to create symbols and signaling when teaching handicapped children, many defectologist teachers tried to highlight those signal features in objects that are accessible to their perception by students with psychophysical disabilities. Special conditioned signals were created with the help of coloring, contrast, zooming in of images, sound ascertaining, etc., intact sensory systems were connected to the perception of these signals. Often in this work, the content of education was not taken into account, another position, defined by L. S. Vygotsky, was forgotten: the difference in signal signs with the mandatory identity of the content of any educational process (1983, 74).

The teachers' increased attention to identifying and ascertaining the signal features of the objects and processes being studied sometimes led them away from scientific classification and led to violations of the strict scientific inductiveness of the presentation of program material.

For example, when studying plants with blind students, in a number of cases, signs of their structure, available for tactile perception, were transferred from the rank of secondary to main indicators (from the category of species to generic). This violated the strict scientific taxonomy of plants.

When teaching children with developmental anomalies, first of all, special technical means, equipment, original didactic material and the final result were considered - to what extent they correspond to the defect compensation process. The methodology for using technical means, special visual aids was either not taken into account, or it was done fragmentarily, not systematically, in isolation from the context of the program material, methods and general tasks of teaching and educating children with psychophysical developmental defects.

Correctional work was not organically linked to the content and methods of teaching.

If we examine the problem dialectically, then the philosophical interpretation of the leading role of content in relation to form also implies that the form, in turn, has a relative independence and has a reverse effect on the content.

If we consider the ratio of the content of training and methods (as a form), then their relationship and the influence of methods on the content should be noted. This dialectical regularity makes it possible to consider methods as a form of content movement (G. Hegel).

Considering the specifics of the correctional process, the content and methods of teaching outside this dialectical unity, we thereby violate internal pedagogical ties, from which the entire system of education of children with special educational needs suffers.

Over the past 25 years, the efforts of educational authorities, researchers and educators have been directed mainly to improving the content of education. New programs, textbooks, curricula, general and special educational standards were developed, and unforgivably little attention was paid to improving teaching methods (and correction). As a result, a disproportion has developed: in the content of education and correctional and pedagogical work, certain successes have been achieved, but in the development of new methods and methods of teaching, we have noticeably lagged behind.

Today, correctional pedagogy faces a big problem: to harmonize the content and methods of teaching children with disabilities in psychophysical development.

The reform, democratic restructuring and humanization of the general education school with particular urgency demanded that pedagogical science solve the problem of the content of education in a special school. It is possible to reveal to students with health problems the modern scientific picture of the world by synthesizing specific, scientific and dialectical knowledge, explaining the complex relationships between them with the help of integrative theories that combine specific knowledge with philosophical positions.

The problem of the content of school education has always been one of the first places among other pedagogical problems. Mankind at all stages of its development put the issues related to education and preparation for life and work of the younger generation at the forefront. Under the conditions of perestroika, we can no longer confine ourselves to particular methodological studies of certain aspects of the content of education and consider the content of correctional work in a special school without connection with the constituent parts of education and its global tasks at the present stage. As you know, the educational and cognitive process is an integral part of the holistic formation of the personality of a young person. The depth, strength, effectiveness and scientific nature of students' knowledge, their worldview orientation, and the degree of overcoming the consequences of a developmental defect ultimately depend on its content, forms and methods.

At present, when society's concerns are directed to the needs of a person, to his well-being and all-round development, when much attention is paid to the education, upbringing and development of sick and physically handicapped children, correctional pedagogy should pay special attention to the processes of (re)habilitation and social and labor adaptation of students in special schools, reconsider the possibilities of corrective education of such children.

In connection with the revision and the emergence of new curricula, programs and regulations on a special (correctional) general education institution for students, pupils with developmental disabilities, new trends have appeared in improving the special school and correctional pedagogy. Tendencies to revise the content of the education of children with visual, hearing, intellect, speech, and other disabilities, and a certain radicalism in relation to the volume of program material in subjects and the order of its study in schools of these types, have especially manifested themselves.

Those rights and opportunities that are currently given to special schools regarding the independence of the decision and choice of the volume and content of education in academic subjects are not always implemented correctly and reasonably. Very often, the study time is sharply reduced to study the so-called "unpromising" subjects for schoolchildren with developmental disabilities. The list of such disciplines includes, first of all, chemistry, astronomy, drawing, and partly physics. Often the study of these subjects is transferred completely to electives. Such an opinion is not always put forward only by practical workers in special schools; it can also be heard among defectologists and workers in educational bodies.

The reason for such judgments and the situation that has arisen is that the listed subjects are viewed negatively in the light of their accessibility to the blind, the deaf, schoolchildren with mental retardation and others, the prospects for their professional training and employment. “Our graduates will never be able to work as chemists, astronomers, draftsmen, etc.,” many educators say. Yes, in a number of cases this is true, but at the same time, one cannot but think about a decrease in the general level of education of children with developmental disabilities.

Special boarding schools are designed to provide students with a qualified education, at the level of a similar secondary education that graduates of mass schools receive. Artificial limitation of children with developmental disabilities in the volume and content of knowledge in some subjects will lead to a decrease in their level of education, general preparation for life and the integrity of the worldview.

In this process, it is necessary to note another "shadow" side of the organization of educational work in special schools. Subjects that are traditionally weak in terms of the arsenal of correctional and pedagogical work, content, methods and means of special education are exposed to a certain discrimination in relation to the volume and content of studying the fundamentals of science.

When determining the content of education in special schools for children with developmental disabilities, it is necessary to make adjustments for tomorrow, for the future. The subject matter of studying the fundamentals of science at school, the volume and content of the material, the remedial orientation of education must be determined and correlated with the progress of the development of society, with the successes and achievements of science and technology, with the results of work on the (re)habilitation of disabled people. Many of the achievements listed above open doors to new professions for people with developmental disabilities, experience is emerging and accumulating in this regard, barriers to the inaccessibility of certain types of work for people with disabilities are breaking down. Now, for example, blind people have appeared in our country who have managed to master astromathematics, moreover, at the level of a candidate of sciences, and at the same time, at a special school for blind children, they are trying to classify astronomy only as an elective, or even completely exclude it from the curriculum.

Such an approach will also limit the content of correctional work in relation to individual subjects, give rise to a narrow focus in vocational guidance, and reduce the overall level of education and intellectual preparedness of people with developmental disabilities.

Of course, special schools train students who, by virtue of their capabilities (and primarily intellectual ones), are able to master various levels of education. Mentally retarded schoolchildren for 9 years of study learn only the course of elementary school, and with a deep intellectual pathology (imbitsils) they study according to special (individual) educational programs.

Therefore, there should be a differentiated approach to the development of the content of education, taking into account structural and functional deviations in development, special conditions for training and education, specific socio-cultural conditions, etc.

If we follow the change in the content of education in special schools for children with developmental disabilities, we should note the differentiation of this system. With the development of science and technology, the improvement of the socio-economic sphere, the accumulation of experience in correctional work in subject teaching in the second half of the 20th century, new subjects are introduced and separated into the school curriculum, topics and entire program sections are differentiated by traditional disciplines, new subjects appear in programs for correctional and pedagogical work, etc.

This process was facilitated by the transition of special schools to incomplete and complete secondary education, the deployment of work on corrective support for subject teaching and all educational activities.

The restructuring and reform of the general education school also affected the development of the system of special education. The transition from a rigidly disciplinary and unified model of education to a personality-oriented and variable one gave certain freedoms in relation to the formation of the content of the educational process and the determination of individual goals of a person's life.

Currently, there is a reverse process - integration. It is due to the fact that the number of courses in the school has grown to the limit, and therefore the introduction of new courses in the curriculum requires a reduction in existing disciplines. This does not mean that some disciplines should be excluded from the curriculum, “... the introduction of a new course (differentiation) should be combined with the reduction of others, but not by removing them from education (unless, of course, these are false subjects), but by combining the former components on the basis of their meaningful integration,” says V. S. Lednev, a well-known specialist in the problems of the content of education (1989, 83).

Further, V. S. Lednev explains his idea: “At the same time, integration cannot be carried out artificially. It, figuratively speaking, must “mature”, must be understood and proved the substantive and educational commonality of the corresponding components” (ibid., p. 83).

In the modern version of the curriculum for special (correctional) general education schools, the trend towards the integration of the content of education is clearly visible. This is today's command.

Thus, the content of education is being improved both from the standpoint of differentiation and integration; new disciplines are introduced, reflecting the level of development of science, technology, social relations, and at the same time, the volume and level of study of traditional subjects is changing.

In order for the content of education to be successfully implemented in the conditions of a special school, it is necessary to improve the correctional process, which will help children with developmental disabilities learn the program material on the basics of science.

Therefore, the development of the process of school education of children with learning difficulties should go in two ways:

1. By differentiation and integration of the content of education in subjects without their exclusion from the curriculum.

2. By accumulating experience in correctional work, improving this activity, developing special techniques and methods of subject education for children with developmental disabilities.

To create a unified educational space in the country, a state standard is being developed. In accordance with the "Law of the Russian Federation on Education", it is a federal regulatory document that determines the mandatory minimum content of the main compulsory programs, the maximum amount of teaching load and requirements for the level of preparation of a school graduate. Being the state norm of education, the standard reflects the social goals of education and takes into account the individual abilities of schoolchildren.

The development and improvement of a special standard is based on the implementation of general, specific and special goals for the education of persons with developmental disabilities. It is these goals that determine the allocation of specific areas (correctional) that can be implemented in a variety of subject programs, curricula, textbooks and, in general, in methodological systems.

The state educational standard contains three components: federal, national-regional and school.

The federal component ensures the unity of school education in the country and includes that part of the content of education that highlights courses of national and general cultural significance that allow the individual to integrate into society (Russian (as the state language), mathematics, computer science, physics and astronomy, chemistry ...).

The national-regional component provides for the provision of special needs and interests in the field of education of the peoples of the country represented by the subjects of the Federation. It takes into account the national and regional characteristics of culture in the field of the native language and literature, history, geography, etc.

At the same time, a number of educational areas are represented by both federal and national-regional components (history and social disciplines, art, Earth, biology, physical culture, labor training).

The school component reflects the specifics of a particular educational institution, allows it to independently develop and implement educational programs and curricula.

On the basis of the "Law on Education", the "Law on Special Education" of the Russian Federation and the state educational standard, a basic curriculum is being developed - the general level of presentation of the standard.

The basic curriculum of a general education school is the main state regulatory document and is approved by the State Duma in accordance with the legislation of the Russian Federation. It serves as the basis for the preparation of regional curricula and the source document for the financing of an educational institution.

The regional basic curriculum is developed by regional education authorities on the basis of the federal basic curriculum and approved by the Ministry of Education of the Russian Federation, carries a regulatory burden at the regional level and is the basis for developing the curriculum of an educational institution.

In the structure of this curriculum, invariant and variable parts are distinguished.

The invariant part (core) ensures familiarization with general cultural and nationally significant values, the formation of personal qualities that correspond to social ideals.

The variable part ensures the individual nature of the development of schoolchildren, takes into account their personal characteristics, developmental disorders, interests and inclinations of children.

These two parts in the curriculum of any educational institution are represented by three main types of training sessions:

Compulsory classes, which are the basic core of general secondary education;

compulsory classes at the choice of students;

extracurricular activities.

The curriculum of a school (educational institution) is developed on the basis of state and regional curricula. It reflects the features and specifics of the work of this school.

In special schools, there are special correctional classes that are held to correct and overcome developmental deficiencies in children associated with loss or partial impairment of vision, hearing, speech, musculoskeletal system, etc. These classes include: the development of tactile and auditory perception, impaired visual functions, orientation in space, social orientation, exercise therapy, rhythm, speech therapy, motor development, etc.

The curriculum of the school is drawn up taking into account those proposals (exemplary curricula) that are given in the annexes to the basic curriculum.

In addition, schools are given the right, and this is legally enshrined, to draw up individual curricula, subject to the mandatory requirements of state educational standards.

On the basis of the educational standard and the basic curriculum, curricula, textbooks and teaching aids are developed.

The curriculum is a standardized content and activity plan for studying a subject with a definition of the amount of basic knowledge, skills and abilities. The program reflects: the content of the subject being studied, the sequence of presentation of the material with an indication of topics and sections, its breakdown by year of study.

There are two types of curricula - these are standard and working school programs.

A typical curriculum includes a general (basic) range of knowledge, skills and abilities in the subject, which contain leading ideas, basic worldviews, directions, general guidelines, basic technologies and tools used to study this course. This program is advisory in nature and is approved by the Ministry of Education of the Russian Federation.

Based on the model curriculum, a working school program is drawn up, which provides for the features of studying material in the region, i.e., the national-regional and school components are implemented, local conditions and opportunities for studying the subject are taken into account (availability of teaching aids, qualified specialists, the level of training of students, etc.)

In working school programs, the uniqueness of the cognitive activity of anomalous schoolchildren is most fully taken into account, depending on the structural and functional disorders of an organ or organ system. This program defines the specific conditions for the implementation of the corrective orientation of the teaching of the subject, which was laid down in the standard program. Here it is possible to replace some objects with others that are more accessible for perception with the help of intact organs and which, in terms of typical and qualifying indicators, are similar to the objects declared in the standard program.

At present, it is possible to create individual author's programs in schools, which provide for a deeper study of individual topics and sections of the course, different methodological approaches, logic and sequence of presentation of the material, which are more consistent with the specifics of teaching children with developmental disabilities and the tempo features of the perception of program material.

The current practice in the country of teaching children with developmental disorders provides that standard adapted programs for primary and other grades, original programs on the basics of science, labor training, physical education, and special subjects (typhlography, speech therapy, etc.) are developed for special schools.

These programs and special distribution of the studied material by class provide for an increase in the terms of study in special schools. Mentally retarded children study the primary school program for 9 years, for the blind and visually impaired, the school program is increased by a year, for children with impaired musculoskeletal system - by 2 years, with hearing impairment - by 1-3 years, etc.

All this is taken into account and concretized in working school programs, linked to local conditions and the specifics of the implementation of curricula in each particular school.

Recently, the experience of creating integrated programs that combine the practice of subject teaching and the experience of conducting special remedial classes in schools has become widespread. This innovation was most widely developed in elementary school. For example, the study of such a subject as “Introduction to the surrounding world” is combined with classes on orientation in space or classes on social orientation, labor training is combined with the study of the surrounding world, etc.

According to these integrative courses, working school programs are developed taking into account the educational standard, the basic curriculum and the accumulated experience of correctional and pedagogical work with students with sensory-physical deprivation.

The national concept for the development of education in our country provides for the transition of mass schools to a twelve-year education. In this regard, there will be shifts in the system of education of children with developmental disorders. This additional year, which will serve to better assimilate the ever-increasing flow of educational information and relieve students, should be allocated not at the final school stage, but transferred to the elementary school, where the basic vitally important corrective skills of abnormal schoolchildren are laid. During this sensitive period of their development, we will get the greatest effect in the results of correctional and pedagogical work, we will better prepare children with developmental defects for the assimilation of a systematic course in the basics of science, and we will achieve a greater compensatory effect.

All of the above normative documents and materials are used to develop textbooks and teaching aids. For special schools, adapted manuals and textbooks are being created, in which the introduced methodological apparatus takes into account the peculiarities of the cognitive activity of children with mental and physical disabilities, and helps them in mastering school subjects.

Questions and tasks

1. How is the connection between the concepts of "correction", "compensation" of a defect and the content of education in schools for children with mental and physical disabilities?

2. How do the concepts of “content” and “methods” of teaching relate to each other, what is the correctional and pedagogical specificity of this ratio?

3. Try to identify the so-called "unpromising" subjects for blind and deaf students. Should they be taught in a special school?

4. What is the essence of differentiation and integration of the content of education in schools for children with sensory-physical developmental disabilities?

5. What components does the state educational standard include, how are they interconnected?

6. What is the essence and specificity of the development of a regional basic curriculum, how are its invariant and variable parts determined?

7. What regulatory documents are used to develop a working school curriculum in the subject?

8. What is the specificity of textbooks and teaching aids for students with special educational needs?

CHAPTER 2. PERCEPTIVE LEARNING METHODS AND THEIR CORRECTION

During the period of restructuring the system of general and special education, further improving the content, methods, organizational forms of teaching and educating schoolchildren, a deep and comprehensive analysis of all components of the pedagogical process is necessary.

Speaking about the methods of teaching children with developmental defects, about the problems of correctional work in relation to the subject study of the fundamentals of science in special schools, one should decide on the variety of teaching methods that exist in pedagogy, find out the specifics of using the methodological arsenal in working with abnormal children.

From a conceptual standpoint, a method can be defined as a way to achieve a set goal, solve a specific problem, a set of techniques and ways of knowing reality. It is impossible to consider a method as a subjective phenomenon, as a product of the consciousness of a person (individual). Yes, this is a method of practical and theoretical human action aimed at mastering an object, but the dialectical method characterizes this activity not within the framework of the absolutization of the laws of individual forms of the movement of matter and their distribution to all other forms of movement, but from the standpoint of knowledge of the universal laws of any development (nature, society, human thinking). And only didactics is a method of explaining the processes of development occurring in nature and in society, for interpreting the universal connections along the path of this development, since only dialectics is the most important form of thinking for modern science of science. But it does not reflect the significance of special methods that are used in various fields of science. Some of them are applicable to all areas of knowledge and become general scientific, others find a narrower application and are designed for the study of a strictly defined subject.

The process of cognition is a dialectical process, that is, the method of cognition is dialectics as the only true and scientific method. This process underlies the development of knowledge of all mankind, but, in addition, it is reflected in the development of knowledge of each individual, in his movement from ignorance to knowledge, from incomplete knowledge to more complete. The process of teaching students at school is reduced to a similar movement, the stages of cognition are largely inherent in the learning process. However, these two processes, despite the commonality of many provisions, also have a significant difference. With the identity of the content (acquisition of knowledge about the reality around us), the task of learning is reduced to the assimilation of already accumulated human experience, the student does not need to repeat the whole complex path of knowledge that mankind has passed while studying this or that material. Mixing the processes of cognition and learning can lead to a misunderstanding of the role and significance of the teacher, to an underestimation of the educational material and the role of the word in learning, to a superficial understanding of the role of personal and mediated experience as a criterion of truth.

With regard to today, the tasks of the school are expanding, they include not only the assimilation of accumulated human experience, but also the comprehensive development of the student's personality.

The modern social order of society, the new requirements for the school, determine the need to develop appropriate ways of teaching children. As a result, didactics single out the target side of the method (subjective) and content (objective).

Ever since the time of G. Hegel (1816) and from his submission, we have considered the teaching method as a form of content movement. In this regard, the structure of the teaching method is also clarified, which should consist of two interrelated parts. The first component contains the target settings of training, the second contains the content side - information on the subjects being studied.

If the teacher is limited to communicating knowledge of the subject to students, then this will be a one-sided superficial approach to learning. The teacher is obliged to include cognitive operations and logical techniques in the structure of methods: analysis and synthesis, comparison and generalization, abstraction and concretization, induction and deduction, etc.

Since we refer teaching methods to the category of purposeful activity with all the variety of techniques and methods of action, it is necessary to dwell on the role of the teacher and student, which are directly related to this activity. In pedagogical science, the role of the teacher is defined as leading and guiding, but it cannot be considered in isolation from the activities of the student. The methods of activity of the teacher and students in the educational process are interconnected, this is an ordered system that operates naturally. Departure from this pattern or its one-sided consideration can lead to impoverishment of the pedagogical and correctional processes, a decrease in the methodological value of the methods and techniques used for teaching and correcting the development of schoolchildren.

Teaching methods cannot be considered in isolation from teaching aids, which largely determine new directions in improving and updating methods (programmed learning, computerization, etc.). The means and methods of cognitive activity are interrelated to some extent, the diversity and updating of means leads to the correction of educational activities in terms of methods and methods of learning.

Improving the content of education in a special school, changing the goals, enriching the technical, methodological arsenal, etc., leads to the renewal of methods, to the emergence of new teaching methods. A continuously developing system of methods is a necessary methodological basis in pedagogical science, which ensures the continuity of the cognitive process, its development and improvement. This condition creates certain difficulties in the classification of teaching methods, but at the same time it develops a system-forming theory on this problem, emphasizing its multidimensionality and versatility.

The external form of the methods acts as a way of interaction between the teacher and the student using the word, the object of study and action. But in addition to the external side of the process, there is also an internal, managerial function of this method of interaction: the direction of the cognitive process, the organization and implementation of logical and mental operations, motivation, stimulation, control, correction, etc. The combination of perceptual (term by Yu. K. Baransky) teaching methods (verbal, visual, practical), covering the external side of the process, with logical-psychological and managerial methods that characterize the internal activities of the teacher and student, ensures the implementation of all procedural functions. However, this functioning within the method is carried out purposefully with varying degrees of participation in the cognitive activity of students.

An integrated multifunctional approach to teaching methods ensures the optimal implementation of the goals of training, education and development of the student's personality. This triune task is contained in the definition of teaching methods, which is given in the studies of most didactics with one interpretation or another (Yu. K. Babansky, 1985; I. D. Zverev, 1985; D. M. Kiryushin, 1970; I. Ya. Lerner, 1981; N. M. Skatkin, 1971, etc.).

Thus, we formulate teaching methods as a system of methods of interrelated activities of the teacher and students aimed at achieving the goals of teaching, educating and developing the student's personality.

The variety of teaching methods requires some kind of classification, i.e., grouping on some common basis.

The oldest, established classification of teaching methods arose on the basis of techniques and methods of sensory perception of educational information. Previously, to generalize methods, they went from methods. The classification was based on the sources of knowledge and the nature of their assimilation by students. Depending on this, teaching methods were divided into verbal, visual and practical. This grouping was formed in the works of Ya. A. Comenius.

As didactics develops, the classification is based on various characteristics that reflect both the external and internal aspects of teaching methods.

In our country, in the 1940s and 1950s, a big discussion was unfolding on the problems of methods: creative approaches prevail, a departure from the universalization of methods, and the recognition of various combined characteristics in the classification of teaching methods.

B. P. Esipov and M. A. Danilov (1957, 1967) grouped the methods depending on the nature of the learning tasks: 1) the acquisition of new knowledge by students, 2) the formation of students' skills and abilities, 3) the practice of students in the application of knowledge, 4) the practice of students in creative activities, 5) consolidation of knowledge through repetition, 6) testing the knowledge, skills and abilities of students.

I. Ya. Lerner (1981) in the system of general didactic teaching methods identifies the following: 1) information-receptive, 2) reproductive, 3) problem presentation, 4) heuristic, 5) research. What is presented here is not a classification of methods, but the didactic methods themselves in their system, which thus become the object of classification. They, in turn, are divided into reproductive (1st and 2nd) and productive methods (3 - 5th). The character of the third, i.e. problematic, presentation is dual and has a transitional meaning. Thus, this system can also be considered as a classification of the totality of the student's methods for mastering the content of education and the totality of the teacher's methods organizing this assimilation.

Similar approaches to the problems of classifying teaching methods are expressed by M.N. Skatkin (1971) in his research.

Yu. K. Babansky (1985, 1988) proclaimed a holistic approach to the problem under consideration and identified three large groups of teaching methods: 1) methods of organizing and implementing educational and cognitive activities, 2) methods of stimulating and motivating educational and cognitive activities, 3) methods of control and self-control of educational and cognitive activities. The presented main groups of teaching methods are divided into subgroups, and they, in turn, are divided into separate teaching methods.

In didactics, there are studies by A. N. Aleksyuk, M. I. Makhmutov, E. I. Perovsky, S. G. Shapovalenko and a number of other scientists, which present their own versions of the classification of teaching methods and which in many respects have something in common with already developed systems.

The noted differences in points of view on the problem of methods reflect an objective picture of the development of didactics, emphasize a comprehensive and systematic approach to solving issues of teaching schoolchildren and using the accumulated methodological arsenal.

The shown multidimensionality of the problem of teaching methods becomes even more complicated when analyzing the issues raised from the standpoint of special didactics.

The principle of corrective orientation in teaching abnormal children presupposes a certain content of corrective work. T. V. Vlasova, 1972, pointed out this defining position in their studies; L. S. Vygotsky, 1983; A. P. Rozova, 1965; V. P. Ermakov, 1990; I. S. Morgulis, 1984; L. I. Solntseva, 1990; V. A. Feoktistova, 1983 and others.

The form of movement of specific content should be the method, therefore, correctional work should have its own methods, which largely determine the ways and directions of teaching students with developmental disabilities.

The theoretical analysis of teaching children with developmental defects requires consideration of the problem of the relationship between general didactic teaching methods and methods of correctional work, and determining the pedagogical status of the latter.

If we are talking about the right to the existence of methods of correctional work, then it is necessary to show the level of existence and implementation of these methods, the possibility of their scientific classification and the conditions for using them in a special school.

I. Ya. Lerner (1981, 4), on the basis of a historical approach to the problem of teaching methods, identifies four levels of consideration and existence of methods:

1. The level of receptions. The initial classification of external techniques carried out by the teacher and the student (students).

2. Particular level of consideration of methods (methods at the level of methods).

This level was formed as the development of teaching methods for individual academic subjects, differing both in teaching methods and their combinations.

3. Private didactic level.

This level is formed as a result of identifying common patterns for individual stages of learning (repetition, consolidation, verification ...).

4. General didactic level.

Any training and, accordingly, methods at all levels of their consideration are characterized by common features that characterize the conceptual provisions of methods and their classifications.

The fundamental provisions of the theory of methods are built taking into account the variety of methods of activity of the teacher, students and the arsenal of developed subject methods for teaching schoolchildren. The path of generalizing teaching methods at the initial stage should have a direction: from techniques and methods to didactics (private and general), and then from the general didactic level to rethinking and understanding individual methods.

The methods of corrective work must also go through the indicated stages and, in addition, be determined in the system of general didactic methods.

In defectological science (T. A. Vlasova, 1970; V. P. Ermakov, 1990; N. F. Zasenko, 1989; M. I. Zemtsova, 1973; V. P. Kashchenko, 1994; V. I. Kovalenko, 1962; N. B. Kovalenko, 1975; M. I. Nikitina, 1989; L. I. Plaksina, 1998; V. A. Feoktistova, 1977; K. Becker, M. Sovak, 1981, etc.), methods of teaching abnormal children are mainly divided into general and special (specific), and the classification of the latter is either absent or presented at the level of techniques and methods.

In the branches of correctional pedagogy (surdo-, typhlo-, oligophrenopedagogy, speech therapy), classification groups of special methods for teaching children with special educational needs have not yet been formed. At present, the accumulated volume of the nomenclature of methods of corrective work and the poverty of special means of correction do not allow us to consider in a broad aspect their combination into special methods. Logically, we can imagine the method as a set of methodological techniques, each of which does not have its own clear pedagogical goal, but is subject to the goal setting of the method. For example, the reception of an independent step-by-step examination of educational material will be related to the practical method of teaching mentally retarded students.

Thus, it is premature to talk about a special classification of remedial teaching methods (in the broadest sense). Moreover, the study of the fundamentals of science with children with developmental disabilities should be organized in such a way that the content of the correctional work is organically intertwined with the content of the material in the subjects. This will be the correct methodological approach to the peculiarities of teaching children with special educational needs.

The integrity of the learning process in a special school does not require the separation of correction lessons and lessons of studying program material in subjects, but a single purposeful process. Autonomous remedial classes aimed at developing special skills and abilities (without a close connection with the basics of the sciences) were rejected by both science and advanced pedagogical practice. Although individual elements of this utilitarian trend are still found today in the work of teachers of special schools (exercise lessons on identifying fruits and seeds, chemical and physical utensils and laboratory equipment, working tools in labor lessons, etc.).

One should not confuse the correctional orientation of subject teaching and the conduct of special remedial classes. The latter are aimed at overcoming a specific defect and are carried out autonomously. However, in their implementation, purely exercise methods, in isolation from the content of education, should be used extremely limitedly.

In the history of the development of special education, many researchers noted purely exercise classes in the recognition of various objects and the development of sensorimotor culture in children with physical and mental disabilities (I. Klein, I. Knee, M. Montessori, O. Decroly, F. Froebel, F. I. Shoev, etc.). These classes, based on "sharply visual signs" (A. I. Skrebitsky) of objects and objects, had specific shortcomings. Yu. A. Kulagin (1969.67) wrote about this: “The disadvantage of such “visual studies” and collecting “all sorts of things” is isolation from general educational subjects, the lack of systematization of visual material and its correspondence to the knowledge acquired by children.”

Combining the content of the foundations of the sciences with the content of corrective work on subjects, we must thereby also find commonality in the forms of movement of this content, i.e., in methods. Without creating a specific classification of methods of remedial education and without artificially delving into the specifics of the problem, it is necessary to provide specific methods of remedial work that determine the remedial orientation of the educational process in the structure of general teaching methods, in a set of methodological techniques.

Special techniques used in teaching children with developmental disabilities can be systematized according to functional features and divided into four groups.

1. Techniques that ensure the availability of educational information for children with developmental disabilities.

FEATURES OF CORRECTIONAL

SPEECH DEVELOPMENT WORKS

IN CHILDREN WITH ONR.

Ivanova T.N.

Introduction ……………………..…………………………………..

Chapter I Overcoming the general underdevelopment of speech in preschool

1.1. Characteristics of OHP………………………………….

1.2. Patterns of development of children's speech……………..

1.3. The process of formation and assimilation of the native language

with speech disorders…………………………………

Chapter II Experimental work:

2.1. The study of the state of coherent speech of older children

preschool age with general speech underdevelopment -

tiem……………………………………………………..

2.2. Formation of coherent speech in children…………………

2.3. Results of experimental work……………...

Conclusion ……………………………………………………….

Bibliography ……………………………………………………

Introduction

The problem of our study is the level of coherent speech of children with

general underdevelopment of speech. Filicheva T.B., Chir-

Kina G.V., Yastrebova V.A., Tumanova T.V., Zhukova N.S., Mastyukova E.M. And

a lot others.

This issue has been fully resolved. We analyzed the literature on this topic and identified the most highlighted issues on the development of coherent speech.

S.A. Mironova in the book "The development of speech of preschoolers in speech therapy classes" in the section "Teaching children to compose stories" reveals the content and methods of work on the development of direct speech. In the book "Speech disorders in preschoolers" (compiled by R.A. Belova-David). E.G. Koritskaya and T.A.

Shimkovich in the chapter "Formation of a detailed descriptive-narrative-

speech in children with the third level of general speech development "reveal the goals of the work on the formation of a detailed independent descriptive-

narrative speech in children, indicate two areas of work:

1. The formation of a child's speech based on a previously given ready-made plot (ra-

bot over the retelling of what was read and the compilation of stories based on plot pictures and a series of consecutive pictures).

2. The formation of a child's speech without relying on a ready-made plot.

In the book "Correction of speech deficiencies in students of a comprehensive school" A.V. Yastrebova outlines the methods of correctional and developmental education

new speech activity.

V.V. Vorobyeva indicates the reasons for the lack of formation of coherent speech in the main

ve "Features of coherent speech of schoolchildren with motor alalia" in the book "On-

Much attention was paid to the development of coherent speech by N.S. Zhukova, E.M.

Mastyukova, T.B. Filicheva in the book for speech therapists “Overcoming the common misunderstanding

development of speech in preschoolers.

This topic is quite relevant, since speech therapy focuses on the development

lack of coherent speech in children with ONR, i.e. their readiness for schooling.

There is an obvious need to improve traditional techniques and methods.

development of coherent speech in children with general underdevelopment of speech. But this topic

not fully studied in preschool speech therapy, requires additional

study and therefore we stopped on it. The solution to this problem is

lems is the goal of our study.

In accordance with the purpose of our study, we set the following tasks:

1. The study of special literature on the problems of coherent speech in children with

2. In the course of an experimental study, identify and analyze the features

the ability of coherent speech in children with ONR;

3. During the experimental study, develop modified techniques

we are for the development of coherent speech;

4. In the course of experimental learning, check the feasibility and success

ness of application of certain methods.

The work was carried out on the basis of kindergarten No. 43 in Vladimir from September 1998.

to June 1999 and the data obtained can be used to work

speech therapists and educators of groups for children with general underdevelopment of speech.

In accordance with the tasks set, the following chapters are distinguished in the work.

The first chapter provides a literature review of data on OHP.

In the second chapter, a study is made of the state of coherent speech of children of old age.

older age with a general underdevelopment of speech, goals and a plan for the experiment are outlined.

on teaching children with OHP coherent speech. At the end of the second chapter, a summary

experimental work and the corresponding conclusions are drawn.

CHAPTER I

Overcoming the general underdevelopment of speech in

in preschoolers

1.1. OHP characteristic

Special studies of children with OHP have shown a clinical variety of manifestations of general underdevelopment of speech. Schematically, they can be divided into three

main groups.

In children of the first group, there are signs of only a general underdevelopment of the re-

chi, without other pronounced disorders of neuropsychic activity. This is an uncomplicated version of OHP. These children have no local lesions

central nervous system. In their anamnesis there are no clear indications of the expressed

nye deviations in the course of pregnancy and childbirth. Only one third of the

explored in a detailed conversation with the mother, facts are revealed that are not sharply expressed -

female toxicosis of the second half of pregnancy or short-term asphyxia in childbirth. In these cases, one can often note the prematurity or immaturity of the child at birth, his somatic weakness in the first months and

life, susceptibility to childhood and colds.

In the mental make-up of these children, certain features of the general emotional

ononally volitional immaturity, weak regulation of voluntary activity.

The absence of paresis and paralysis, pronounced codcortical and cerebellar disorders indicates the preservation of their primary (nuclear) zones of the motor speech analyzer. The distinguished small neurological dis-

functions are mainly limited to dysregulation of muscle then -

nus, insufficiency of fine differentiated movements of the fingers,

unformed kinesthetic and dynamic praxis. This pre-

a highly dysontogenetic variant of OHP.

Despite the absence of pronounced neuropsychiatric disorders in the dosh-

at a certain age, children of this group need long-term speech therapy

correctional work, and in the future - in special learning conditions. Practical

ka shows that the direction of children with not sharply expressed speech disorders

transfer to a mass school can lead to the emergence of secondary non-

rotic and neurosis-like disorders.

In children of the second group, the general underdevelopment of speech is combined with a number of neurological

geic and psychopathological syndromes. This is a complicated version of OHP.

cerebral-organic genesis, in which dysontogenesis takes place -

encephalopathic symptom complex of disorders.

A thorough neurological examination of the children of the second group revealed

There is a pronounced neurological symptomatology, indicating not only a delay in the maturation of the central nervous system, but also a non-rough damage to individual brain structures. Among the neurological syndromes in children of the second group, the most common are the following:

Hypertensive-hydrocephalic syndrome (syndrome of increased intrache-

turnip pressure);

Cerebrosthenic syndrome (increased neuropsychic exhaustion)

Syndromes of movement disorders (changes in muscle tone).

Clinical and psychological-pedagogical examination of children of the second group reveals the presence of characteristic disorders of cognitive activity,

Due to both the speech defect itself and low working capacity -

Children of the third group have the most persistent and specific speech

voe underdevelopment, which is clinically designated as motor alalia. At

these children have a lesion (or underdevelopment) of the cortical speech zones of the heads

brain and, first of all, Broca's area. With motor alemia, complex dysontogenetic-encephalopathic disorders take place. The characteristic signs of motor alamia are the following: pronounced underdevelopment of all aspects of speech - phonemic, lexical, syntactic, morphological

chesky, all types of speech activity and all forms of oral and written speech.

A detailed study of children with OHP revealed an extreme heterogeneity in the description

group according to the degree of manifestation of the speech defect, which allowed R.E.

Levina to determine three levels of speech development of these children.

The first level of speech development, characterized in the literature as "from -

the absence of common speech. Quite often, when describing the speech capabilities of children at this level, the name “speechless children” is encountered, which cannot be taken literally, since such a child is independent.

Nom communication uses a number of verbal means. It may be separate

nye sounds and some of their combinations - sound complexes and onomatopoeia, fragments of babbling words ("sina" - machine). The speech of children at this level can be replete with so-called diffuse words that have no analogues in their native language (“kia” - jacket, sweater). A characteristic feature of children with the 1st level of speech development is the possibility of multi-purpose use

of the means of language available to them: the indicated onomatopoeia and words can -

can denote both the names of objects, and some of their features and actions -

viya performed with them (“bika”, pronounced with different intonations, denoted by

teas “car”, “rides”, “beeps”).

These facts indicate the extreme poverty of the vocabulary, as a result of which the child is forced to resort to the active use of non-linguistic means - gestures, facial expressions, intonation.

Along with this, children have a pronounced insufficiency in the form

rovaniya impressive side of speech. It is difficult to understand both some simple prepositions (“in”, “on”, “under”, etc.), as well as grammatical categories of singular and plural, masculine and feminine, past and present tenses of verbs, etc. Summarizing all of the above

On the other hand, we can conclude that the speech of children at the first level is incomprehensible to others and has a rigid situational attachment.

The second level of speech development is defined in the literature as "The beginnings of common speech". A distinctive feature is the appearance in the speech of children of two or three, and sometimes even four-word phrases. Combining words in a phrase and a phrase, the same child can, how to correctly use

call methods of coordination and control, and violate them.

In the independent speech of children, simple prepositions sometimes appear and their

looped options. In some cases, skipping a preposition in a phrase, the child

At a high level of speech development, he incorrectly changes the members of the sentence according to grammatical categories: “Asik yazi tai” - “The ball is on the table”.

Compared with the previous level, there is a noticeable improvement in the

the vocabulary is not only quantitative, but also qualitative: the volume of nouns, verbs and adjectives used is expanding, some numerals and adverbs appear, etc. However, the insufficiency of word-formation operations leads to errors in the use

understanding and understanding prefixed verbs, relative and possessive

nyh adjectives, nouns with the meaning of the acting person. Nab-

There are difficulties in the formation of generalizing and abstract concepts, systems of synonyms and antonyms.

The speech of children with the second level often seems incomprehensible due to rough

disruption of sound pronunciation and syllabic structure of words.

The third level of speech development is characterized by extended phrasal speech with elements of underdevelopment of vocabulary, grammar and phonetics. Typical for this level is the use by children of simple common sentences, as well as some types of complex sentences. At the same time, their structure may be violated, for example, due to the absence of the main or secondary members of the sentence. Increased children's ability to use prepositional consts

ructions with the inclusion in some cases of simple prepositions. In independent

speech, the number of errors associated with changing words in grammar has decreased

purposefully directed tasks allow to reveal difficulties in the use of

nouns of the middle gender, verbs of the future tense, in agreement with the

nouns with adjectives and numerals in oblique cases.

It will still be clearly insufficient to understand and use complex prepositions, which are either completely omitted or replaced by simple ones.

A child with OHP level 3 understands and can independently form new words according to some of the most common word-formation patterns. Along with this, the child finds it difficult to choose the right generating base (“the person who builds houses” - “housekeeper”), using

there are inadequate affix elements (instead of "washer" - "washer"; instead of

"fox" - "fox"). Typical for this level is an inaccurate understanding -

understanding and use of generalizing concepts, words with an abstract and abstract meaning, as well as words with a figurative meaning.

Vocabulary may seem sufficient in everyday life

situation, however, a detailed examination may reveal an unknown

children's perception of such parts of the body as the elbow, bridge of the nose, nostrils, eyelids. A detailed analysis of the speech abilities of children allows us to determine the difficulties in reproducing

the production of words and phrases of a complex syllabic structure.

Along with a noticeable improvement in sound pronunciation, there is a lack of

accurate differentiation of sounds by ear: children have difficulty completing tasks for isolating the first and last sound in a word, picking up pictures, in the name

which have a given sound. Thus, in a child with the third level of speech development, the sound operations of syllabic analysis and synthesis turn out to be insufficiently formed, and this, in turn, will serve as an obstacle.

action for mastering reading and writing.

Samples of coherent speech indicate a violation of logical-temporal connections

zey in the story: children can rearrange parts of the story, skipping

kat important elements of the plot and impoverish its content side.

To prevent severe forms of general underdevelopment of speech in preschool age, early diagnosis of speech development disorders in children and timely medical and pedagogical assistance provided to them are of great importance. The risk group includes children of the first two years of life who have pre-

predisposition to the appearance of speech development disorders, in connection with which they need special speech therapy, and often medical treatment. Timely identification of such children and carrying out appropriate

corrective measures can greatly accelerate the course of their speech and mental development. Since severe forms of ONR usually

but arise against the background of an organic lesion of the central nervous system, an important task is the diagnosis of not only severe, but also milder forms of brain damage. Particular attention is paid to children born from mothers with

good obstetric anamnesis who had asphyxia, birth trauma, prolonged jaundice, as well as premature, underweight and immature children at birth. In order to prevent OHP, it is necessary to develop recommendations

Mentions for parents of children at risk, as well as children with various disabilities in physical or mental development. Mothers should be aware of the influence of emotional communication with the child on the development of his speech. In addition, a speech therapist and psychologist should teach the mother the basic methods of working to stimulate the mental development of the child.

If we compare the ways of mastering the native language by children, the reported research

There is a certain similarity between them: whatever form of speech pathology is inherent in a child, he does not bypass in his development those three main periods that are distinguished by Alexander Nikolaevich Gvozdev in his unique study "Issues of the Study of Children's Speech".

For example, the first level of speech development, which in speech therapy is characterized

is described as “lack of commonly used verbal means of communication”, easily correlates with the first period, called by A.N.

new offer. A sentence of two words - roots.

The second level of abnormal development of speech, which is described in speech therapy

dii as “the beginnings of phrasal speech”, corresponds to the period of the norm “Assimilation of the grammatical structure of a sentence”.

The third level of abnormal speech development, which is characterized as

“everyday phrasal speech with problems of lexico-grammatical and phonetic

of the morphological system, "is a kind of variant of the period of assimilation by the child of the morphological system of the language.

Of course, no periodization can reflect the full complexity of the dialectic.

tic interpenetration of stages of development and coexistence in each subsequent stage of the qualities of the previous one. “With all the conventionality, the change

zation is needed, both to take into account the changing qualities of the psyche in ontogenesis, to

development of differentiated methods of education and enrichment of the child

an adequate level, and to create a system of prevention ... "

As in the norm, so in pathology, the development of children's speech is a complex and diverse process. Children do not immediately and suddenly master the lexical and grammatical structure, the syllabic structure of words, the sound pronunciation

niya, inflection, etc. Some language groups are assimilated earlier, others much later. Therefore, at various stages of the development of children's speech, some elements of the language are already learned, while others are not yet learned.

military or assimilated only partially. Hence such a variety of violations of conversational norms by children.

Up to a certain point, children's speech is replete with inaccuracies that testify to the original, unimitated use of such building material of language as morphological elements. Gradually mixed elements of words are distinguished by types of declension, conjugation and other grammatical categories, and single, rarely occurring forms begin to be used constantly. Gradually, the free use of morphological elements of words is on the wane and the use of word forms becomes stable, i.e. their lexicalization is carried out.

The sequence with which both categories of children master the types of sentences, the ways of connecting words within them, the syllabic structure of words, proceeds in line with general patterns and interdependence, which makes it possible to characterize the process of the formation of children's speech both in the norm and in conditions of violation as a systemic process.

If we compare the process of assimilation of phonetics by both categories of children, then one cannot fail to notice general patterns in it, which consist in the fact that the assimilation of sound pronunciation follows the path of an increasingly complex and differentiating work of the articulatory apparatus. The assimilation of phonetics is closely connected with the general progressive course of the formation of the lexical and grammatical structure of the native language.

1.3 The process of formation and assimilation of the native language in speech disorders.

The time of the appearance of the first words in children with speech development disorders does not differ sharply from the norm. However, the periods during which children continue to use individual words without combining them into a two-word amorphous sentence are purely individual. The complete absence of phrasal speech can occur at the age of 2-3 years, and at 4-6 years. Regardless of whether the child began to pronounce the first words in their entirety or only certain parts of them; it is necessary to distinguish between "speechless" children according to the levels of understanding or someone else's speech. In some children, the level of speech understanding (i.e., impressive speech) includes a fairly large vocabulary and a fairly subtle understanding of the meanings of words. Parents usually say about such a child that “he understands everything, he just doesn’t speak.” However, a speech therapy examination will always reveal the shortcomings of their impressive speech.

Other children find it difficult to orient themselves in the verbal material addressed to them.

A striking feature of speech dysontogenesis is the persistent and long-term absence of speech imitation of new words for the child. In this case, the child repeats only the words originally acquired by him, but stubbornly refuses words that are not in his active vocabulary.

The experience of speech therapy work with non-speaking children shows that one of the crucial moments is when a child with a sufficiently developed understanding of speech has a need to repeat words or parts of them after an adult. The emergence of an active desire to imitate the words of an adult provides the child with his transfer from the category of "non-speaking" to the category of "poorly speaking".

The first words of abnormal baby speech can be classified as follows:

1) correctly pronounced: mom, dad, give, no, etc .;

2) fragment words, i.e. such. In which only parts of the word are preserved, for example: “mako” (milk), “deka” (girl), “yabi” (apple), “sima” (car), etc .;

3) words - onomatopoeia, with which the child denotes objects, actions, situations: “bee-bee” (car), “meow” (cat), “mu” (cow), “bang” (fell), etc .;

4) contour words, or “outlines”, in which the prosodic stress elements in the word are correctly reproduced, the number of syllables: “tititics” (bricks), “papata” (shovel), “patina” (machine);

5) words that do not at all resemble the words of the native language or their fragments.

The fewer words in the child's vocabulary, the more words are correctly pronounced. The more words, the greater the percentage of distorted words.

Speech dysontogenesis is often characterized by an expansion of the nominative vocabulary to 50 or more units with an almost complete absence of word combinations. However, the most frequent cases are those when the assimilation of the first syntactic constructions begins when there are up to 30 words in active speech, at an older age than is the case in the norm.

Thus, the untimely appearance of active speech imitation, pronounced syllabic elision and untimely mastery of the first verbal combinations, i.e. the ability, albeit agrammatically and tongue-tied, to combine words with each other, should be considered the leading signs of speech dysontogenesis in its early stages.

There comes a moment in the life of children with underdevelopment of speech, when they begin to connect the already acquired words with each other. Words that are combined into sentences do not have any grammatical connection with each other.

Nouns and their fragments are used mainly in the nominative case, and verbs and their fragments in the infinitive and imperative mood or without inflections in the indicative mood.

Due to defects in pronunciation, agrammatism and shortening of the length of words, the statements of children are incomprehensible to others.

With speech development disorders, the verbal dictionary is negligible in relation to the rather extensive subject dictionary. At the same time, this vocabulary is always insufficient for the calendar age of children, which gives reason to raise the question of introducing the concepts of relative (in relation to the stage of speech development) and absolute (in relation to age) vocabulary into practical speech therapy.

Already at the earliest stages of mastering the native language in children with speech development disorders, an acute deficiency is found in those elements of the language that are carriers of not lexical, but grammatical meanings, which is associated with a defect in the function of communication and the prevalence of the mechanism of imitation of heard words. Children with OHP sometimes use up to 3-5 or more amorphous unchangeable root words in one sentence. Such a phenomenon, according to A.N. Gvozdev, does not take place in the normal development of children's speech: "It is impossible to single out a period in which a sentence, remaining grammatically unformed, would include 3-4 words, since the first forms of words appear at the same time." But even when, in the course of further speech development, children master inflection, they continue to use the old ways of combining words, inserting them into their new statements.

The age at which children begin to notice the "technique" of shaping words in sentences, which is associated with the processes of articulation (analysis) of words in the child's linguistic consciousness, can be very different: at 3, at 5 years, and at a later period.

Despite the fact that under some conditions of syntactic construction, children form the ends of words grammatically correctly and they can change them, in other similar syntactic constructions, in place of the correct form of the word, which one would expect, the child produces incorrect forms of words or their fragments: “roll aizakh and skates” (skiing and skating).

If, in the normal development of speech, once a reproduced form quickly “captures” rows of words and gives a large number of cases of formation of word forms by analogy, then with speech development disorders, children are not able to use a “prompting” word pattern. And therefore, in the grammatical design of the same syntactic constructions, there are unforeseen fluctuations.

A characteristic feature of speech dysontogenesis is the fact of long-term coexistence of grammatically correct and incorrectly formulated sentences.

Children with impaired speech development use word forms for a long time and steadfastly, regardless of the meaning that must be expressed in connection with the syntactic construction used. In cases of severe underdevelopment of speech, children do not learn the syntactic meaning of the case for a long time: “eats porridge”, “sits on a little chair” (sits on a high chair). In less severe cases, this phenomenon occurs in isolated cases.

The materials of the pathology of children's speech reveal that on the way to mastering the correct grammatical form of a word, the child enumerates combinations of lexical and grammatical language units. At the same time, the chosen grammatical form of a word is most often directly dependent on the general level of formation of the lexical-grammatical and syntactic structure of speech.

In the early stages of their development, children form their answer to the same question in different ways: “Who did you come with?”.

1) "Mom" - a form of response in children using individual words or sentences from amorphous root words.

2) "Mami" - in children, in whose speech there may be individual cases of inflection.

3) "Mom" - a common form of the word in the early stages of mastering inflection.

4) "Mom" (without a preposition) - in cases of relatively developed phrasal speech and relatively developed inflection.

5) "With mother" - in the most severe cases of manifestation of agrammatism.

6) "With mother" - only in children with a sufficiently high level of speech

development.

With speech development disorders, children, without having accumulated the necessary set of words,

changing elements and not having learned to move the word along the inflection

scale, prematurely turn to the reproduction of the most descriptive

a special morphological element - a preposition. They do not notice for a long time

yut that the preposition and inflection are interconnected. Inflection and preposition act for the child in the verbal material he perceives as variable elements that vary in various combinations with a lexical basis.

howl and therefore are not perceived by children, which can be represented in a schematic

Czech form:

child hears: child reproduces:

with? Table huh? and that e

under? ohm? a e

The combination of verbal elements by children that are incompatible in the grammar system of the language being acquired is possible only if these elements are extracted

we are a child from the fused linguistic material perceived by him, which is associated with the processes of analysis and synthesis that take place in the linguistic consciousness of a person.

Children with speech development disorders have a reduced ability to both perceive differences in the physical characteristics of language elements and distinguish between the meanings that are contained in the lexical and grammatical units of the language, which, in turn, limits their combinatorial capabilities and abilities necessary for the creative use of the constructive elements of the native language in the process of constructing a speech statement.

In order to correctly understand and assess the level of speech development of preschool

nickname, it is proposed to use the "Scheme of the systemic development of normal children's speech", compiled on the basis of the materials of A.N. Gvozdev, as a conditional

standard of patterns of mastering children's native language. For this, pre-

it is supposed to correlate the state of speech revealed during the examination with the data

standard of the norm, which will allow us to establish the stage of development of abnormal children's speech and assess the degree of formation of various components in it.

Comrade language.

1. If the child uses only separate amorphous words and in his speech practice there are no connections between these two words, then this state of speech should be attributed to the first stage of the first period

"Single sentence".

2. If children use phrases from 2, 3, even 4 amorphous words, but without changing

their grammatical form, and in their speech there are no constructs

tions of the type subject + action, expressed by the verb of the indicative mood of the present tense of the third person with the ending - et, then such a state of speech -

howl activity should be correlated with the second stage of the first period "Sentences from amorphous root words".

3. Cases when grammatically correct

sentences such as the nominative case + the agreed verb in the indicative mood of the present tense, with the correct design of the end of the word (mom is sleeping, sitting, etc.), despite the fact that the rest of the words are agram-

are typical, should be correlated with the first stage of the second period “The first forms of words”.

4. The state of speech, in which the child widely uses words from the right -

correct and incorrect design of the ends of words, owns constructions such as the nominative case + the agreed verb, however, in his speech he is full -

Since there are no correctly formed prepositional constructions, it is necessary to

carry with the second stage of the second period "Assimilation of the inflectional system of the language."

5. The language development of children who own phrasal speech and are able to

In some cases, to build prepositional constructions with the correct design of inflections and prepositions should be correlated with the third stage of the second period “Assimilation of the service parts of speech”.

6. The speech of more advanced children belongs to the third period "Assimilation of the morphological system of the Russian language."

Particular attention should be paid to inflection, which reveals the ability of children to independently use constructive (morpho

logical) elements of the native language. Not every reproduction by a child of the correct grammatical form of a word should be taken as evidence of its assimilation, since such a word form can be a simple repetition over time.

The acquired grammatical form is considered:

a) if it is used in words of different meanings: give doll-y, car-y, eat porridge-y;

b) if the words spoken by the child have other, at least two forms of the word: this is doll-a, but give doll-y, doll-s;

c) if there are cases of formations by analogy.

Thus, when evaluating the speech of children suffering from speech underdevelopment, it is necessary to identify not only speech disorders, but also what the child has already learned and to what extent.

The dynamics of speech development in different forms of speech underdevelopment is different. It is possible that for some time children of different diagnostic groups may end up with the same level of language development. However, by comparing their general speech level with the data of the "Scheme of the Systemic Development of Normal Children's Speech", it can be found that in some children the sound side of speech is most delayed in its formation, in others - the syllabic structure of words, in others - the ability to inflection, etc.

Understanding the process of mastering the structure of the native language by children with various deviations in speech development ensures the choice of the most rational and effective ways to overcome their general underdevelopment of speech.

The main task of speech therapy impact on children with general underdevelopment of speech is to teach them to coherently and consistently, grammatically and phonetically correctly express their thoughts, talk about events from the life around them. This is of great importance for schooling, communication with adults and children, and the formation of personal qualities.

Work on the development of coherent speech is carried out in the following areas: vocabulary enrichment; learning to compose a retelling and inventing stories; learning poems; guessing riddles.

This section provides for speech therapy work with children who speak simple colloquial speech. Their vocabulary includes a sufficient number of words of everyday colloquial vocabulary; the volume of understood speech approaches the age norm.

Children can talk about themselves, about their comrades, about interesting episodes from their own experience.

However, the analysis of children's statements confirms that their speech does not yet correspond to the age norm. Even those sounds that they know how to pronounce correctly do not sound clear enough in independent speech.

For example: “Eva and Syasik were playing. Masik böshchil a stick of letka, schabak to brush. Schabaka hits the water, then reach for a stick. (Leva and Sharik were playing. The boy threw a stick into the river, the dog looks. The dog runs to the water to get the stick).

These children are characterized by undifferentiated pronunciation of sounds (mainly whistling, hissing, afficates and sonoras), when one sound simultaneously replaces two or more sounds of a given phonetic group.

A feature of the sound pronunciation of these children is the insufficient voicing of sounds [b], [d], [g] in words, the replacement and displacement of sounds [k], [g], [x], [d], [l’], [d], which are normally formed early (“wok gom” - this is the house; “that tusyay molyato” - the cat ate milk; “praying lyubka” - my skirt).

Phonemic underdevelopment in children of the described category is manifested mainly in the unformed processes of differentiation of sounds, which differ in the most subtle acoustic-articulatory features, and sometimes captures a wider sound background. This delays the mastery of sound analysis and synthesis.

A diagnostic indicator of speech underdevelopment is a violation of the syllabic structure of the most complex words, as well as a reduction in the number of syllables (“vototik titit votot” - a plumber repairs a water pipe; “vatitek” - a collar).

A lot of errors are observed in the transmission of the sound filling of words: rearrangement and replacement of sounds and syllables, reduction in the confluence of consonants in a word (“vototik” - instead of “tummy”, “fly” - “lion cub”, “kadovoda” - “frying pan”, “wok” - “wolf”, etc.). The perseverations of syllables are also typical (“khihist” - “hockey player”, “vavayapotik” - “plumber”); anticipation (“astobus” - “bus”, “lilysidist” - cyclist); adding extra sounds and syllables ("lomont" - "lemon"). The household vocabulary of children with general underdevelopment of speech is quantitatively much poorer than that of their peers with normal speech. This is most obvious when studying the active vocabulary. Children cannot name a number of words from pictures, although they have them in the passive (steps, window, cover, page).

The predominant type of lexical errors is the incorrect use of words in a speech context. Not knowing the names of many parts of the object, children replace them with the name of the object itself (wall-house) or action; they also replace words that are similar in situation and external signs (colors-writes).

There are few generalizing concepts in the vocabulary of children; almost no antonyms, few synonyms. Thus, when characterizing the size of an object, children use only two concepts: large and small, with which they replace the words long, short, high, low, thick, thin, wide, narrow. This causes frequent cases of violation of lexical compatibility.

An analysis of the utterances of children with general underdevelopment of speech reveals a picture of pronounced agrammatism. Characteristic for the vast majority are errors when changing the endings of nouns by number and gender (“many windows, apples, beds”; “feathers”, “buckets”, “wings”, “nests”, etc.); when agreeing numerals with nouns (“five balls, a berry”, “two hands”, etc.); adjectives with nouns in gender and case (“I paint with pens”).

Often there are errors in the use of prepositions: omitting (“I am walking in batik” - “I am playing with my brother”; “the book is climbing” - “the book is on the table”); replacement (“niga falling and melting” - “the book fell off the table”); understatement (“climbing a fence” - “climbed onto a fence”; “polly a uisyu” - “went outside”).

Children with general underdevelopment of speech find it difficult to form nouns with the help of diminutive suffixes (“tree”, “bucket”), adjectives (“fur hat”, “clay jug”, “glass vase”). They make many mistakes when using prefixed verbs (instead of moving - goes, instead of jumping - jumping, instead of sewing - sewing).

These shortcomings in the field of phonetics, vocabulary, grammatical structure are most clearly manifested in various forms of monologue speech (retelling; story from a picture; story - description).

Let's give an example: “The koska winds the toe. The cat aez (climbed) the boot, to catch a hundred capes. He helped (looked), she was not there, he ran away. When retelling, in addition to speech difficulties, there are errors in the transfer of the logical sequence of events, skipping the links of events, actors. The story-description for children is inaccessible. They are usually limited to listings of individual items and their parts.

For example, when describing a car, the child lists: “It has wheels, a cabin, matol, a cradle, a light (lever), pedals, halyards, kudov, a stob glue to carry (to carry cargo).”

Some children are only able to answer questions.

Thus, in children with general underdevelopment of speech, active speech can serve as a means of communication only in conditions of constant assistance in the form of additional questions, value judgments, etc.

Without special attention to speech, children are inactive; in rare cases, they are the initiators of communication, do not address questions to adults, do not verbalize game situations. This leads to insufficient communicative orientation of their speech.

Corrective learning includes work on the word, phrase and sentence. These areas of corrective work are closely related. So, for example, the specification and expansion of the dictionary is carried out in the course of work on the proposal.

The effectiveness of corrective exercises depends on how the following conditions are met:

Systematic conduct;

Distributing them in order of increasing complexity;

Subordination of tasks to the chosen goal;

Alternation and variability of exercises;

Education of attention to speech.

Chapter II.

Experimental work.

2.1. The study of the state of coherent speech of children of senior preschool age with general speech underdevelopment.

In preparing children for schooling, the formation and development of monologue speech is of great importance as the most important condition for the full assimilation of knowledge, the development of logical thinking, creative abilities and other aspects of mental activity.

Particular attention in the formation of coherent speech must be paid when conducting correctional work with preschoolers with general speech underdevelopment. Children of senior preschool age with general underdevelopment of speech have a significant lag in the formation of descriptive-narrative speech skills. Serious difficulties arise in such children when retelling and compiling stories on a visual basis (for example, a series of plot pictures).

The purposeful formation of coherent speech required from us an in-depth study of various aspects of this type of speech activity in children.

We conducted a study of the state of coherent speech of older preschoolers with general speech underdevelopment (III level), attending speech therapy groups No. 1 and No. 3 of kindergarten No. 43 in the city of Vladimir. The study was aimed at identifying the ability of children to use various types of connected statements - from a single form to compiling stories with elements of their own creativity. The ability of children to convey the content of a familiar literary text, a visually perceived plot situation, as well as their own life impressions and their own plan was determined. A comprehensive study included seven consecutive experimental tasks and was carried out by the method of an individual experiment. We examined 20 children aged 5-5.5 years with general speech underdevelopment, and 10 preschool children of the same age with normal speech development (control group from preschool educational institution No. 93). Let's describe the results of the assignments.

The first task was for the children to make sentences (to the question: “Tell me, what is drawn here?”) Based on five separate pictures depicting simple actions (a boy is watering flowers from a watering can, a girl is catching a butterfly with a net, a girl is doing exercises, a boy is launching a boat in a stream, a boy is building a house out of blocks). The task was intended to reveal in children the ability to construct a phrase that adequately conveys the depicted action, i.e. consisted in solving a certain semantic-syntactic task.

The results obtained showed that many children with speech underdevelopment experienced difficulties in independently compiling statements at the level of a simple complete phrase, in connection with which there was a need for an additional question requiring the name of the depicted action (“What is the boy, girl doing?”). At the same time, the majority of children had errors in the use of word forms that violated the connection of words in a sentence, long pauses with the search for the right word, and a violation of word order. In 14 subjects out of 20, a combination of semantic and syntactic difficulties, expressed to varying degrees, was observed.

Even greater difficulties were caused in children with speech underdevelopment to complete the second task - drawing up a sentence using three pictures (with the image of a girl, a basket and a forest). The task was aimed at identifying the ability of children to establish logical and semantic relationships between objects and verbalize them in the form of a complete phrase-statement. Despite the question asked to all children: “What did the girl do?”, Only 3 subjects were able to make a sentence on their own, taking into account the relationship of all three pictures. The task was explained to the rest of the subjects repeatedly (with an indication of the missing picture), but even after repeating the instruction, 7 children failed to compose a phrase taking into account all three semantic links. Many had pronounced syntactic difficulties, 2 subjects did not cope with the task. All children in the control group successfully completed both the first and second tasks.

When evaluating the performance of subsequent tasks for compiling various types of stories, we took into account a number of general indicators that characterize the level of children's proficiency in storytelling skills. The following were determined: the degree of independence in compiling the story, the coherence, consistency and completeness of the presentation, the semantic correspondence to the source material (text, visually depicted plot, etc.) and the set speech task, as well as the features of phrasal speech. In case of difficulties in the process of compiling a story (a break in the narration, long pauses, etc.), assistance was provided in the form of the consistent use of stimulating, leading and clarifying questions.

The third task was aimed at revealing the possibilities of children with speech underdevelopment in reproducing a fairly simple in structure and small text of a familiar fairy tale (“Turnip”). One child out of 20 could not complete the task, the rest made up a retelling with some help from the experimenter.

It was found that children most often experienced difficulties at the beginning of the retelling, when reproducing the sequence of the appearance of new characters in the tale and especially the rhythmic repetition, which is a prepositional case construction. In the retellings of almost all children, violations of the coherence of presentation were observed (repeated repetitions of phrases or their parts, distortion of the semantic and syntactic connection between sentences, omissions of verbs, truncation of constituent parts, etc.).

In 8 children (40%), the difficulties in compiling the retelling were of a pronounced nature (semantic errors, disconnections, omissions of text fragments, etc.). The study revealed a low level of phrasal speech used by children (volume, structure of phrases, poverty of language means).

The completion of the fourth task - compiling a story based on a series of plot pictures (“The Bear and Hares” according to I.V. Baranikov and L.A. Varkovitskaya, 1979) made it possible to determine a number of specific features in the manifestations of monologue speech in children with speech underdevelopment.

Despite a preliminary analysis of the content of each of the 6 pictures with an explanation of the meaning of some essential details of the depicted environment (“hollow”, “glade”, etc.), compiling a coherent independent story turned out to be inaccessible to all subjects. Help was needed: supporting questions, pointing to the relevant picture or a specific detail. All subjects were characterized by difficulties in the transition from one picture to another (a break in the story, difficulty in continuing the story on their own).

In addition to the lack of formed skills in this type of storytelling, this, apparently, can be explained by insufficient mobility, poor switching of attention, perception, memory in children of this group and insufficient coordination of these processes with speech activity.

In many children's stories, there were omissions of moments of action presented in the pictures or arising from the depicted situation; narrowing of the field of perception of pictures (for example, indications of the actions of only one character - a bear), which indicates insufficient organization of attention in the process of speech activity. The semantic correspondence of the story to the depicted plot was often violated. In 7 children, the stories were reduced to a simple naming of the actions of the characters, for example:

“They went... The bear climbs in... The bees... The bees came out... The bear fell... They ran... and the bees behind them" - a story by Elvira M. 5 years old.

The results of completing the fourth task indicate that many children had difficulties in fully and accurately conveying a visual plot, there was no semantic generalization of the plot situation. One child, despite the assistance provided, could not complete the task at all. In 8 children, various violations in the preparation of the story were sharply expressed. In a number of cases, with a combination of gross violations, the story was practically reduced to answers to questions and lost the character of a coherent narrative.

“The bowl is here, but the bends ... es ... They are in the es ... tama and gibs ... They are drunk to the zee, to the breath ... There are zia komaiki ... The bowl is down and the yazbisi ... Bite ... komashki ... They run "- the story of Seryozha P., 5 years old.

The fifth task - compiling a story on a topic close to children: "On our site" - aimed to identify the individual level and characteristics of children's proficiency in phrasal and monologue speech when conveying their life impressions. In order to facilitate the task, the subject was first given a plan of the story, consisting of five questions-assignments. It was proposed to talk about what is on the site; What do children do in the area? what games they play; name your favorite games and activities; talk about activities and games on the site in winter. After that, the child composed his story in separate fragments, before each of which the corresponding question of the task was repeated. This research option was chosen by us on the basis of approbation of various task options, which showed that independent compilation of a story on a given topic only according to a preliminary plan is not available for children with speech underdevelopment and causes difficulties for their normally developing peers.

The results of the study were evaluated in terms of both the content and the actual speech aspects of the compiled stories. Great importance was attached to the analysis of phrasal speech used by children in the context of composing a message without visual or textual support.

The analysis of the stories showed that only in 6 children with speech underdevelopment phrasal answers were contained in all five fragments of the story, while in the majority (despite the setting for compiling a story) phrasal answers were absent in one or several fragments and were replaced by a simple enumeration (name) of objects and actions. In 4 people, phrasal answers were contained only in one or two fragments. When compiling stories, children used mostly short phrases - 2-4 words (82.5% of all phrases contained in children's stories). Complicated sentences, in most cases incorrectly formatted, amounted to only 3.3%. This indicates an insufficient level of use of phrasal speech, which made it difficult for children to compose a coherent detailed message.

When evaluating the content of the stories, we took into account the degree of their informativeness, determined by the number of significant elements that carry this or that information on a given topic. Determination of the number of informative elements and their nature (simple naming of an object or action or their detailed description) made it possible to determine how fully the subject of the message was reflected by the child.

Comparative studies have shown that the stories of children with speech underdevelopment and children of the control group differed sharply both in volume (the number of words) and in the level of their information content. Thus, the average volume of stories in children with speech underdevelopment was equal to 29 words, and in the subjects of the control group - 91 words, i.e. 3 times more. The average number of informative elements in the stories of children in these groups was 8.3 and 16.4, respectively. In the stories of children with normal speech development, informative elements in most cases were detailed, included explanations, clarifications using appropriate language tools.

For comparison, we present the statements of two children - with general speech underdevelopment and normal development of speech.

“A house, a veranda ... - we play ... In a mother’s daughter ... We rode ... on a flight ... We shared lumps” (Elvira M., 5.5 years old).

“We have a swing, a veranda, a sandbox, a ladder and toys on the site. We took them out of the kindergarten - jump ropes and balls ... We play in the sandbox there, we play with toys. We walk up the stairs without hands, swing on a swing. We play tag, hide and seek. We also play “Herons in the Swamp” (two fragments from the story of Vika I., 5.5 years old).

An analysis of the stories of children with speech underdevelopment suggests that the difficulties in completing this task are due to shortcomings in various aspects of speech activity (planning, implementation of the intention of the statement, lack of control over its implementation, etc.). With a wide variety of noted defects, the following, the most characteristic, can be distinguished.

Significant difficulties in constructing an utterance were noted primarily at the level of planning its content. This manifested itself in the choice of the topic of a phrase-statement, the establishment of a sequence of informative links in the structure of the statement, their interconnection, etc. (for example: “We are running ... We were walking on the site ... Igluskal ... We made lumps”, etc.). Difficulties in planning and current control often led to the fact that the second part of the phrase-statement, as it were, was mechanically attached to the first without taking into account its content and structure (“I love to play ... on a sled”; “In Santa Claus ... we will build”). In many cases, when trying to give a detailed message, important semantic links were omitted, which made it obscure.

Shortcomings in the construction of statements were difficult due to grammatical and syntactical violations, especially when conveying spatial, attributive and other intersubjective relations (“We went on ice ... where on skates”; “We made a snowman with lumps”). In 8 children (40% of the study group), the disorders were of a pronounced, complex nature (poverty of content, low level of phrasal speech used, coarse agrammatisms that make it difficult to perceive the story, etc.). Here is a story from one of the test subjects:

“Apatka ... Mercy is apatka ... Yes, there are iguski. Igay. We are playing jet-blue ... We are beetles (blinds and blinds) are playing ... I am playing apatka. I love to leave the snow on the ground” (Seryozha G., 5.5 years old). Thus, the majority of children with general underdevelopment of speech experienced some degree of difficulty in compiling a story, despite the simplified form of the task.

The next two tasks were aimed at identifying the children's abilities in compiling stories with elements of creativity and the features of monologue speech when performing such tasks.

In the sixth task, the children were asked to write a story about some incident with a girl in the forest. Previously, an “exposition” of the story was compiled on the basis of the experimenter’s questions, based on three subject pictures, which made it easier for the children to move on to the subsequent compilation of the story according to their own plan.

The seventh task - the completion of the story according to the finished beginning (based on the picture) - was aimed at identifying the children's capabilities in solving the set creative task, the ability to use the proposed speech and visual material when compiling the story. The fulfillment of tasks of a creative nature caused the greatest difficulties in children with general underdevelopment of speech.

A significant part of the children in this group did not cope with the tasks or performed them inadequately to the assigned task. The main difficulties were manifested both in solving the creative task and in realizing the idea in the form of a coherent, consistent narrative.

Let us dwell on the results of the children's performance of the seventh experimental task. The “story completion” technique was used by us in the following version. The child was offered a picture depicting the climax of the story (the boy climbed a tree, below, under the tree - four wolves, one of them is trying to climb a tree; a village is visible in the distance; the action takes place in winter). After analyzing the content of the picture, the child was read the text of the unfinished story twice and was asked to come up with its continuation. When evaluating the continuation of the story compiled by the child, the features of its plot decision, the observance of the logical sequence, and the semantic correspondence to the content of the beginning of the story were taken into account.

A comparative analysis of the results obtained during the performance of this task by children with general speech underdevelopment and the control group showed the following. Of the 20 children in the main group, 6 were unable to complete this task and either repeated the end of the proposed text or named the objects and actions depicted in the picture. 14 children of this group needed help in the form of stimulating and leading questions when compiling the end of the story. At the same time, all 10 subjects in the control group completed the task quite successfully, and 8 of them completed the story on their own.

Significant differences between the two groups of children were found when comparing the continuations of the story compiled by them in terms of volume. The average length of the stories of children with OHP was 20 words, while that of children in the control group was 51. To assess the content side of the stories compiled by the children, one of the criteria was the indicator of the number of images created. The concept of the image included new characters, actions performed, objects and phenomena significant for the development of the plot, etc. The average number of images created in the stories of children in the control group was 2.6 times higher than the same indicator in children with speech underdevelopment (12.5 and 4.8, respectively).

In the stories of 4 children with OHP, certain images were not connected with the main plot content or fell out of the action of the story.

For many children of the main group, repetitions of episodes from the read text were wedged into their own story, which led to a violation of the logic of the narrative (“Then the wolves got angry and climbed the tree ... They surrounded the tree ... and he got scared and climbed the tree”). All this testifies to the difficulties in solving a creative task, the inability to realize one's plan in a coherent, consistent message.

Most of the children of the main group made up stories according to the same type of elementary scheme with small options (“The wolves left - the boy went home” or “The wolves did not get the boy - the wolves left - the boy went home”). Only in 3 stories can one note the presence of separate images that complement the elementary plot scheme, for example: “One wolf wanted to eat the boy. And the boy got even higher. The wolf did not climb and fell out of the tree.

Separate stories of the children of this group were extremely laconic, without detailing the transmitted events. ("Jumped and grabbed the boy. Hunter. He shoot the wolf."). In the stories of many children with speech underdevelopment, semantic gaps were noted - passing the necessary plot moment, the incompleteness of action, etc. There were also detected semantic errors indicating either the inability to focus on the core elements of a given situation, or the absence of control over the semantic correspondence of the continuation of the story to the beginning (“... then it climbed the branches on the fares. ... Then his leaves stuck, but the wolves could not reach ... ").

The stories of children in the control group, as a rule, contained vivid, original images, one or another characteristic of the events being transmitted (place, time, nature of the action), and in 6 cases the children used the visual content of the picture to compose the continuation of the story. At the same time, they showed imagination, trying to beat what was depicted in the picture in their story (“The boy looks at the wolves, and the wolves sparkle with their eyes. And the boy broke off a branch and threw it at the wolf,” etc.).

Significant differences between the children of the two groups were identified in terms of connectivity and narration consistency.

Thus, violations of the coherence of the presentation were noted in 14, and a violation of the sequence in 2 endings of the story of the children of the main group, despite the cruel predetermined sequence of events determined by the plot situation (“Jumped, did not grab ... They left the forest ... The wolves began to ... lick the tree. Kolya hid ... and the wolves did not find him ... On the tree ... Grazed home. Come Kolya the door. years).

In the stories of children in the control group, there were no violations of the sequence of presentation, and single small violations of coherence as a whole did not affect the general structure of the narration.

Comparative analysis showed that children with speech underdevelopment are significantly behind normally developing children in terms of the level of proficiency in phrasal speech, which significantly limits their ability to compose an informatively complete message. Composing the end of the story, they mainly used short phrases of 1-4 words (72% of all phrases in the stories of children in this group). Extended phrases of 5 or more words were found in their stories much less frequently than in the children of the control group (28% and 65%, respectively). When studying the structural composition of phrasal speech, significant differences were also revealed between the two groups of subjects. So, for example, complex constructions in the stories of children in the main group accounted for about 10% of all phrases, and in the control group - 40%.

The study of agrammatisms made by children in various types of stories showed the presence of a large number of errors in the use of prepositions and prepositional case constructions, i.e. when transmitting spatial, temporal and other relations (from 17 to 35% of all agrammatisms). A significant number of errors were associated with the use of verb forms (from 15 to 26.5%). The largest number were errors in the construction of sentences (from 25 to 35%), which was especially evident when using common and complex sentences. When performing tasks of a creative nature, the number of errors in the construction of sentences and the use of verbal word forms significantly increased - aspectual forms, plural forms of the present and past tense, prefixed verbs, etc. This may be due to the lack of practice in the use of the corresponding verb forms in children with speech underdevelopment, as well as switching attention from the formulation of the statement to the solution of a creative task.

Analysis of the performance of all tasks showed the following. Against the background of a significant lag in the development of coherent monologue speech in children with the third level of general underdevelopment of speech, there were significant differences in mastering the skills of this type of speech activity. Comparison of the results of the assignments made it possible to distinguish two groups of children, depending on the degree of formation of various aspects of coherent monologue speech and storytelling skills. The first, weaker group (9 people) consisted of children who had serious violations already when constructing statements at the phrase level; pronounced violations were observed in the performance of all or most of the tasks for compiling stories. This required the help of an experimenter. Serious difficulties were noted in the semantic organization of statements. The fulfillment of creative tasks turned out to be practically inaccessible for them. Studies have shown that children in this group do not have the skills to write a story on their own; their statements are characterized by the extreme poverty of the language used, the presence of coarse agrammatisms that violate the coherence of the narrative.

In the children of the second group (11 children), disturbances in the construction of individual messages were less pronounced than in the first group. They, as a rule, coped with the task of constructing phrases on a visual basis; at the same time, shortcomings were noted mainly in the grammatical and syntactic design of the phrase-statement.

When compiling stories, some specific violations were observed (in the logical and semantic construction of the message, at the level of programming and control over the implementation of the statement). Shortcomings in the language design of the message were identified - unsharply expressed violations of the coherence of the narrative, lexical difficulties, various agrammatisms. In contrast to the children of the first group, more or less pronounced speech deficiencies in these children manifested themselves selectively, in certain types of tasks (retelling, compiling a story based on a visual plot, etc.).

There was a high degree of independence in the performance of all types of tasks. The greatest difficulties for the children of this group were caused by the fulfillment of tasks of a creative nature.

The allocation of these groups is important in terms of a differentiated approach to children when conducting corrective work on the formation of coherent speech. In addition, a comprehensive study of children using various types of tasks made it possible for us to establish in which types of the studied speech each child has the greatest difficulties and which types can be relied upon in the process of corrective education.

Based on our research, we have drawn the following conclusions:

In preschool children with OHP (level III), there is a significant lag in the formation of coherent speech skills compared to normally developing children. This indicates the need for targeted corrective work to develop this type of speech activity. Conducted studies using various types of tasks have revealed a number of features that characterize the state of coherent speech of children with OHP, which must be taken into account when conducting corrective work.

A comprehensive study of the coherent speech of children made it possible to obtain additional data on the degree of their readiness for schooling.

2.2 Formation of coherent speech in children

Based on the data of the study, we have compiled a plan for working with children with OHP (level III), which provides for a thematic sequence somewhat different from that described in the special literature. Our long-term observations have shown that children with this pathology need auxiliary means in the formation of coherent speech. When selecting such means, we relied on factors that facilitate and guide the process of becoming a coherent speech. One of these factors, according to S.L. Rubinstein, L.V. Elkonina, A.M. Leushina and others, is visibility, at which (or about which) a speech act occurs. As an aid, we have modeling plan statements, the significance of which was pointed out by the famous psychologist L.S. Vygodsky.

Considering the foregoing, we analyzed all types of independent storytelling used in teaching preschoolers (this does not include learning poems, memorizing texts, restoring deformed texts, etc.). Then we selected those of them in which both of these factors are present to the greatest extent, and arranged the types of storytelling in the order of gradual decrease in visibility, as well as “folding” of the modeled plan.

The following order is indicated:

Retelling the story according to the demonstrated action;

Drawing up a story on the demonstrated action;

Drawing up a story using a flannelgraph;

Retelling the story using plot pictures;

Drawing up a story based on a series of plot pictures;

Retelling the story using one plot picture;

Drawing up a story based on one story picture.

To these types of storytelling, we limited the work on coherent speech to

first year of study.

Such types of storytelling as description of objects and objects, comparison of objects and objects, we moved to the 2nd year of study for the following reasons:

Experimental data confirm that when describing and comparing objects and objects, children experience significant difficulties associated with:

With an independent definition when considering the subject, its main features and properties;

Establishing a sequence in the presentation of the identified signs;

Keeping this sequence in the child's memory.

With this in mind, we have developed schemes for compiling descriptive and comparative stories within the most typical groups of objects, such as toys, clothes, animals, utensils, and others.

Analyzing the results of the work carried out, we concluded that the use of diagrams in compiling descriptive stories makes it much easier for our children to master this type of coherent speech. In addition, the presence of a visual plan makes such stories clear, coherent, complete, consistent. We used these and similar schemes not only for compiling descriptive stories, but also for comparative stories, inventing riddles about objects, and also in such an important and complex section of work as teaching children to ask questions on their own.

The importance of mastering the skills of describing objects in terms of preparing for schooling, the difficulties in mastering this type of detailed statements determined the need to find the most adequate ways and means of developing the skills of coherent descriptive speech in children with OHP.

The lesson on compiling descriptive stories was part of our comprehensive work on the formation of coherent speech in children with ONR. In doing so, the following tasks were set:

Formation of skills to identify essential features and main parts (details) of objects, use adequate phrases-statements to determine them;

Formation of generalized ideas about the construction of a description of the subject;

Mastering by children the linguistic means necessary to compose coherent statements in the form of a description;

Practical assimilation of the skills of describing objects through training exercises.

The training was carried out in stages and included the following main types of work:

Preparatory exercises for describing objects;

Formation of initial skills of self-description;

Description of objects according to the main features;

Teaching a detailed description of the subject (with the inclusion of various features - microthemes);

Consolidation of description skills, including in the process of gaming and subject-practical actions;

Preparation for teaching a comparative description of objects;

Training in the comparative description of objects.

Teaching descriptive speech was carried out in connection with the work on the formation of grammatically correct speech in children in the following direction:

Systematic exercises in the correct use of word forms (case endings of nouns, adjectives, some verb forms);

Formation of practical inflection skills in children;

Exercises in the correct construction of phrases;

Formation of skills to control the grammatical correctness of speech;

Activation and enrichment of vocabulary.

In the classes on the description of objects, the children were presented with a number of objects belonging to the same group. Before compiling the description, the children named all the objects. At the same time, special attention was paid to their difference in appearance. This helped the children to identify the main features of the object of description and contributed to the consolidation of the relevant messages and oppositions. The object of description was chosen either by a speech therapist or by the child himself (depending on the specific tasks of the given lesson and the degree of preparedness of the children).

In the course of training, we used a number of auxiliary techniques: gestural indications of the shape of the object, its details; description based on pictures. Effective in teaching children with OHP, according to our observations, is the reception of a parallel description by a speech therapist and a child of two similar game objects, when the teacher, followed by the child, compose a description of the object in parts, naming the same features. Let's take an example:

Speech therapist: Child

It's a cat I have a cat too

I have a gray cat with blacks. My cat is all black.

stripes. Her paws are white - Her paws are white.

cue. The cat's coat is soft, fluffy. The cat's coat is fluffy.

bushy. Cat's ears are small Cat's ears are small, eyes

sharp. Her eyes are round, green... like lights. She has

lazy. The cat has long whiskers... big whiskers.

We used this technique in our work with children who experienced the greatest difficulty in remembering a consistent plan-scheme.

The technique of describing an object according to the completed drawing is effective for mastering the skills of independent description by children with OHP. After completing a drawing of an object or toy, the child was asked to describe it according to a certain plan. The drawings were made with colored pencils or felt-tip pens in order to fix color visual representations. Then they were exhibited on a type-setting canvas and the children spoke in turn about the depicted objects. The teacher gave a brief analysis of the children's statements (completeness of information about a given subject, consistency, errors in the use of language means).

The inclusion of subject-practical actions in the process of teaching coherent descriptive speech, in our opinion, helps to consolidate ideas about the main properties of objects, as well as increase children's interest in classes. Drawings by children can be carried out under the guidance of a teacher.

The description of objects from memory (objects of the home environment, animals, plants) was carried out by us in separate classes on the topics: “My favorite toy”, “Our true friends”, etc. Description from memory can also be carried out in educational classes, especially on the basis of fresh impressions of children, for example, after visiting the zoo, a living corner, collective work on caring for plants, classes to familiarize themselves with nature.

The applied game forms of work provided for the consolidation and development of speech skills and speech-thinking actions formed in the process of learning to describe. They included: exercises in recognizing objects by description, in comparing objects, composing questions on the text of the description, reproducing a speech sample, and independently describing objects.

Here is a summary of the individual game lessons.

The work on a comparative description of two objects began with the use of the following types of exercises: supplementing the sentences begun by the teacher with a word that is necessary in meaning, denoting the attribute of the object (“The goose has a long neck, and the duck ...”); making sentences on questions like: “What do lemon and orange taste like”; an exercise in highlighting and designating contrasting features of two objects related to spatial characteristics (an orange is large and a tangerine is small; a tree is tall and a bush is low; a river is wide and a stream is narrow); sequential selection of a number of features that distinguish objects of the same group from each other (spruce and birch, white fungus and fly agaric). We also used the method of parallel description (in parts) of two objects - by a teacher and a child (a description of a cow and a goat, a dog and a cat, etc.)

The use of diagrams in compiling descriptive stories helped to achieve good results. And we went further: we started using schemes; illustrative panels in teaching children not only compiling descriptive stories, but also retelling, which has a special role in the formation of coherent speech. When retelling, the structure of speech, its expressiveness, pronunciation are improved, the ability to build sentences and the text as a whole deepens.

When organizing retelling classes, we adhered to a strict plan:

1. Organizational part (the goal is to help children concentrate, prepare them for the perception of the text);

2. Reading the text (without setting for retelling);

3. Analysis of the text in a question-answer form (the questions were posed so that the children could once again clarify the main points of the plot, the ways of its linguistic expression);

4. Re-reading the text by children (with a mindset for retelling);

5. Retelling the text by children (based on visual material);

6. Exercises to consolidate the language material;

7. Analysis of children's stories.

It is not possible to draw up a diagram or a panel for any work of art. It is necessary that the text contains repetitive plot points, that events develop in a logical sequence, that there must be a main character interacting with several characters that appear in turn.

Based on this, we developed outlines of lessons on teaching the retelling of children with OHP based on an illustrative panel, including on the topic “Retelling the tale“ The Pranks of the Old Woman of Winter ”in the processing of K.D. Ushinsky. In the center of the flannelograph we place a picture depicting the old woman Zima. Under it, in one row, pictures depicting birds, fish, animals, adults, and children were sequentially placed. So a visual plan of retelling appears before the eyes of the children.

The children also successfully coped with the retelling of the rather large in volume and number of characters of the Mordovian fairy tale “Like a dog was looking for a friend” (arranged by S. Fetisov). The main character - the Dog (attached a picture in the center of the flannelograph) is looking for a friend who would not be afraid of anyone. She met a hare first (a picture of a hare appears - the first in a row). At night, a mouse ran past them (they put a picture of a mouse under a hare). The dog heard, barked, the hare, afraid that a wolf might come, ran away. The dog decided to make friends with the wolf - he, probably, is not afraid of anyone (they put a picture with the image of a wolf in the first row). At night, a frog was nearby (a frog was attached under the wolf), the dog barked again. The wolf thought that a bear might come (a picture of a wolf appears), got scared and left. The dog called the bear, but he didn’t even spend a day with the dog: he appeared already (attached his image under the bear), and the bear decided that a person would appear after him, and then he, the bear, would not be happy (they attached the image of a person). At the end of the tale, the dog finally meets a faithful friend - a man who - for sure! - is not afraid of anyone.

So, on the illustrative panel diagram, the children saw all the characters in the tale, and in their connections with each other, therefore, when retelling, they focused on the correct construction of sentences, on reproducing in their speech those words and expressions characteristic of the work they were retelling.

An illustrative panel is simply necessary when teaching children to retell the fairy tale "Tops and Roots" (in the processing of K.D. Ushinsky). The text of the tale was clearly divided into two parts: first, a man and a bear planted and divided turnips, then they sowed wheat and also divided it. It is usually difficult for children to remember what went to whom in the first part of the tale, what - in the second. A visual panel puts everything in its place.

Pictures of a man and a bear were attached to the top of the flannelograph. A turnip grew - the man took the roots, and gave Misha tops (under the man they attached pictures depicting the turnip itself, under the bear - its tops). The wheat ripened - the peasant took the tops for himself, and Misha - the roots (next to the turnip they attached a picture with spikelets, and next to the picture with the tops of the turnip they placed an image of the thin roots of an ear of wheat).

In subsequent classes, illustrative panels were replaced by modeling the plot of the work using conditional schemes that helped children learn to plan the retelling. At later stages, simple diagrams-drawings were used, which are made by the children themselves. So, when retelling the stories of K.D. Ushinsky “Geese”, “Cockerel with his family”, they themselves sketched simple diagrams reflecting the sequence of describing the appearance of the cockerel and geese.

First, children were taught retelling in traditional ways. Of the seven children with OHP, not a single child named all five characteristics of the male appearance. The maximum of these features is 4; minimum - 1-2.

After the children sketched the conditional scheme and retelling based on it, the results changed: five signs of the cockerel were named by three children; four is also three; three is one child.

Visualization (children's diagrams, drawings, panels, conditional diagrams) can be used not only in teaching retelling and compiling descriptive stories, but also in automating sounds in coherent texts, memorizing poems.

The text necessary to automate certain sounds is easy to remember if its sequence is visually presented to the child or the text scheme is drawn by the child himself. Then he can concentrate on the correct pronunciation of sounds that are difficult for him.

To automate the sound "sh" in coherent texts, we took the poem "Vasenka":

Fidget Vasenka does not sit still.

Fidget Vasenka is with us everywhere.

Vasenka has a mustache, gray hair on his mustache.

Vasenka has an arched tail and a spot on the back.

The children themselves drew a diagram of the description of the appearance of the cat.

We noticed that many children love to learn poems by heart. This process is greatly simplified if the children themselves draw their diagrams. So, for example, our pupils very quickly learned G. Ladonshchikov's poem "Spring"

An evil blizzard has died down, the sun warming the earth

The night became shorter than the day. Drives ice from our hill.

A warm wind blows from the south, The snow woman is melting

Drops fall, ringing. And tears flow in streams.

In conclusion, we want to note that the positive results of teaching children coherent speech and retelling testify to the effectiveness of the techniques we use.

We assign a significant place in the work on the formation of coherent speech to exercises in compiling complex plot stories, stories from our own experience. Accessible tasks of a creative nature were included in the lessons (writing a story by analogy with the text being retold, continuing to the action depicted in a series of plot pictures, etc.).

During the course, the following tasks were set:

Consolidation and development of speech communication skills, speech communication in children;

Formation of skills for constructing coherent monologue statements;

Development of skills of control and self-control over the construction of coherent statements;

Purposeful influence on the activation of a number of mental processes (perception, memory, imagination, mental operations), closely related to the formation of an oral speech message.

Corrective work on the formation of storytelling skills was built taking into account the thematic principle of training and on the basis of a close relationship in the work of a speech therapist and educators of speech therapy groups. We paid great attention to the children's mastering the skills of planning coherent detailed statements. Training on the basis of each text or picture material was carried out in at least two training sessions. Here are examples of lessons on teaching storytelling to children with OHP.

Classes on a series of pictures "Smart hedgehog" (plot by N. Radlov)

I period of the second year of study

The purpose of the lessons: teaching children to compose a coherent story from a series of pictures depicting the main points of the plot action.

Main goals:

1. Development of skills for analyzing a visually depicted plot, the ability to recreate a plot situation based on a comparison of the content of individual pictures;

2. Development of children's phrasal speech, skills in compiling common answers to questions; the use of phrases of 3-6 words when compiling a story, etc .;

3. Formation of inflection skills (mainly nouns);

4. Development of recreative and creative imagination in children;

5. Formation and development of coherent speech in the form of reasoning.

Equipment: 4 medium format color pictures, typesetting canvas or demonstration board.

Teaching storytelling on this series of pictures is carried out in two classes.

First lesson

I. Organizational part. Preparing children for the main part of the task. Recognition of an object by its description. Children are offered 2 riddles related to the content of the pictures in the series; the exercise for guessing riddles is accompanied by additional questions from the teacher.

Riddle about an apple: “Round, ruddy, I grow on a branch. Adults and small children love me.

Tell me, guys, where do apples grow?

What is the name of the tree that grows apples? (when the question is repeated: “Where do apples grow?” - instructions are given to answer with a full answer. The word form “on the apple tree” is repeated along the chain.)

The riddle about the hedgehog: "under the pines, under the trees, a ball of needles runs."

Teacher:“Who will say where the hedgehog lives?”

II. P a r t i n o c c o n t e n t e r a s s s .

Teacher:“Guys, today we will look at pictures that depict a case that happened to one hedgehog.”

The analysis of the content of the pictures is carried out in a question-answer form.

Questions

1st picture

What do you see on this picture?

What trees grow here?

What is the name of the place where apple trees grow?

(in case of difficulty, a hint is given: “This word begins with the sound C”).

Who is in the picture?

At the same time, differentiation of questions with interrogative words "who" and "what" is carried out.

What is the hedgehog doing? What does he do with apples?

The words are updated: “collects”, “rakes”, “heap”, “heap”. If necessary, these words are reproduced at the prompt of the initial syllable.

2nd picture

What did the hedgehog do? Where did the hedgehog go? (on a tree?);

Where are the apples? (under the tree);

Where is the hedgehog? (on the tree).

(Children practice inflection based on the words "tree" and "apple tree." To consolidate these word forms, choral pronunciation and pronunciation of the word along the chain are used.)

3rd picture

What did the hedgehog do? How did the hedgehog jump (fell)?

(Word forms are introduced - “on the back”, “back down”.)

Where did the hedgehog fall? (for apples).

4th picture

What is shown in this picture? Where did the hedgehog go?

(The words “pricked”, “strung” are introduced, which are practiced in a syllable-by-syllable, and then in a continuous pronunciation.)

Finally, there are some general questions:

"Why are the apples on the ground?" (Attention is focused on the word "ripe".)

What season is shown here? When do apples ripen? (at the end of summer, at the beginning of autumn). These phrases are fixed in detailed response phrases, for example:

Apples ripen at the end of summer.

When working with children of a stronger group, the content of the 1st, 2nd and 4th pictures is analyzed.

III. Placement of pictures by children in the desired sequence on typesetting

canvas. Drawing up a story in a chain (one fragment for each child).

Second lesson

One of the children places the pictures on the typesetting canvas in the desired sequence.

II. EXERCISE IN SUPPLEMENTATION AND PROPOSITIONS

a teacher, a word that is necessary in meaning (all children take part in turn).

Apples lie on ... under ... (grass, tree);

The hedgehog collected apples in ... (a bunch);

The hedgehog climbed onto ... (tree, apple tree);

The hedgehog jumped on ... (apples);

Apples pricked on ... (thorns, needles), etc.

III. Teaching children to compose a link to a story (beginning to

selected action).

a) recreating the initial situation based on the content of the pictures on the questions:

What is seen in the distance?

Where did the hedgehog live? (Who lived in this forest?)

What was next to the forest?

What did the hedgehog decide to do one day?

Along with short answers, detailed answers are required.

b) The teacher gives a sample of the beginning of the story.

In the text proposed by the teacher, individual words reproduced by the children themselves are omitted (given in brackets).

One day the hedgehog decided to go for a walk. He came out of ... (forest), ran across the path and saw a garden where large ... (apple trees) grew. The hedgehog ran to ... (garden) and saw that under the apple trees there were large ruddy ... (apples) on the ground. The hedgehog wanted to bring home ... (apples). But he did not know how to take the apples home. Hedgehog thought. Thought and thought and thought.

IV. C r a t i o n i n t i o n i n t o r t h e t h e r e s

Drawing up a story in a chain - according to the first picture fragments (depending on the composition of the subgroup).

Drawing up a story for the series as a whole by one child (tape recording is being made).

Drawing up variants of a story with a different plot of action, invented by children on pre-set, guiding questions.

Teacher: Now write your story. Tell me: where did the hedgehog live; where did the hedgehog go once; what he saw."

An example of a story based on a series of pictures (the story of Maxim B., 6.5 years old, III level of speech development)

“The hedgehog lived in a distant forest. One day he went for a walk. He walked and walked and entered the village. And there are apples ... lying ... on the ground. He wanted to ... take the apples to his house, to his mink. He collected apples in a pile ... but he doesn’t know how to take them. Thought and thought and thought. Climbed ... up a tree and jumped ... down with thorns. The apples are stuck on thorns. The hedgehog got up ... and went contented into the forest.

V. Exercises in the selection of words - definitions for this word. The characterization of the acting person is given (on questions):

What can you say about a hedgehog, what is it like?

A number of words-definitions are being updated. For example:

- The hedgehog guessed what he needed to do. So he is… what? - perceptive .

Now let's say it differently. The hedgehog thought and thought and figured out how he needed

act. So what is a hedgehog? - quick-witted .

- The hedgehog found a way out - " resourceful hedgehog”, etc.

Updated words are fixed by repeating them in a chain. Then to the question "What can be said about the hedgehog?" - one or two children repeat all these definitions.

III period of the second year of study

The purpose of the lessons: teaching children independent storytelling with elements of creativity.

Main goals:

1. Learning to write a continuation of an unfinished story without relying on

visual material.

2. Development of skills to navigate in the proposed text material,

rely on core, initial data and essential details when compiling your own story.

3. Formation of story planning skills (choosing a plot solution,

sequence of events, etc.).

4. The development of the creative abilities of children in the process of independent speech

activities.

5. Formation of grammatically correct phrasal speech.

The training takes place in two sessions. The text of the unfinished story by L.A. is used. Penevskaya (in an adapted version).

Story text

“Vasya lived in the village in the summer grandmothers. Near the village was big forest. Vasya was very fond of walking in the forest, collecting strawberry, listen to the singing birds. One day he went out early in the morning, went into the forest and went very far. The place was unfamiliar. Vasya realized that got lost. He sat down to rest large branched birch and thought. How to find the way home? To the right led a slightly noticeable path, but Vasya did not know where she was going. Started right up descent to the river. And to the left was dense forest. Where to go?"

First lesson

I. Organizational part. Explanation of the purpose of the lesson.

II. Reading the text. The text of the unfinished story was read twice.

Repeated reading is carried out using the method of supplementing individual sentences (or parts thereof) by children with words and phrases that are necessary in meaning (highlighted in the text).

III. C o n t e n t a n t o n c o n t e n t

r and with s kaz and on the questions of the teacher:

Where did Vasya live in the summer?

What was next to the village?

What did Vasya like to do?

What happened to him once? (What happened once?), etc.

IV. Reproduction of the lexical material of the text

story on questions:

What forest was next to the village? Near the village…

When did Vasya leave the house? He went out...

Under what birch did the boy sit down to rest? The boy sat down...etc.

If there are difficulties in compiling detailed answers, the beginning of the phrase is given by the teacher. Highlighted words are underlined intonation.

Second lesson

I. Organizational part. Children are given a setting for

inventing your own continuation of the story.

II. Re-reading the text of the unfinished story.

III. Compilation of stories in children.

The teacher offers the children several options for the plot solution for the end of the story:

Vasya meets people in the forest...

Climbs a tree and sees...

He walks down the path and finds...

He descends to the river and walks along the shore ...

On this basis, the children make up the continuation of the story. auxiliary questions are used. The stories are being recorded on tape.

IV. Analysis draws attention to

features of solving a creative task: situations invented by a child, a character introduced into action, etc. Language features of the compiled stories are noted: compliance with grammatical norms of speech, successful use of figurative expressiveness, etc.

V. After that, children can be offered to “fantasize” and

come up with your own options for the development of the plot of the story (in addition to those proposed by the teacher)

Similarly, classes can be held to teach storytelling on other textual and picture material. As the experience of our work shows, the outlined approach to the construction of classes gives good results in corrective work on the formation in children with OHP of the skills of compiling coherent detailed statements. A special place in the formation of coherent speech of preschool children is occupied by teaching creative storytelling.

At first, we included separate tasks of a creative nature accessible to children in classes for the development of coherent speech. This work was carried out jointly by a speech therapist and educators. Here is a sample list of such tasks.

Types of creative tasks included in training sessions

different types of storytelling

Purpose of the lesson	Types of occupations
Education retelling	Dramatization games on the plot of the work being retold (educator). Exercises in modeling the plot of the retold work (using picture panels, a visual diagram). Drawing on the theme (plot) of the retold work, followed by the compilation of stories based on the completed drawings (image of characters or individual episodes of the story (fairy tale) and their verbal description). Restoration of the "deformed" text with its subsequent retelling (educator): a) substitution of missing words (phrases) in the text; b) restoration of the desired sequence of sentences. Drawing up "creative retellings" - with the replacement of characters, places of action, changing the time of action, a presentation of the events of the story (fairy tale) from the 1st person, etc. Coming up with a short continuation to the retold text (continuation to a fairy tale, a finished story).
Learning stories- painting	Coming up with a name for a painting or a series of paintings, as well as various options for the name; inventing a name for each consecutive picture of the series (for each fragment-episode). Games-exercises to reproduce elements of the visual content of the picture (“who is the most attentive?”, “Who remembered better?”, etc.). Exercises in making sentences for a given word (word form) based on a picture. Acting out the actions of the characters in the picture (dramatization game using pantomime, etc.). Coming up with a continuation to the action depicted in the picture (series of pictures). Drawing up a link to the depicted action (based on the speech therapist's speech sample). Restoration of a missing link (any picture) when compiling a story based on a series of paintings. Game-exercise "Guess!" (on the questions and instructions of the teacher, the children restore the content of the fragment depicted in the picture, but not shown, covered by the screen).
Learning to describe objects	Game-exercise "Find out what it is!" (recognition of an object by its specified details, individual constituent elements). Drawing up a description of the subject according to your own drawing (educator). The use of game situations when compiling descriptive stories (“Shop”, “The dog is gone”, etc.) (conducted by the educator).

In order to form the skills of compiling an independent story with elements of creativity, the following types of work were used: compiling stories by analogy, inventing a continuation (ending) to an unfinished story, compiling a plot story based on a set of toys, writing a story using several key words, inventing a story on a given topic. At the same time, the following practical tasks were solved:

The development in children of the ability to navigate in the proposed text and

visual material (speech sample, text of the beginning of the story, reference pictures-illustrations) when compiling your own story;

Activation of existing knowledge and ideas about the environment;

Refinement and development of spatial and temporal representations;

Development of recreative and creative imagination;

Formation of skills of independent storytelling.

Special classes on teaching storytelling with elements of creativity were carried out mainly at the final stage of correctional work.

Here, the compilation of stories by analogy with the listened text (small volume) was carried out without preliminary retelling (taking into account the increased speech and cognitive capabilities of children). The structure of these classes included:

Double reading and analysis of the content of the text;

Specific instructions for children to write their own story

(change of season, place of action, etc.);

Children's stories followed by collective analysis and evaluation.

When teaching creative storytelling, we used the methods of compiling stories on sets of toys, on three key words with illustrations of the corresponding pictures (for example: “boy” - “rod” - “river”; “guys” - “forest” - “hedgehog”; “boys” - “lake” - “raft”).

The compilation of the story was preceded by the naming of the objects depicted in the pictures, and their brief description (description of appearance, details, etc.). Then the children were offered the theme of the story, which determined its possible event basis: “On a fishing trip”, “A chance in the forest”, “Adventure on the lake”, etc. To facilitate the completion of the task, a short plan of three or four questions was used, in which the children were involved (for example: “What did the boy take with him to go fishing?”, “Whom did he meet on the river?”, “What did the boy bring home?” Etc.). In case of difficulties, the speech therapist gave a sample of the beginning of the story.

For the formation of storytelling skills with elements of their own creativity, subject-practical classes were used - drawing, application, design.

Here are the stories of children with OHP, compiled according to the completed drawings and applications (the stories are given without reflecting the phonetic features of the children's speech).

Sonya P ., 6 years:“Here is drawn but ... a Christmas tree. It has different balls and stars on it. The guys lead a round dance ... around the Christmas tree. And this is Santa Claus ... He brought gifts to the children.

Nikita E., 6 years old: “This is my house ... The boy Andryusha lives in the house. There is a fence next to the house ... There is a kennel near the house. The dog Sharik lives in the kennel... Smoke comes out of the chimney. Mom is cooking dinner at home. Andryusha will eat cabbage rolls today.”

Seryozha P., 6 years old:"This is a car. The car is driving... down the road. And ahead of the traffic light. There is a red light on. And the car stopped. Then a yellow light came on, and then a green one. And the car drove on… to the garage.”

Learning to compose a story on a topic without the use of verbal and visual supports was carried out at the final stage of work.

2.3. Results of experimental work

Summing up the experimental work at the end of the academic year, we noted that using a systematic approach to teaching, special planning of the section of work on the development of coherent speech, the use of visualization, various complementary techniques, types and forms of learning, taking into account the characteristics of the speech and cognitive development of children with OHP, we got a good result.

As the experience of our work has shown, the introduction of various tasks of a creative nature into the teaching of storytelling significantly contributes to the development of coherent speech and creative abilities of children. During the control examination of children with OHP, the following picture was observed.

All children of the experimental group coped with the 7 tasks that were offered to them at the beginning of the year. Agrammatisms were very rare in the speech of children. There were errors in the construction of sentences (in 3 children) and in the use of verbal word forms (in one child).

For comparison, we give the story of Dasha T. to the seventh task.

By the end of the year, Dasha T. formed a clear speech, without grammatical errors, the story was composed sequentially, the time, place and nature of the action were conveyed.

The work on the formation of a detailed independent descriptive-narrative speech in children enriched the lexical side of the child's speech, clarified the use of grammatical categories and forms, and spread the everyday phrase

Distribution of agrammatisms in the speech of children when performing various types of tasks (in % of the total number of agrammatisms)

	Mistakes on the upot- recovery suggest-	Mistakes on the image ovation suggest- zhno-pa- reliable const- instructions	Mistakes on the upot- recovery registered word- forms	Mistakes on the upot- recovery verb- layers voform	Passes banners- telny forms	Mistakes in the building pre- provisions	Distortion structures words	Other agram- tisms
Compilation of the kaza according to the series syu- fancy pictures	13,6	3,4	12,2	26,5	4,1	25,2	15,0
Story on the question myself on the topic of personal experience	29,3	5,8	15,7	15,2	1,5	21,5	11,0
The end of the kaza for this beginning	13,4	4,12	1,0	22,8	13,24	35,1	4,12	5,22

Table of examination of children with ONR.

Task type	Completion of the task by the main group	Control group
On one's own	With a small	With active assistance immentator	Not done	On one's own	With a small
Drawing up a proposal ny on pictures, izob- striking simple actions.	6	11	3	-	10+	-
Drawing up a proposal Nia by 3 pictures (girl, basket, forest).	3	8	7	2	10+	-
Retelling of the fairy tale "Turnip"	2	9	8	1	10+	-
Making up a story on a series of plot pictures "Bear and	-	11	8	1	10+	-
Writing a story for topic "In our area"	6	10	4	-	10+	-
Writing a story about some case with girl in the forest (with swarm for 3 pictures and	6	6	8	-	10+	-
Completion of the story ready to start with swarm on the picture	-	4	7	6	8+	2

Correctional education classes are focused on the needs and abilities of children, taking into account their physical and psychological health. In these classes, it is especially important to choose methods of work at each stage. For students, the lack of formation of the level of mental development necessary for a given age is characteristic - this leads to the fact that the ZUN determined by the school program cannot be properly assimilated. Therefore, I think over tasks based on several analyzers (visual, auditory, motor), i.e. not only heard, but also seen and recorded. For this purpose, I use the method of stage-by-stage perception of ready-made samples of mental activity.

Since the children of these classes, to varying degrees, have problems and disorders of perception, memory, logic - i.e. higher mental functions, then visualization plays a particularly important role in explaining new material, reference tables, cheat sheets that students should have on their desks.

It is important to consider independent work. Independent work cannot be given in the same form as they are given in ordinary classes. I compose tasks, such as: add, finish, finish the record. For a better perception of the material, it is important to set practical tasks that show a connection with life.

I also take into account the medical aspects. When teaching children in KRO classes, for example, even such a nuance as the use of a blackboard by a teacher is of great importance, since it is associated with the work of the cerebral hemispheres of students and is determined by the characteristics of the children's psyche.

While working in the classroom, the work of those centers of the brain that are blocked, i.e. do not act, take over the cells of the nervous system. And since there is a big load on the nervous system, children need frequent changes in activities in the classroom.

I think over different forms of work at different stages of the lesson, suggesting the possibility of movement of children (physical education). Among other things, it is necessary to take care of creating a calm and friendly climate - all this contributes to the revitalization of students' activities, as a result of which the motivation for learning increases.

Teaching in formation on the basic didactic principles:

a) systematic;

b) sequence;

c) perspective;

d) succession;

e) taking into account the individual abilities and physical condition of the child.

When teaching, it is necessary to take into account that the thinking of such children is specific. Although the elements of abstract thinking are characteristic of all children, these children have limited opportunities in this area, so the main task of teaching a language is the development of speech.

For the development of speech, I use a living pronunciation of the word: the pronunciation unit is a syllable, this allows you to write and pronounce words correctly. I pay attention to orthoepic exercises, do not disregard the shortcomings of pronunciation, pay attention to the sound form of the word.

I consider a copybook to be a good find in the formation of a competent letter. Children from any text rewrite sentences. Visual memory, attentiveness are developed, the skill of competent writing, spelling vigilance is developed.

At each lesson I pay attention to vocabulary work, often I spend control cheating, various types of mini-dictations, writing from memory.