Speech therapy support program. General requirements for organizing classes

Explanatory note

The work program on speech therapy for the primary level of a comprehensive school was developed on the basis of the Federal State Educational Standard for Primary General Education of Students with Disabilities, the Concept of Spiritual and Moral Development and Personality Education of a Russian Citizen, the planned results of primary general education, the AOOP education of students with mental retardation, recommendations set out in the book by E.N. Efimenkova, G.G. Misarenko “Organization and methods correctional work speech therapist at the school speech therapy center", instructional letter of the Ministry of Education of Russia dated December 14, 2000 No. 2 "On organizing the work of a speech therapy center in a general education institution", instructional and methodological letter "On the work of a speech therapist teacher at secondary school"edited by A.V. Yastrebova, T.B. Bessonova (Moscow, 1996), in accordance with the requirements of the Law “On Education”, the Federal State Educational Standard for Primary General Education.

Speech disorders in mental retardation (MDD) are caused primarily by insufficient inter-analyzer interaction, and not by local damage to the speech analyzer.

Characteristic signs of ZPR:

• limited, age-inappropriate stock of knowledge and ideas about the environment,
• low level of cognitive activity,
• insufficient regulation of voluntary activity and behavior,
• lower ability, compared to normally developing children of the same age, to receive and process information.

Children with mental retardation have insufficiently formed functions voluntary attention, memory and other higher mental functions. In some children with mental retardation, intellectual disability predominates, while others have emotional and volitional disorders.

Mental retardation always leads to various disorders speech activity.

With DPR, there is a later development of phrasal speech. Children find it difficult to reproduce lexical and grammatical structures. By using linguistic means children cannot express cause-and-effect, temporal and other relationships. The vocabulary of preschoolers and schoolchildren with mental retardation is characterized by poverty and undifferentiation: children do not sufficiently understand and inaccurately use words that are similar in meaning. Limited vocabulary is determined by insufficient knowledge and ideas about the world around us, and low cognitive activity.

The proposed program is aimed for the correction of impaired and insufficient developed functions necessary for the successful mastery of oral and written speech by students, filling the gaps in preparing children with mental retardation for school education.

Purpose of the program :

correction of oral speech defects and the formation of a functional basis for writing and reading skills, facilitating successful adaptation in educational activities and further socialization of speech-language pathologist children with mental retardation.

Program objectives:

• improve sound pronunciation,
• form phonemic processes of analysis and synthesis,
• intensify lexicon,
• form the grammatical structure of speech,
• develop coherent speech,
• develop fine motor skills,
• develop in children the skill of productive learning activities,
• to prevent writing and reading disorders, the likelihood of which is especially high in children of this category,
• develop mental activity, memory, attention of students.

Such a volume of work can be carried out only under the condition of qualified, comprehensive and systematic special training for pupils.

The correctional and developmental material of the program is designed for 102 group lessons, which are held 3 times a week for 35-40 minutes.

General requirements to organizing classes:

• the focus of correctional classes on filling the gaps of previous development, creating readiness to master educational material;
• active nature of the lesson;
• widespread use of a variety of visual supports and gaming techniques;
• A mandatory element of each lesson is at least two dynamic correction pauses (articulation gymnastics, breathing exercises; preventive gymnastics to increase visual acuity; self-massage of fingers and hands; finger gymnastics.

Generalized structure of a group speech therapy session:

• motivational setting,
• sound pronunciation correction,
• development of phonemic analysis and synthesis,
• lexico-grammatical exercises,
• development of coherent speech,
• non-speech processes,
• development fine motor skills,
• reflective analysis.

Features of organizing work to correct sound pronunciation

Individual correctional work on establishing correct sound pronunciation goes through the main stages of training: preparatory (practice of preserved sounds, vowel sounds, complex articulatory gymnastics) - production of sounds (from easier to more complex) - automation and differentiation as sounds are staged (isolated, in syllables, words, sentences, phrases).

Speech correction should be carried out in parallel with psychologist classes, during which purposeful work is carried out to correct mental processes: attention, memory, thinking, imagination, perception.

Personal results of a child with mental retardation as a result of the implementation of a correctional work program:

• the ability to organize one’s own life activities to achieve a state of individual well-being, taking into account the capabilities of one’s health;
• active involvement in communication and interaction with peers;
• manifestation of positive personality traits in various situations in the process of interaction with peers and adults;
• acceptance and mastery of the social role of the student, development of motives for educational activities
• development of cooperation skills with adults and peers in different social situations, the ability not to create conflicts and find ways out of controversial situations;

Meta-subject results of a child with mental retardation as a result of the implementation of a correctional work program:

• analysis and Objective assessment results of own activities;
• managing your emotional state when communicating with peers and adults.
• the use of sign-symbolic means of presenting information to create models of the objects being studied;
• willingness to listen to the interlocutor and engage in dialogue;

Subject results of mastering the content of the program for overcoming general speech underdevelopment

the child’s learning ability increases, attention and perception improve;

the child acquires active phrasal speech skills (learns to see, hear, reason);

the child’s interest in the process of reading and writing increases, emotional stress and anxiety are relieved when performing reading and writing exercises;

The child develops the ability to transfer acquired skills to unfamiliar material.

The child develops the following skills:

Form new words in a suffixal, prefixal way, by merging two words, change words by cases, by numbers, coordinate nouns and numerals, nouns and adjectives, nouns and pronouns;

Use simple common sentences and some types of complex syntactic structures in speech;

Enter into communication with peers and adults, compose short stories based on a picture, a series of pictures, descriptive stories, retell a short text, use words of different lexical groups (nouns, adjectives, verbs, adverbs) in your speech.

Qualitative performance indicator correctional work is: automation of speech sounds, positive dynamics in the formation of oral and written speech; increased motivation; awakening interest in the process of reading and writing; relieving emotional tension and anxiety when performing educational activities.

The program includes four blocks: diagnostics; formation of non-speech mental school-significant functions; development of speech skills and functions necessary for mastering literacy; sound pronunciation correction.

Correctional work in blocks 2, 3 and 4 is interconnected and is carried out throughout the entire course of study in the first grade. Based on the fact that when recruiting groups of children, homogeneity is taken into account speech disorders, the number of hours for mastering the correctional material of each block can vary and be of a directed nature for a given group.

The speech therapist selects the necessary topics for study from each block and draws up his planning based on the Program

Diagnostics are carried out 2 times a year. Introductory diagnostics are carried out from September 1 to 15, final diagnostics are carried out from May 15 to 30.

1 block. Diagnostics (introductory and final)

The purpose of the diagnosis: identifying the level of speech development, the nature and etiology of the identified disorders, tracking the dynamics in the child’s speech over the entire period of education. A correctly conducted examination allows you to: give a complete and accurate conclusion about the state of children’s speech; establish the severity of the violation; approach the analysis of violations systematically; identify the underlying cause of the speech defect, or its secondary nature; identify relatively intact functions and processes; choose effective ways, as well as means of correctional and developmental work.

The main task of the speech therapist during the examination is to correctly assess all manifestations speech impairment each pupil, taking into account age characteristics. The examination of speech development includes diagnostics of oral speech, which is carried out by a speech therapist individually with each student, and written speech (final diagnostics), diagnostics of which is carried out in frontal classes.

Speech therapy examination of oral speech is carried out individually and includes:

Obstetric history and history of child development (motor, speech, mental): pre-speech vocalizations (booing, humming); the appearance and nature of babbling speech, the first words, phrases; quality of the first words, phrases (presence of violations of the syllable structure, agrammatism, incorrect sound pronunciation).

Study of thinking (layout of a series of plot pictures, identification of cause-and-effect relationships, determination of the level of semantic integrity of the story).

Studying impressive speech: understanding connected speech, understanding sentences, understanding various grammatical forms (prepositional-case constructions, differentiation of singular and plural nouns, verbs, differentiation of verbs with various prefixes, etc.), understanding words (opposite in meaning, close by value).

Phonemic analysis: isolating a sound against the background of a word, isolating a sound from a word, determining the place of a sound in a word in relation to other sounds, determining the number of sounds in a word, differentiating sounds by opposition (voiced-dull, soft-hard, whistling-hissing, etc.). P.).

Structure and mobility of the articulatory apparatus, oral praxis. The parameters of movements are noted: tone, activity, volume of movement, accuracy of execution, duration, replacement of one movement with another, additional and unnecessary movements (syncenesis).

State of sound pronunciation: isolated version, in syllables (open, closed, with a combination of consonants, in words, in speech, pronunciation of words of different syllabic structures. There is a reduction in the number of syllables, simplification of syllables, assimilation of syllables, rearrangement of syllables.

Vocabulary composition of the language: the child’s independent addition of thematic range, antonyms, identification of common categorical names. Compliance of the dictionary with the age norm, the presence of verbs, adverbs, adjectives, pronouns, nouns in the dictionary, the accuracy of the use of words.

The grammatical structure of speech: the nature of the sentences used (single-word, two-word and more), the nature of the use of prepositional-case constructions, the state of the inflection function, the transformation of the singular nouns into the plural in the nominative case, the formation of the genitive case form of nouns in the singular and plural, agreement with numerals , the state of the word formation function, the formation of nouns using diminutive suffixes, the formation of adjectives (relative, qualitative, possessive), the formation of names of baby animals, the formation of verbs using prefixes.

The state of coherent speech (composing a story based on a series of plot pictures, etc.): logical sequence in the presentation of events, the nature of agrammatism, features of the dictionary are clarified.

Dynamic characteristics of speech (tempo, intonation expressiveness; the presence of scanned speech; hesitation, stumbling, stuttering) and voice characteristics (loud, quiet, weak, hoarse, hoarse).

Final diagnostics is aimed at identifying the dynamics of the development of oral speech, the peculiarities of the formation of written speech based on the material of students’ written works.

When examining the written speech of primary schoolchildren, which is carried out frontally at the end of the year, it is necessary to identify: the correct sound-letter relationship; designation of softness of consonants; sequence of letters in a word; mixing, rearrangement, replacement of letters (and their elements), syllables according to optical, articulatory-acoustic characteristics, features of sound analysis and synthesis; features of auditory-verbal memory, using different types of written activities (copying, dictation, independent writing).

Learning reading skills: the ability to correctly show printed and capital letters; ability to name letters correctly; the ability to read syllables, words, sentences, text and the nature of errors made (substitutions, distortions, omissions, rearrangements of letters, semantic substitutions); the nature of reading (letter-by-letter, syllable-by-syllable or continuous, expressive); reading comprehension; the child’s attitude towards reading (likes or does not like to read independently)

The results of the examination are recorded in a speech card, which is compiled for each child examined.

2 block. Formation of non-speech mental school-significant functions.

Development and refinement of spatial concepts . Differentiation of the right and left parts of the body (arms, legs, eyes, ears). Orientation in the surrounding space. It is taken into account that orientation in horizontal directions (“back - front”, “forward - back”) suffers more than in vertical directions (“top - bottom”, “top - bottom”, “above - below”). Determination of spatial relationships between elements of graphic images and letters. At this stage, visual perception of the spatial arrangement of objects and their components develops.

Development and refinement of temporal representations. Clarification of concepts about basic units of time (parts of the day, seasons, months, year); observation and determination of the sequence and patterns of any actions and events (“after”, “before”, “now”, “later”, etc.).
Formation and clarification of concepts about the periods of human age (infancy, childhood, adolescence, youth, maturity, old age), about relationships and roles in the family (son, daughter, father, mother, grandmother, grandfather, etc.). Correction and improvement visual-figurative thinking. Development of general and fine motor skills (use of physical exercises and dynamic pauses, self-massage of the hands, finger gymnastics).

Correction and improvement phonemic processes. Isolation and naming of non-speech sounds. Discrimination of voices by pitch, strength and timbre. Reproducing a rhythmic pattern by clapping, tapping or sketching.

Formation of clear phonemic representations.

Memorizing and reproducing a number of sounds, syllables, words, gradually increasing the number of elements (from two or three to six or seven). Finding an “extra” in a verbal or syllabic sequence that differs in one sound. Selection of words that sound similar.

Improving and developing skills in phonemic analysis and synthesis.

Isolating a given sound against the background of a word (initially, vowel sounds in a strong position are highlighted, later consonants are highlighted - plosives at the end, and fricatives - at the beginning of the word). Determining the common sound in words. Independently inventing words with a certain sound. Determining the place of a given sound in a word (beginning, middle, end of the word). Determining and naming the sequence of sounds in a word, their quantity, the place of each sound in relation to others (before which sound, after which sound is the given sound). Transform words by adding, changing or rearranging a single sound. Establishing a relationship between the sound and symbolic composition of a word (correlation between a word and an image, a diagram; inscribing given letters into a diagram, defining a word by individual letters, etc.)

3 block. Development of speech skills and functions necessary for mastering literacy.

Development of coherent speech Students are provided with an end-to-end type of speech tasks, included in almost every lesson in the form of game techniques.

Objectives: to develop the ability to make sentences based on pictures, series of pictures; distribute and shorten sentences; compose short stories (based on pictures and questions) from 2-4 simple sentences; finish the sentence started by the speech therapist with one or two words.

In the process of work, the student must learn to listen and understand questions, ask questions himself, correctly, accurately, in accordance with the content of the question, express his thoughts in answers to them.

Improving the melodic-intonation aspect of speech carried out by reproducing pure sayings, sentences, short poems with different volumes, at different tempos; changing the tone of voice, conveying a personal attitude (joy, indifference, grief) to certain phenomena of the surrounding world.

In the classroom, it is necessary to work to fill gaps in development of vocabulary and grammatical structure of speech .

Objectives: to clarify the meaning of the words children have, to enrich the vocabulary both by accumulating new words related to different parts of speech, and by developing in children the ability to actively use various methods of word formation; work on understanding and correct use of prepositional case constructions.

Correctional work at the lexical level is aimed at the quantitative and qualitative expansion and activation of the dictionary, the development of syllabic and morphemic analysis and synthesis of words, the development of inflection and word formation functions.

Tasks aimed at developing speech should be organically included in the main content of the lesson.

4 block. Correction of sound pronunciation.

The main stage of work consists of four stages.
1. Preparatory .

Goal: preparing speech-auditory and speech-motor analyzers for correct perception and reproduction of sound.

Directions of work: formation of precise movements of the organs of the articulatory apparatus; preparation of the articulatory base for the assimilation of missing and/or distorted sounds, formation of a directed air stream; development of fine motor skills of the hands; phonemic hearing; practicing reference sounds similar to those with impaired articulation; clarification of vowel sounds and preserved consonants.

2. Staging missing and/or distorted sounds .

Goal: Get the isolated sound to sound right.

Here, children’s knowledge formed at the preparatory stage is widely used: about the structure of the articulatory apparatus, about the general and differential features of phonemes, reproducing the correct articulation of sound, etc. The ability to reproduce the positions of the organs of the articulatory apparatus makes it possible to more effectively master the correct articulation of sound (based on both kinesthetic and and auditory sensations, as well as with the involvement of the visual analyzer and tactile-vibration sensitivity). In other words, the use of verbal instructions, kinesthetic and auditory control take on leading importance when clarifying articulation or correcting sound pronunciation.

3. Automation of delivered sounds.

Goal: Achieve correct pronunciation sound in phrasal speech.

4. Differentiation of delivered sounds .

Here the work is based on the material learned. Sounds are differentiated, both by articulatory and acoustic characteristics: the differentiated pair is identified and the supporting features are specified when pronouncing syllables, words, and phrases with it.

Literature:

1.Efimenkova L.N.. Correction of oral and written speech of primary school students - M.: “Prosveshchenie”, 1989.

2. Lalaeva R.I. “Speech therapy work in correctional classes” – M., 1999.

3. Lopukhina I. Speech therapy. 550 entertaining exercises for speech development - M.: “Aquarium”, 1995.

4. Pozhilenko E. A. “The magical world of sounds and words.” –M., 2001.

5. Repina Z.A., V. I.Buiko. Speech therapy lessons. - Ekaterinburg, “Litur”, 1999.

6. Sadovnikova I. N. “Violations of written speech and their overcoming in younger schoolchildren.” –M., 1997.

7. Filicheva T. B., Cheveleva N. A., Chirkina G. V. “Speech impairment in children” – M., 1993.

8. Fomicheva M.F.. Raising children's correct pronunciation.-

M.: “Enlightenment”, 1988.

9. Yastrebova A.V. “Overcoming general speech underdevelopment” - M., 2000.

CALENDAR -

1 class

Calendar - thematic planning of speech therapy sessions

2nd grade

CALENDAR - Thematic planning of speech therapy classes

3rd grade

CALENDAR - Thematic planning of speech therapy classes

4th grade

The manual presents the program speech therapy work with younger schoolchildren with mental retardation. The following notes illustrate the content of speech therapy classes when studying individual topics. To control the assimilation of some topics, test materials (tests) are presented.
Recommended for speech therapists in secondary schools.

Sound pronunciation and phonemic perception.
Not all children with mental retardation have problems with the pronunciation of sounds; the number of children with sound pronunciation disorders is approximately the same as in the population. The most common are distortion of sonorant sounds (more than two-thirds of all sound disorders), sigmatism, and interdental pronunciation of sounds [s], [z], [ts].

Some younger schoolchildren may retain manifestations of infantile speech, such as mild physiological tongue-tiedness, and experience difficulties in pronouncing words that are more complex in their sound-syllable structure. The instability of these disorders and their close dependence in case of fatigue are typical.

Content
Introduction
Speech therapy program for students in grades 1-4 with mental retardation
Characteristics of oral and written speech of primary schoolchildren with mental retardation
Approximate content of educational material
First grade
Second class
Third class
Fourth grade
Sample lesson notes
First grade
Theme “Birds. Sounds [g-g’]. Letters G, g"
Topic: “Pets. Sounds [k-k’]. Letters K, k"
Topic "Sounds (k-k'], [g-g']. Isolation of sounds [g-k] in syllables and words"
Topic “Sounds [k-k’], [g-g’]. Isolation of sounds [g-k] in sentences"
Second class
Topic: “Differentiation of letters P-T. p-t in syllables and words"
Topic: “Differentiation of letters P-T. p-t in the text"
Third class
Topic “Sounds [ch-ts] and letters ch, ts”
Topic “Sounds [s-sh] and letters s. w"
Fourth grade
Topic “Management. Inflection of nouns. Words that answer the questions: to whom? what? (dative). Professions"
Topic: “Words that answer the questions: by whom? how? (instrumental case)
Topic: “Agreeing adjectives with nouns by case”
Test materials (tests)
Second class
Topic: “Sonorant sounds [р], [р]. [l], [l], [th]"
Third class
Topic “Hard and soft consonants”
Fourth grade
Topic “Word Composition”
Topic “Inflection of adjectives”
Topic “Inflection of verbs”
Topic “Inflection of nouns”
List of used and recommended literature.

Download the e-book for free in a convenient format, watch and read:
Download the book Speech therapy work with primary schoolchildren with mental retardation, Korzhaeva E.E., 2011 - fileskachat.com, fast and free download.

• Content and organization of speech therapy work of a speech therapist at a general education institution, Bessonova T.P., 2010
• School logo center, Organization and content of work, Bachina O.V., Vilocheva M.P., 2009
• Sounds “S”, “Z”, “C”, I distinguish you, Board speech therapy games-activities for children 5-7 years old, Ilyakova N.E., 2009
• Speech therapy classes on the development of coherent speech of primary schoolchildren, Written coherent speech, Part 3, Andreeva N.G., 2010

The following textbooks and books.

Timely organization of corrective action is the main factor determining social adaptation and rehabilitation of a problem child.

Children with mental retardation are a large category, heterogeneous in composition. In the structure of deviant development, both signs of an organic disorder of the central nervous system and signs of its functional immaturity are noted. The variability of deviations in the development of pupils has a wide range: from a state borderline to mental retardation- to “pedagogical neglect” or mild manifestations social maladjustment. Children with mental retardation are one of the most problematic and numerous groups. In this regard, the problem of preparing this category of children for school and choosing adequate training and education programs has become one of the most pressing.

This work program is designed to work with older and preparatory children. preschool age groups with mental retardation in preschool institutions.

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MUNICIPAL PRESCHOOL EDUCATIONAL INSTITUTION

COMPENSATING KINDERGARTEN No. 126

Accepted I approve:

on pedagogical council Head of Children's Preschool Educational Institution "Kindergarten"

Compensating type No. 126"

No. ____ dated __________20____ ______________E.V. Kobzarenko

"___"______________2013

WORKING PROGRAMM

Speech therapist teacher

“Program of correctional and developmental work

in a kindergarten group

for children with mental retardation."

The program is intended for children from 5 to 6 years old.

The duration of the program is 1 year.

Compiled by:

Garkovenko A.G. - teacher speech therapist

Saratov 2013

I. Explanatory note. (Introduction, age characteristics of children with mental retardation;

Health-saving technologies used in educational

Educational process; motor mode; regime organization

Children's stay in educational institution)………………………3 – 13

II. List of main types of organized educational activities.

(Curriculum; grid of direct educational activities)……..

……………………………………………………………………………….13 – 16

III. The content of psychological and pedagogical work on educational

Regions ( Educational area: Communication. Speech development

(phonemic) perception; Educational field: Cognition.

Familiarization with the surrounding world)…………………………………..16 – 20

IV. System for monitoring children's achievement of planned results

Mastering the work program of a speech therapist teacher in a group of children with mental retardation

(Integrative qualities; monitoring system)……………………… 20 – 22

V. Long-term plan for interaction with parents (Main

Forms of interaction with parents or persons replacing them;

Long-term plan for working with parents)……………………………22 – 23

VI. The interaction of the speech therapist with the participants is corrective -

Pedagogical process (Main tasks of correctional and developmental

Activities; Connection with other educational areas) ……...23 – 27

Conclusion…………………………………………………………………………………...28

VII. References…………………………………………………………….………..28 – 29

APPLICATION

I. Explanatory note

Introduction

Timely organization of corrective action is the main factor determining social adaptation and rehabilitation of a problem child.

Children with mental retardation are a large category, heterogeneous in composition. In the structure of deviant development, both signs of an organic disorder of the central nervous system and signs of its functional immaturity are noted. The variability of deviations in the development of pupils has a wide range: from a state bordering on mental retardation to “pedagogical neglect” or mild manifestations of social maladaptation. Children with mental retardation are one of the most problematic and numerous groups. In this regard, the problem of preparing this category of children for school and choosing adequate training and education programs has become one of the most pressing.

This work program is intended for working with children of senior and preparatory preschool age groups with mental retardation in preschool institutions.

In recent years, the number of children in whom deficiencies in psychomotor and speech development are identified already in the early stages of ontogenesis, which is most often caused by early organic damage to the central nervous system or its functional immaturity.
In accordance with established modern correctional pedagogy regulations on the need for early detection and overcoming developmental deviations, children with symptoms of mental retardation are sent to correctional groups starting from the age of five. Thus, when drawing up the work program, this category of children was taken into account.

This program represents a correctional and developmental system that ensures the creation of optimal conditions for the development of the emotional-volitional, cognitive, motor spheres, the development of positive personality traits of each child, and his improvement.

Corrective pedagogical influence is aimed at overcoming and preventing secondary developmental disorders, as well as at developing a certain range of knowledge and skills necessary for successfully preparing children for studying in a comprehensive school.

This is achieved through modification of general developmental programs and the entire complex of correctional and developmental work, taking into account the characteristics of the psychophysical development of children of this population, as well as the implementation of general educational tasks of preschool education with the inclusion of synchronous alignment of the mental and speech development of children.

Planning this work programcompiled on the basis: “Programs of education and training in kindergarten” / Ed. M.A. Vasilyeva, V.V. Gerbova, T.S. Komarova, the educational program of the MDOU - in accordance with the Federal state requirements for the structure of the basic general educational program of preschool education for children of senior and preparatory preschool age, “Preparation for school of children with mental retardation” Shevchenko S.G. (M., 2005).

In addition, educational activities are regulated by regulatory documents:

1. “Preschool education in Russia in documents and materials.” Collection of current regulatory documents and software and methodological materials.Ministry of Education of the Russian Federation, Moscow, 2001.
2. Letter of the Ministry of Education of Russia dated January 22, 1998 No. 20-58-07 in/20-4 “On speech therapists and educational psychologists” (on the length of the speech therapist’s working day) p. 137 – 140.
3. Federal Law “On Education” of December 29, 2012 N2 273-ФЗ
4. Convention on the Rights of the Child of November 20, 1989
5. Federal Law “On Basic Guarantees of the Rights of the Child in the Russian Federation” No. 124-FZ of July 24, 1998.
6. Model regulations on a preschool educational institution. Decree of the Government of the Russian Federation No. 666 of September 12, 2008.

7. Charter of the MDOU dated

1. License series A No. 235778 date of issue March 18, 2010.
2. Letter from the Ministry of Education of the Russian Federation dated March 27, 2000. No. 27/901-6 “On the psychological, medical and pedagogical consultation.”

Main purpose of the work program– formation in children of knowledge about the world around them, the formation of elementary mathematical concepts, the development of interest in fiction and the comprehensive development of mental processes.

Program of correctional and developmental workin the group of children with mental retardation consists of three sections:

1. Familiarization with the outside world and speech development.
2. Formation of elementary mathematical concepts.
3. Familiarization with fiction.

4. Development of phonemic awareness

IN In the process of correctional and developmental education of children with mental retardation, the following tasks are solved::

1. Carrying out early diagnosis, identifying ways to prevent and coordinate mental disorders.
2. Selection, systematization and improvement of techniques and methods of work of a defectologist in accordance with the program content.
3. Comprehensive development of all mental processes, taking into account the capabilities, needs and interests of preschool children.

The goal is achieved through various types of activities:

1. Educational activities carried out in the process of organizing various types of children's activities (play, communication, work, cognitive-research, productive, musical and artistic, reading).
2. Educational activities carried out during regime moments.
3. Independent activity of children.
4. Interaction with children's families to implement the work program.

Thus, the solution to program problems is carried out in the joint activity of adults and children and the independent activity of children, not only within the framework of direct educational activities, but also during routine moments in accordance with the specifics of preschool education.

The program is based on the leading methodological principles of modern pedagogy and psychology:

1. The principle of unity of diagnosis and correction - determination of correction methods taking into account diagnostic data.

2. Unconditional acceptance of the child with all his individual character traits and personality traits.

3. The principle of compensation is reliance on intact, more developed mental processes.

4. The principle of systematicity and consistency in the presentation of material - reliance on different levels of organization of mental processes.

5. Compliance with the necessary conditions for the development of the child’s personality: creating a comfortable situation, maintaining a positive emotional background.

The implementation of these principles allows us to determine the main ways to solve problems when working with children, to plan and forecast activities.

Implementation period This program lasts for one year.

1.1 Age characteristics of children with mental retardation

Considering the psychological characteristics of older preschool children with mental retardation, first of all it should be noted that these are children with unrealized age-related potential (U.V. Ulienkova (1984)). All the main mental neoplasms of their age are formed with a delay and have a qualitative originality.
At preschool age, children with mental retardation show a lag in the development of general and, especially, fine motor skills. The technique of movements and motor qualities (speed, dexterity, strength, accuracy, coordination) are mainly affected, and psychomotor shortcomings are revealed. Self-service skills and technical skills in artistic activities, modeling, appliqué, and design are poorly developed. Many children do not know how to hold a pencil or brush correctly, do not regulate the pressure, and have difficulty using scissors. There are no gross movement disorders in children with mental retardation, but the level of physical and motor development is lower than that of normally developing peers, and the formation of graphomotor skills is difficult.
Such children are characterized by absent-mindedness and are unable to maintain sufficient attention. long time, quickly switch it when changing activities. They are characterized by increased distractibility, especially to verbal stimuli. Activities are not focused enough, children often act impulsively, are easily distracted, quickly get tired, and become exhausted. Manifestations of inertia may also be observed - in this case, the child has difficulty switching from one task to another. They also have an insufficiently developed ability to voluntarily regulate activity and behavior, which makes it difficult to complete educational-type tasks.
Sensory development is also qualitatively unique. In children with mental retardation, vision and hearing are physiologically intact, but the process of perception is somewhat difficult - its pace is reduced, its volume is narrowed, and the accuracy of perception (visual, auditory, tactile-motor) is insufficient. Indicative research activities aimed at studying the properties and qualities of objects are hampered. A greater number of practical tests and fittings are required when solving visual and practical problems; children find it difficult to examine the subject. The main problem is that their sensory experience is not generalized for a long time and is not consolidated in words; errors are noted when naming features of color, shape, and size. Thus, reference views are not generated in a timely manner. A child, naming primary colors, finds it difficult to name intermediate color shades, does not use words denoting quantities ("long - short", "wide - narrow", "high - low", etc.), but uses the words "big - small". Disadvantages of sensory development and speech affect the formation of the sphere of images and representations. Due to the weakness of analyzing perception, the child finds it difficult to identify the main components of an object and determine their spatial relative position. We can talk about the slow pace of formation of the ability to perceive a holistic image of an object. This is also influenced by the insufficiency of tactile-motor perception, which is expressed in insufficient differentiation of kinesthetic and tactile sensations(temperature, material texture, surface properties, shape, size), i.e. when a child has difficulty recognizing objects by touch.

In children with mental retardation, the process of formation of interanalyzer connections, which underlie complex species activities. There are deficiencies in visual-motor and auditory-visual-motor coordination. In the future, these shortcomings will also hinder the mastery of reading and writing. The insufficiency of inter-analyzer interaction is manifested in an undeveloped sense of rhythm and difficulties in the formation of spatial orientations.

The memory of children with mental retardation is characterized by qualitative originality. First of all, children have limited memory capacity and reduced memorization strength. Characterized by inaccurate reproduction and rapid loss of information. In the nai to a greater extent verbal memory suffers. The severity of this defect depends on the origin of the ZPR. With the right approach to learning, children are capable of mastering some mnemonic techniques and mastering logical methods of memorization.

Significant originality is noted in the development of mental activity. The lag is already noted at the level of visual forms of thinking; difficulties arise in the formation of the sphere of images and representations. The imitative nature of the activities of children with mental retardation is noted; the ability to creatively create new images is not fully developed; the process of formation is slowed down. mental operations. By older preschool age, children with mental retardation have not yet developed an age-appropriate level of verbal and logical thinking - children do not identify significant features when generalizing, but generalize either according to situational or functional characteristics. For example, answering the question: “What can you call a sofa, wardrobe, bed, chair in one word?”, a child can answer: “We have this at home,” “This is all in the room,” “This is all what a person needs". They find it difficult to compare objects, comparing them according to random characteristics; at the same time, they even find it difficult to identify signs of difference. For example, answering the question: “What are the differences between people and animals?”, the child says: “People have slippers, but animals do not." However, preschoolers with mental retardation, after receiving help, perform the proposed tasks at a higher level, close to the norm.
Consideration of the characteristics of the speech development of children with mental retardation deserves special attention. Many of them have defects in sound pronunciation and phonemic perception.
Speech disorders in mental retardation are systemic in nature and are part of the structure of the defect.
At the level of impressive speech, difficulties are noted in understanding complex, multi-step instructions, logical and grammatical constructions such as “Kolya is older than Misha”, “Birch grows at the edge of the field”. Children poorly understand the content of a story with a hidden meaning, the process of decoding texts is difficult, that is, the process of perceiving and comprehending their content is difficult.
Children in this group have a limited vocabulary. Adjectives and adverbs are rarely found in their speech, and their verb vocabulary is narrowed. Word formation processes are hampered; later than normal, a period of children's word creation occurs, which lasts until 7-8 years.
The grammatical structure of speech also differs in a number of features. Children practically do not use a number of grammatical categories in speech, however, if we compare the number of errors in the use of grammatical forms of words and in the use of grammatical constructions, then errors of the second type clearly predominate. It is difficult for a child to translate a thought into a detailed speech message, although he understands the semantic content of the situation depicted in the picture or the story he read, and he answers the teacher’s questions correctly.
The immaturity of intraspeech mechanisms leads not only to difficulties in the grammatical design of sentences. The main problems relate to the formation of coherent speech. Children cannot retell a short text, compose a story based on a series of plot pictures, or describe a visual situation; creative storytelling is not available to them.

1.2. Health-saving technologies used in educational

Educational process.

1.3 Motor mode

1.4 Organization of the regime of children’s stay in educational

Institution.

Correctional and developmental work with preschoolers with mental retardation requires clear organization of children’s stay in kindergarten, proper distribution of workload during the day, coordination and continuity in the work of a defectologist, speech therapist, psychologist and teacher.

In kindergarten, a flexible daily routine has been developed that takes into account the age-related psychophysical capabilities of children, their interests and needs, ensuring the relationship between the planned educational activities and the daily life of children in kindergarten. In addition, climatic conditions are taken into account (during the year, the daily routine changes twice). Unlike winter in summer healing period the time children spend on walks increases. The walk is organized 2 times a day: in the first half of the day - before lunch and in the second half - after a nap or before the children go home. When the air temperature is below -15°C and the wind speed is more than 7 m/s, the duration of the walk is reduced. The walk is not carried out at temperatures below -20°C and wind speeds exceeding 15 m/s. While walking with children, games and physical exercises are carried out. Outdoor games are carried out at the end of the walk before the children return to the preschool premises. Daytime sleep is allocated 1 hour 50 minutes. Children's independent activities (games, personal hygiene, etc.) take at least 4 hours in the daily routine.

According to the current SanPiN 2.4.1.2660-10, for children of the sixth year of life, direct educational activity is 6 hours 25 minutes per week, for children of the seventh year of life - 7 hours per week. The duration of continuous direct educational activity is no more than 25 minutes. Breaks between periods of direct educational activity are at least 10 minutes. When carrying out direct educational activities, both correctional and developmental and educational tasks are solved in a complex. They are determined taking into account the specifics of various types of activities, age and individual typological characteristics of children with mental retardation. The relationship between these tasks and the predominance of the correctional and developmental or educational component changes depending on the length of time children stay in a specialized group and the severity of developmental deficiencies.

Additional education classes (club) for children with special needs are held once a week for no more than 25 minutes.

The socially useful work of children from the ZPR group is carried out in the form of self-service (working in the dining room, helping prepare for classes, caring for indoor plants, etc.) with minimal assistance from adults.

The time of direct educational activity and its quantity per day is regulated by the “Program of Education and Training in Kindergarten” / Ed. M.A. Vasilyeva and “Preparing children with mental retardation for school” by S.G. Shevchenko. (M., 2005) and SANPiNami. A mandatory element of every direct educational activity is physical exercise, which allows you to relax and relieve muscle and mental tension. Educational activities with children, based on play activities, are carried out frontally, in subgroups, and individually, depending on the program content. This form of organizing educational activities allows the teacher to give each student maximum attention, help with difficulties, talk, and listen to the answer. The division of children into subgroups is carried out taking into account age and the results of a diagnostic examination.

When choosing teaching methods, preference is given to developmental methods that contribute to the formation of the cognitive, social sphere of development.

To guarantee the implementation of the state educational standard within a clearly defined time frame, the educational load is designed for 8 months, excluding the first half of September, New Year holidays, the second half of May and three summer months.

Evaluation of the effectiveness of educational activities is carried out by monitoring the achievement by children of the planned results of mastering the Program. During the monitoring process, the physical, intellectual and personal qualities of the child are examined through observations of the child, conversations, didactic games, etc.

The daily routine of children in the group with mental retardation is designed with the expectation of a 10-hour stay for children in kindergarten.

The program has a concentric structure, i.e. the main topics are repeated every year of study, but at a higher level.

II. LIST OF MAIN TYPES OF ORGANIZED

EDUCATIONAL ACTIVITIES.

2.1. Curriculum for the correctional program

“Preparing children with mental retardation for school” S.G. Shevchenko and base

“The program of education and training in kindergarten”, ed.

M.A. Vasilyeva, V.V. Gerbova, T.S. Komarova.

(senior group)

The duration of the GCD is 25 minutes.

The maximum permissible amount of weekly direct educational activity in the senior group is 400 minutes (no more than 16 GCD) per week.

Breaks between NODs are at least 10 minutes.

Mandatory physical minutes.

Note: 3rd physical education is carried out on a walk-PPDA (walk of increased physical activity)

2.2. Grid of direct educational activities.

III. CONTENT OF PSYCHOLOGICAL AND PEDAGOGICAL WORK IN EDUCATIONAL FIELDS.

Goals: mastering constructive ways and means of interaction with other people through solving the following tasks:

– development of free communication with adults and children;

– development of all components of children’s oral speech (lexical side, grammatical structure of speech, pronunciation side of speech; coherent speech - dialogical and monologue forms) in various forms and types of children’s activities;

– practical mastery of speech norms by students.

Main goals:

• social adaptation of children in a team;
• development of speech and verbal communication (solving the problems of linguistic and communicative development in unity), formation communication skills and ability to collaborate;
• implementation of the necessary correction of speech disorders in children;
• ensuring equal starting opportunities for children entering public schools;
• creation of a developing subject-spatial environment and conditions for enriched, varied activities of children;
• interaction with the families of pupils to ensure the full, harmonious development of children, developing a competent position in relation to their own child.

Developmental correctional work with children

• Diagnosis of a child’s speech development
• Development of verbal communication and literacy training

Sound culture of speech

• Development of phonemic hearing
• Development of the ability to reproduce words of complex syllabic structure
• Training in sound-letter analysis of words, reading
• Developing clear pronunciation
• Development of voice and speech breathing
• Development of phonemic awareness

Development and enrichment of the dictionary

• Formation of relative and possessive adjectives
• Development of the skill of selecting synonyms and antonyms
• Development of a dictionary of features
• Development of the verb dictionary
• Generalization of a group of words
• Clarification of the names of concepts, objects and their parts
• Clarification of the lexical meaning of words

Speech correction

• Development of general coordination and fine motor skills of the hand
• Vision protection
• Sensory development
• Correction of the emotional-volitional sphere
• Development of higher mental functions
• Correction of sound pronunciation

Development of coherent speech

• Development of nonverbal means of communication
• Development of speech communication
• Learning to communicate your thoughts and feelings
• Retelling training
• Teaching storytelling through a series of pictures
• Learning to write a story based on a picture

Formation of grammatical structure of speech

• Learn to form the plural of nouns, genitive plural
• Agreement: adjectives with nouns; nouns with numerals; prepositions with nouns
• Formation of diminutive forms of nouns

3.1. Educational field: Communication (Development of speech

(phonemic) perception).

2 lessons per week, 64 lessons.

The main objectives of the program for the development of speech (phonemic) perception of children with mental retardation are:

• developing a method of isolating a sound from a word (emphasizing the pronunciation of a sound in a word), the ability to name the highlighted sound;
• isolating individual sounds from words; correct and distinct articulation of sounds;
• sensually perceived (sensory) signs of vowels and consonants: the presence or absence of an obstacle in the path of exhaled air in the oral cavity, participation of the voice;
• distinguishing sounds that are similar in pronunciation and sound, hard and soft consonants; sounds[a], [o], [s], [y], [m], [m"], [v], [v"], [k], [k], [p],[""],[s],[s"], [and];
• symbols of vowels, hard and soft consonants; the terms “vowel sound”, “consonant sound”, “hard consonant sound”, “soft consonant sound”;
• familiarization with the conditional graphic scheme of the sound composition of a word;
• sequential selection of sounds from monosyllabic and disyllabic words like but, oh, poppy, wasps according to a ready-made conditional graphic diagram of the sound composition of a word;
• familiarization with block lettersA, a, O, o, U, y, Y, s, M, m, N, n, V, v, K, k, P, p, S, s, I, and;correlation of sound and letter;
• developing the ability to compose a sentence and isolate words from a sentence consisting of two or three words; conditional graphic scheme of a sentence; drawing up sentence diagrams (without prepositions); termsword, sentence;
• clarification and enrichment of vocabulary; developing the ability to speak loudly enough, without haste, with literary correctness, intonation expressiveness, and to give brief and complete answers to questions.

By the end of your stay in the first groupChildren should be taught:

• the method of isolating a sound from a word and naming the isolated sound;
• classify sounds as vowels and consonants based on the characteristics of their pronunciation and sound;
• conventional designation of vowels and consonants with the appropriate color;
• recognize and name the letters that represent the studied sounds;
• draw up conditional graphic diagrams of sentences consisting of two or three words.

See Appendix No. 1

3.2. Educational field: Cognition. (Acquaintance with the surrounding

Peace).

2 lessons per week, 64 lessons.

See Appendix No. 2

IV. A system for monitoring children’s achievement of the planned results of mastering the work program of a speech therapist teacher in a group of children with mental retardation.

4.1. Integrative qualities:

Physically developed, mastered basic cultural and hygienic skills. The child has developed basic physical qualities and the need for physical activity. Independently performs age-appropriate hygienic procedures and follows basic rules of a healthy lifestyle;

Curious, active. Interested in the new, unknown in the world around him (the world of objects and things, the world of relationships and his own inner world). Asks questions to adults, likes to experiment. Able to act independently (in everyday life, in various types of children's activities). In cases of difficulty, seek help from an adult. Takes a lively, interested part in the educational process;

Emotionally responsive. Responds to the emotions of loved ones and friends. Empathizes with the characters of fairy tales, stories, stories. Reacts emotionally to works visual arts, musical and artistic works, the natural world;

Mastered the means of communication and ways of interacting with adults and peers. The child adequately uses verbal and non-verbal means communication, has dialogic speech and constructive ways of interacting with children and adults (negotiates, exchanges objects, distributes actions in cooperation). Able to change the style of communication with an adult or peer, depending on the situation;

Able to manage one’s behavior and plan one’s actions based on primary value concepts, observing basic generally accepted norms and rules of behavior. A child’s behavior is primarily determined not by immediate desires and needs, but by demands from adults and primary value ideas about “what is good and what is bad.” The child is able to plan his actions aimed at achieving a specific goal. Complies with the rules of behavior on the street (road rules), in public places (transport, shops, clinics, theaters, etc.);

Able to solve intellectual and personal tasks (problems) appropriate for age. The child can apply independently acquired knowledge and methods of activity to solve new tasks (problems) posed by both adults and himself; Depending on the situation, it can transform ways of solving problems (problems). The child is able to propose his own idea and translate it into a drawing, construction, story, etc.;

Having primary ideas about oneself, family, society, state, world and nature. The child has an idea of ​​himself, his own belonging and the belonging of other people to a certain gender; about family composition, family relationships and relationships, distribution of family responsibilities, family traditions; about society, its cultural values; about the state and belonging to it; about the world;

Having mastered the universal prerequisites for educational activities- the ability to work according to the rule and model, listen to an adult and follow his instructions;

Has mastered the necessary skills and abilities. The child has developed the skills and abilities necessary to carry out various types of children's activities.

4.2.Monitoring system

The monitoring system for children’s achievement of the planned results of mastering the Program (hereinafter referred to as the monitoring system) should:

• provide an integrated approach to assessing the final and intermediate results of the Program;
• explore the physical, intellectual and personal qualities of the child;
• do not lead to overwork of pupils and do not disrupt the course of the educational process;
• allow for an objective and accurate assessment of the dynamics of children’s achievements in the optimal time frame;
• include a description of the object, forms, frequency and content of monitoring.

It is advisable to use a combination of the following data acquisition methods:

• low formalized methods (observation, conversation, expert review and etc.);
• highly formalized methods (tests, screening tests, samples, instrumental methods, etc.).

The selection of diagnostic methods is carried out by each specialist and approved by the pedagogical council.

Comparison of data across time slices allows us to examine the dynamics of students’ achievements.

Monitoring the results of speech therapy work, children’s mastery of the Program “Preparing for school children with mental retardation” S.G. Shevchenko correctional group with mental retardation is held 3 times a year.

See Appendix No. 3

V. PERSPECTIVE PLAN FOR INTERACTION WITH PARENTS.

5.1.Main forms of interaction with parents (or persons

Substituting)

Main directions:

Working with families based on pedagogy of cooperation and involving the family in the strategy of raising the child.

Main goals:

1. Improving the pedagogical culture of parents:

• availability of theoretical knowledge
• availability of practical knowledge, skills and abilities
• raising the status of a teacher

1. Promoting the goals and objectives of the correctional work of a speech therapist teacher
2. Study, generalization and dissemination of positive family education experiences.

1. Working conditions with family.

1. Focused, systematic, planned.
2. A differentiated approach to working with parents, taking into account

Multidimensional specificity of each family.

1. Age-related nature of work with parents.
2. Goodwill.
3. Openness.

5.2. Long-term plan for interaction with parents.

See Appendix No. 4

VI. INTERACTION between TEACHER and Speech Pathologist

WITH PARTICIPANTS OF CORRECTIONAL PEDAGOGICAL

PROCESS

6.1.Main tasks of correctional and developmental activities:

• Creation of a unified correctional and educational space;
• Equipment for a subject-development environment that stimulates the child’s speech and personal development;
• Increasing the level of specialist training;
• Promotion of speech therapy knowledge among parents and teachers;
• Expanding integrative connections, uniting the efforts of teachers, medical workers, children and parents in order to correct speech disorders.

The success of joint correctional and pedagogical work with children with severe speech impairments largely depends on the properly organized interaction of the speech therapist, speech pathologist, educators, educational psychologist, music director, physical education instructor, medical workers and parents.

Research has proven that if the intellectual and emotional potential of a child does not receive proper development in preschool age, then subsequently it is not possible to fully realize it.

Already at preschool age, they have difficulties in mastering the program of a preschool educational institution; they are inactive in classes, do not remember the material well, and are easily distracted. State of the art cognitive activity and the speech of such children turns out to be lower compared to their peers.

Therefore, each of the preschool education specialists, solving their own problems defined by educational programs and regulations on preschool educational institutions, must take part in the formation and consolidation of correct speech skills in children, the development of the sensorimotor sphere, higher mental processes and health promotion.

Specialists who participate in the correction process plan and coordinate psychological and pedagogical support for children with severe speech impairments.

The rational organization of joint activities helps to correctly use personnel potential, working time, determine the main directions of correctional and developmental work and skillfully implement personality-oriented forms of communication with children.

6.2. Connection with other educational areas.

Working with parents:

• individual and thematic consultations, conversations;
• showing open classes;
• selection and familiarization with specialized literature on the stated topic;
• lectures and speeches at parent meetings;
• systematic control over the delivered sounds;
• final concert-competition of readers.

Working with a teacher

• individual and thematic consultations;
• open classes;
• selection and distribution of special pedagogical literature;
• conducting lectures and discussions at pedagogical councils;
• development individual programs for the development of the child;
• recommendations for the development of phonemic hearing, sound analysis and synthesis skills;
• classes on the instructions of a speech therapist to consolidate speech material;
• exercises to develop attention, concepts, logicalthinking.

Working with a music director

• exercises: educating topics and rhythm of speech; on the development of breathing and voice; articulatory apparatus;
• leisure;
• coordination of holiday and entertainment scenarios;
• theatricalization: intelligibility of pronunciation of words.

Working with a psychologist

• joint discussion of the results of psychological research;
• consultations, conversations;
• finding an approach to children.

Subject interaction model

correctional educational process

in MDOU kindergarten No. 126

System of interaction between speech therapist and music director

to create conditions for correction and compensation

speech pathology

CONCLUSION

This program allows you to build a system of correctional and developmental work in the older group of children with mental retardation based on the full interaction and continuity of all specialists child care facility and parents of preschool children. In addition to the objectives of developmental education and all-round development, the main goal of the program is for children to master independent, coherent, grammatically correct speech and verbal communication skills.

VII. Bibliography

1. “Programs of education and training in kindergarten” / Ed. M.A. Vasilyeva, V.V. Gerbova, T.S. Komarova,
2. “Preparation for school of children with mental retardation” Shevchenko S.G. (M., 2005).
3. Maksakov A.I. “Development of correct speech of a child in the family” Methodological manual M. Mozaika-Sintez, 2008.
4. Maksakov A.I., Tumakova G.A. Learn by playing. – M.: Education, 1983.
5. Varentsova N.S. “Teaching preschool children to read and write” M. Mozaika-Sintez, 2009.

6. Borovtsova L.A. Documentation of a speech therapist at a preschool educational institution. – M.: TC Sfera, 2008.
7. Polozova N.V. Basic requirements for labor protection and sanitary provision in preschool institution. Collection of documents and educational institutions. – M.: TC Sfera, 2003.
8. Sanitary and epidemiological rules and regulations SanPiN 2.4.1.1249-03 “Sanitary and epidemiological requirements for the design, maintenance and organization of the operating regime of preschool educational institutions” (approved by the Chief State Sanitary Doctor of the Russian Federation on March 25, 2003)
9. Filicheva T.B., Chirkina G.V. " Correctional training and raising 5-year-old children with general speech underdevelopment”, M., 1991
10. Filicheva T.B., Chirkina G.V. “Preparation for school of children with general speech underdevelopment in a special kindergarten.” 4.1. First year of study and second year of study, M., "Alpha", 1993
11. Filicheva T.B., Chirkina G.V. “Elimination of general speech underdevelopment in preschool children”: A practical guide. - M.: Iris-press, 2004
12. “Overcoming OHP in preschool children.” / ed. Volosovets T.V., M., Creative Center, 2007
13. “Correctional pedagogical work in preschool educational institutions for children with speech disorders.” / ed. Garkushi Yu.F., M., 2002
14. Stepanova O.A. “Organization of speech therapy work in preschool educational institutions”, M., Creative Center, 2003
15. Volkova I.N.. Tsypina N.A. “Let’s read and play.” For classes with children of senior preschool age. - M.: “School Press”, 2005.

16. Morozova I.A., Pushkareva M.A. “Acquaintance with the surrounding world” Lesson notes For working with children 5-6 years old with mental retardation. - 2nd ed., revised. and additional - M.: Mozaika-Sintez 2009.
17. Morozova I.A., Pushkareva M.A. “Acquaintance with the surrounding world” Lesson notes For working with children 6-7 years old with mental retardation. - 2nd ed., revised. and additional - M.: Mozaika-Sintez 2009.
18. Morozova I.A., Pushkareva M.A. Development elementary ideas. Lesson notes For working with children 5-6 years old with mental retardation. - 2nd ed., revised. and additional - M.: Mozaika-Sintez 2009.
19. Morozova I.A., Pushkareva M.A. Development of elementary concepts. Lesson notes For working with children 6-7 years old with mental retardation. - 2nd ed., revised. and additional - M.: Mozaika-Sintez 2009.

APPLICATION

IN Lately There has been an increase in various mental development abnormalities, including mental retardation (MDD), which manifests itself primarily in a slowdown in the rate of mental development. When entering school, children with mental retardation are found to have a deficiency total stock knowledge, limited ideas about the world around us, immaturity thought processes, insufficient focus of intellectual activity, rapid satiation, predominance of gaming interests.

Children with mental retardation have various impairments in oral and written speech. Therefore, it is necessary to organize a targeted correctional and developmental process, which involves the correction of not only cognitive, but also speech activity. This problem in working with children with special needs and mental retardation of primary school age is very relevant.

Speech therapy program presented in the data methodological recommendations, developed using the recommendations of leading experts in the field of speech therapy Kozyreva L.M., Efimenkova L.N., Misarenko G.G., Sadovnikova I.N., Lalaeva R.I., Konovalenko V.V., Konovalenko S.V. ., Tikunova L.I., Ignatieva T.V., Lopukhina I.S. and based on the general education program of primary school (1-4) in the Russian language, (author Ramzaeva T.G.) and can be used by practicing speech therapists in schools. The content of the program can be supplemented and changed during speech therapy work, depending on the class size and the characteristics of the students’ assimilation of the program material junior classes with ZPR.

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Individual speech therapy program

a child with mental retardation as part of an adapted educational program

INTRODUCTION

Recently, there has been an increase in various deviations of mental development, including mental retardation (MDD), which manifests itself primarily in a slowdown in the rate of mental development. When entering school, children with mental retardation develop an insufficient general stock of knowledge, limited ideas about the world around them, immaturity of thought processes, insufficient focus of intellectual activity, rapid satiety, and a predominance of gaming interests.

Children with mental retardation have various impairments in oral and written speech. Therefore, it is necessary to organize a targeted correctional and developmental process, which involves the correction of not only cognitive, but also speech activity. This problem in working with children with special needs and mental retardation of primary school age is very relevant.

The speech therapy program presented in these guidelines was developed using the recommendations of leading experts in the field of speech therapy L.M. Kozyreva, L.N. Efimenkova, G.G. Misarenko, I.N. Sadovnikova, R.I. Lalaeva, V. Konovalenko .V., Konovalenko S.V., Tikunova L.I., Ignatieva T.V., Lopukhina I.S. and based on the general education program of primary school (1-4) in the Russian language, (author Ramzaeva T.G.) and can be used by practicing speech therapists in schools. The content of the program can be supplemented and changed during speech therapy work, depending on the class size and the characteristics of the assimilation of program material by primary school students with mental retardation.

MAIN PART

Chapter I

The tasks of teaching schoolchildren their native language are determined primarily by the role that language plays in the life of society and every person, being the most important means of communication between people and knowledge of the world around them. It is in the process of communication that the student develops as an individual, the growth of his self-awareness, the formation of cognitive abilities, moral, mental and speech development. Children have a need to learn the properties of their native language in order to be able to more accurately and freely express their thoughts, understand their interlocutor, and enrich themselves with everything that has already been created by the people who are native speakers of this language.

Language education and speech development of students is a broad social task. Speech development in the narrow sense is understood as students’ mastery of a set of speech skills that ensure readiness for full-fledged verbal communication verbally and writing. At the same time, knowledge and skills in language and speech science form the foundation for students on which speech skills are mastered. It is also important to emphasize the fact that for a schoolchild, the native language is not only a subject of study, but also a means of teaching other disciplines. In Russian language lessons, students master general educational skills related to full-fledged speech activity. In fact, all the special speech skills of a primary school student - the ability to analyze what they read, establishing cause-and-effect relationships and generalizing what is essential, the ability to draw up a plan, create a text - a narrative, description or reasoning taking into account its structure, conveying its content in detail, concisely or selectively - are for him and general academic skills. Therefore, the speech orientation of teaching the native language is also understood as an orientation toward mastering the means of cognition.

Thus, the main task of teaching the native language- development of the student as an individual who is fully proficient in oral and written language. The tasks set for schoolchildren become more complex as program requirements become more complex. Since all aspects of speech - phonetic, word-formation, grammatical, lexical - are interconnected, in each class all aspects of speech are studied, and each of them is studied not in isolation, but comprehensively.

For first graderswho have difficulty developing writing, there is a lag in the development of the so-called introductory skills necessary for successful learning, including speech. Speech skills include the ability to clearly, in accordance with the norm, pronounce all speech sounds, distinguish them by ear, and isolate them from words; the presence of sufficient vocabulary and fully formed grammatical structure; the ability to speak coherently on topics that a child can understand. In seven-year-old children at risk for writing, all components of the speech system are impaired, although not each to the same degree.

Sound pronunciation and phonemic awareness

Sound pronunciation is the most preserved: not all children have impairments in the pronunciation of sounds; the number of children with sound pronunciation disorders is approximately the same as in the population. The most common distortion of sonorous sounds occurs (more than two-thirds of all sound disorders). There are sigmatisms, most often interdental pronunciation of s, z, c.

Some children may retain manifestations of infantile speech such as mild physiological tongue-tiedness. There may also be difficulties in pronouncing words that are more complex in their sound-syllable structure. The instability of these disorders and their close dependence on fatigue are typical.

Producing sounds in children at risk for dysgraphia does not cause any particular difficulties, while automation and differentiation require long-term and systematic work. This is due to insufficiency in the development of phonemic processes. For the majority of children in the group under consideration, the process of developing phonemic awareness was not completed by the time they entered school. As a result, it is difficult for children to complete the task of reproducing syllable rows after listening once, even if this row includes only two syllables. Children also have poor orientation when distinguishing paronymous words, that is, words that differ in one sound.

When examining phonemic hearingsecond graderswith dysgraphia, attention is drawn to the ability of children to distinguish oppositional sounds in the composition of syllables and words presented in pairs (pa-ba, stick-beam). With serial presentation, even when the series consists of three components (pa-ba-ba, stick-beam-beam), the number of errors increases sharply. This indicates some underdevelopment of phonemic hearing. Tasks aimed at testing the formation of phonemic representations (come up with words with a given sound, select pictures whose names contain a given sound) are performed by children very poorly, which is associated both with the underdevelopment of phonemic processes themselves and with the poverty of the vocabulary of children with dysgraphia.

Sound analysis words

Due to the underdevelopment of phonemic processes in this category of children, the development of sound analysis skills is delayed. As a rule, only the easiest type is available to them; isolating a sound from a word if the sound is in a strong position. The most accessible way is to isolate a vowel sound from the beginning of a word under stress: stork, perch, duck. It is often necessary to resort to exaggerated pronunciation of a word with amplification of the voice on the highlighted sound in order to achieve an answer. Errors occur when identifying a vowel in the middle of a word, even if the word consists of one syllable (poppy, cat, soup, cheese, etc.).

The greatest difficulty is caused by isolating an unstressed vowel from the end of a word: instead of a vowel sound, a whole syllable (bag) is usually highlighted. It is difficult for children to “tear off” a consonant from a vowel at the beginning of a word if this consonant is plosive (k, g). In this case, the syllable (ko-you) is also highlighted. Thus, one of the characteristic mistakes of first-graders who have difficulty forming a letter when conducting sound analysis is replacing it with syllabic analysis.

Syllabic analysis of a word

But when performing syllabic analysis of a word, children also encounter many errors. First of all, it is difficult for them to distinguish between the concepts of “syllable” and “sound,” since both of them are designated as “part of a word.” The next difficulty when dividing a word into syllables is that some sonorant sounds (l, n, m, r, th) are perceived by them as syllable-forming, since they can be pronounced with the overtone of a vowel sound. In this case, the word “rudder” will be divided into two syllables: rul, as well as horse, cha-y, etc.

First-graders make many mistakes when dividing words into syllables if the word contains two vowel sounds nearby: for example, in the word “stork” they do not separate two syllables

Lexicon

Children of this group entering first grade have a poor and poorly differentiated vocabulary. When naming pictures selected on certain topics (flowers, trees, dishes, clothes, etc.), they mix up the names of similar objects, calling a saucer a plate, a cup a mug, a T-shirt a shirt, etc. First-graders are hesitant to use the words - generalizations, mix them (vegetables-fruits, clothes-shoes, berries-fruits). It is also difficult for them to complete the task of listing objects included in a broader concept: to name which berries, flowers, fruits they know, etc. Basically, children name no more than one or two objects. When performing the task of naming baby animals, it becomes difficult in cases where the words are not the same root (dog - puppy, horse - foal, pig - piglet, cow - calf, sheep - lamb).

They also reveal the lack of differentiation of the verbal vocabulary: they often use one word to describe various actions performed by different subjects: a person walks, a turtle walks, a horse walks, a squirrel walks. There are very few adjectives in the speech of first-graders. Even adjectives denoting color are represented by several words: white, black, red, green, blue. There are no clear names when designating shades of colors: “It’s not red, but a little red (pink).” Of the evaluative adjectives, the most common words are “good” and “bad”, and spatial adjectives are limited to the pair “big - small”.

Another category of words that is poorly learned by children with dysgraphia are words that are the names of parts of items of clothing, parts of the body of animals: body, cabin, steering wheel of a car; sleeve, cuffs, collar of the dress; shell, trunk, beak.

The above facts indicate a poverty of vocabulary, an inability to update a sufficient number of words on a certain topic.

The poor vocabulary of children with writing impairments is due to their low curiosity and insufficient development of intellectual interests. Children are characterized by low awareness, which manifests itself in ignorance of many commonly used words, words-names of flowers, trees, animals, birds and other categories of words included in the active speech of normally developing peers. Children of the described category do not speak many generalization words (transport, tools, insects, hats), do not know the names of the months and confuse the concepts of “seasons” and “months”.

For oral speech of second graderswriting impairments are characterized by word-formation errors (“little horse”, “chicken”, “puppy”), the absence of a variety of word-formation models, and poor choice of prefixes. Speech is not rich in syntactic constructions: most often simple sentences with one addition or circumstance are used. There are errors in the use of case forms and prepositions.

Significant gaps in word formation in oral speech contribute to difficulties in writing. The inability of third-graders to form new words, including words with the same root, does not make it possible to check the unstressed vowel at the root and thus leads to a large number of errors.

As for the topic “Similar words”, difficulties in children are caused not only by a lag in the field of grammatical generalizations, but also by insufficient mastery logical operations. When combining words into a group of the same root, one must rely not only on the external similarity in the letter composition, but, to a greater extent, on the similarity of meanings, that is, on the meaning of the words. Children with dysgraphia often find it difficult to establish semantic connection between two related words, if the similarity of meanings is not so clearly expressed. Therefore, when trying to select related words, younger schoolchildren either do not complete the task at all, or select words based on random external similarity (mountain - city). But most often they replace the selection of related words by changing the word by numbers or cases, calling one or another form of the word (mountain - mountains - mountain).

By the number of words used in the active dictionaryamong third graderswith dysgraphia, nouns predominate, but their supply is small. Children do not know many common words, they mix up the names of similar objects (mug - cup, plate - saucer), they know very few words-names of various flowers, trees, clothes and household items. Primary school students do not know many generic concepts (furniture, transport, berries). Thus, when performing a task to name a group of homogeneous objects in one word, children often name the common functional characteristic of these objects, expressed by a verb (tables, chairs, sofas - to sit; shirts, trousers, dresses - sell, dandelions, roses, daisies - they grow) . Too broad generic concepts are often used (dress, coat, skirt - things; apples, pears, plums - food).

Results of the survey of word-formation skillsfourth grade studentswith dysgraphia show that they have insufficiently developed practical skills in the field of word formation. For some children, the so-called word creation (inappropriate use of certain morphemes in the formation of words, leading to children’s neologisms like “naked”) does not fade away by the time they learn, while the stage of formation of children’s neologisms normally covers only preschool childhood. The presence of word creation shows that children do not yet know how to correctly combine morphemes in each case in accordance with the norms of the language and the rules of morphemic compatibility. In the process of mastering their native language, the child gradually masters these norms and accurately begins to use similar suffixes and prefixes with the necessary roots by the time he enters school (a forest, but a bridge; he came, but he came). Children with dysgraphia even at school age often use word-formation models unsurely and make mistakes when using suffixes and prefixes. Especially many errors are found when schoolchildren perform tasks to form new words. In the context of everyday speech, it is not always possible to notice inconsistency in this area of ​​speech activity, since children prefer to use words without suffixes and prefixes. This, in turn, leads to an impoverishment of vocabulary and does not help to overcome agrammatism in the field of word formation, since without practice, without exercises, speech skills will not improve.

When examining all components of the speech system of fourth-grade students with dysgraphia (sound pronunciation, phonemic processes, vocabulary, grammatical structure and coherent speech), a large lag in vocabulary development is revealed. In the structure of speech defects in students with dysgraphia, underdevelopment of the vocabulary occupies a large place.

In the vocabulary of primary schoolchildren with dysgraphia, noteworthy is the almost complete absence of adjectives, with the exception of adjectives denoting color. When selecting definitions for objects, children use exclusively color characteristics (the table is black, the chair is yellow, etc.). In addition, adjectives are used to denote size (large - small), and from evaluative ones - bad - good.

The verb vocabulary is also very poor. Similar actions are usually called in one word (the squirrel walks, the turtle walks, the horse walks). Children rarely use prefixes to indicate shades of action or use one prefix (came to school, approached a friend, entered the classroom - all these verbs are replaced by one word - came).

Grammatical structure and coherent speech

In the oral speech of first-graders with dysgraphia, there is not as much agrammatism as in children with general speech underdevelopment. They generally correctly change nouns by case, agree adjectives and verbs with nouns in gender and number. But this apparent absence of errors is due, first of all, to the fact that in children’s speech there are few adjectives, unstressed endings are not pronounced clearly, and most importantly, speech is limited to everyday topics familiar to the child. When trying to retell the text or compose a story from a picture, the number of errors in the grammatical design of the phrase increases sharply. Errors appear not only in management, that is, in the use of case forms, but also in coordination. A characteristic mistake is the omission of prepositions, especially the preposition in: “I live in Soviet.” There is a confusion of prepositions guilt in accusative and prepositional cases, prepositions with and from in the genitive case, above and below in the instrumental case, under and from under (“under the table - from under the table” is reproduced as “under the table - under the table.” Largest quantity errors in the use of case forms are caused by the nominative and genitive plural cases, which are objectively difficult for children with normal speech development to distinguish between all variants of endings.

Coherent speech is not developed due to insufficient vocabulary, low level of cognitive activity, and satisfaction with the level of everyday communication. The child does not even realize the need to develop this side of speech, making do with the dialogical form. To some extent, such a low level of development of coherent speech is due to gaps in upbringing and training in preschool childhood, as well as social neglect. It is known that coherent speech develops only with training.

The level of oral speech development of second-graders with dysgraphia is sufficient for everyday communication. Sound pronunciation is not characterized by gross distortions and substitutions; there are no more violations in the pronunciation of sounds than in second-graders in mass classes. Mainly, there are phonetic defects (rhotacisms, lambdacisms, sigmatisms). Some children have difficulty pronouncing words that are more complex in their sound-syllable structure. The difference between the oral speech of younger schoolchildren with dysgraphia and their normally developing peers is expressed in some blurred articulation, and therefore the speech is unclear. Many children, in addition, have some voice disorders: some children have a quiet, weakly modulated voice, other children cannot voluntarily regulate the strength of their voice and speak too loudly.

The poor vocabulary of third-graders with writing disorders is due to their low curiosity and insufficient development of intellectual interests. Children are characterized by low awareness, which manifests itself in ignorance of many common words, name words, flowers, trees, animals, birds and other categories of words included in the active speech of normally developing peers. Children of the described category do not speak many generalization words (transport, tools, insects, hats), do not know the names of the months and confuse the concepts of “seasons” and “months”.

Speech is not rich in syntactic constructions: most often simple sentences with one addition or circumstance are used. There are errors in the use of case forms and prepositions.

In the oral speech of primary schoolchildren, there are errors associated with insufficient assimilation of the grammatical structure of the language, especially in terms of variants and exceptions to the rules. Thus, when inflecting singular nouns, children often incorrectly use case endings, using only one of several options (I was in the forest, I stood on the bridge). There is frequent confusion of prepositions used with the same case (came from school, climbed out of the tree). Children do not distinguish between the genitive and accusative forms of inanimate nouns (I see a ball - I don’t see a ball). There are especially many errors when trying to form the plural of nouns in the nominative and genitive cases. In these cases, either the most common endings are selected and applied to all words (chairs - chairs - houses) or the endings are mixed. In this case, there are both regular and erroneous forms (cities - houses - cake; a pair of shoes, a lot of stockings, a pair of boots, a pair of socks).

In the oral and written speech of fourth-graders, there are many errors associated with inflection of the main parts of speech - so-called agrammatisms.

Children have great difficulty in understanding logical and grammatical figures of speech associated with case forms. In such phrases, the endings carry a semantic load and changing the ending completely changes the meaning of the statement: “Ira bought a chocolate” or “Ira bought a chocolate.” To children, such proposals seem the same.

The most persistent agrammatisms are coordination errors. As you know, adjectives, unlike gendered nouns, change according to gender, and you only need to use the endings of adjectives correctly if you are able to determine the gender of nouns. Normally, the category of gender is acquired by children quite early, by the age of three. If this process is delayed, then much later children will learn to agree on other parts of speech by gender, since they are not sure of the gender of the noun. Children with writing impairments often find it difficult to assign one or another noun to the correct gender, so they make mistakes in agreement. And even if in oral speech there may not be many such errors (just unstressed endings sound approximately the same), then in writing errors in the agreement of adjectives with nouns in gender are a fairly common occurrence. Past tense verbs also agree in gender with nouns. The difficulties of agreeing verbs are similar to the difficulties that arise when agreeing adjectives.

Connected speech in third gradersdysgraphia suffers no less than vocabulary and grammatical structure. The greatest difficulties arise in composing an independent story, as well as a story based on a picture or a series of pictures. When trying to tell a story from a picture, the child inconsistently moves from describing one detail to another, then returns to the previous one. Another type of coherent speech - retelling a text - is better for younger schoolchildren, especially if someone has a fairly well developed mechanical memory. But in most cases, the retelling turns out to be incomplete, with the omission of many, including essential, details, with the rearrangement of parts, which indicates an insufficient understanding of the meaning of what was heard. Many children do not begin independent retelling and wait for leading questions. Moreover, they will need not problematic, but detailed questions that reproduce the plot of the text.

Correction of deficiencies in the development of coherent speech in fourth-grade students is carried out in all speech therapy classes, regardless of the topic: children learn to fully and thoroughly plan the implementation of a particular lesson and explain their answer. When answering, children should use full, expanded sentences, while using several sentences to form a small coherent statement. The speech therapist teacher encourages children to try to construct detailed answers using questions. Gradually, the supporting questions are minimized, leaving help in the form of encouragement to compose a story.

To create situations that lead to the active use of speech, puppet characters are used, with whom children are more willing to communicate. Children with more developed speech can take on the roles of such characters, and this will serve as a powerful stimulus for the development of their speech. The role of the puppet character is the not very competent, but cute “Toropyzhka”, whom you want to correct, but not make fun of. His mistakes are more noticeable than his own. This way, children will learn to look for mistakes in their work.

Written speech

Letter

The difficulties in developing writing skills that a first-grader who is not ready for school encountered remain unsurmounted in the second grade. Children do not have the skills of consistent sound-letter analysis of words with a complex sound-syllable structure. They have access to simple forms of sound analysis: identifying the first sound, finding the location of the sound based on three positions (beginning, middle, end of the word), as well as sequential sound-letter analysis words like cat. It is especially difficult for children to establish the relationship between sounds and letters in words that have a discrepancy in the number of sounds and letters: in words with a soft sign at the end and in the middle of the word, with iotized vowels я, е, е, к at the beginning of the word or after vowels and ь and b.

As a result of the existing difficulties, children do not master writing skills to the extent required in the first mass class, and are unable to write auditory dictations and other written works provided for by the program. There are errors in their dictations that indicate insufficient development of sound-letter analysis and synthesis skills:

missing vowels in the middle of a word;

missing vowels at the end of a word;

syllable omissions;

letter rearrangements;

inserting extra letters;

perseveration.

In addition to this group of errors, in the written work of second-graders with dysgraphia, there are quite a lot of errors involving the replacement and mixing of letters. The constant replacement of one letter with another is not common; children usually mix letters (that is, along with an erroneous spelling, there is a correct one, and a double replacement also occurs: then s to w, then w to s).

The reasons for such substitutions and mixtures are different. Disadvantages of phonemic recognition are expressed in errors in replacing letters denoting sounds that are similar in acoustic-articulatory structure:

mixing of voiceless and voiced consonants p-b, t-d, k-g, s-z, sh-zh, v-f;

mixture of whistling and hissing consonants s-sh, z-zh

mixing affricates h-ts, h-sch, sh-s;

mixing of labialized vowels e-yu;

a mixture of hard and soft consonants, expressed in writing as vowel substitutions letters a-z, o-e, o-yu, s-i.

There are quite numerous errors in mixing letters based on kinetic similarity:

confusion of vowel letters o-a under stress;

mixing lowercase letters b-d, p-t, x-f, l-M, n-y, i-u, h-b;

mixing capital letters Mr.

Such replacements and confusions are caused by the proximity of the elements of the compared graphemes and, most importantly, by the fact that their spelling begins in the same way. Control over the motor act during writing should be carried out by the visual and kinesthetic analyzers. But among younger schoolchildren who have not properly mastered the skill of writing, kinesthesia does not yet play a major role in preventing errors. Therefore, having written the first element of a letter, the child may then mistakenly select the subsequent element (i-y, b-d) or incorrectly convey the number of homogeneous elements (l-m, p-t). I. N. Sadovnikova believes that the reason for such errors is the unlawful introduction of continuous writing from the first weeks of first grade.

Correction of errors of this type is carried out with the help of exercises aimed at developing students’ spatial concepts.

In addition to errors at the letter level, in the written work of students with dysgraphia of the second grade, there are many errors associated with underdevelopment of vocabulary: in the spelling of unstressed vowels in the root of a word, in the spelling of suffixes and prefixes.

Syntactic errors made in large numbers by 2nd grade students include:

absence of a period at the end of a sentence;

absence of a capital letter at the beginning of a sentence;

the point is not in the right place;

writing each sentence on a new line.

Due to the underdevelopment of spatial concepts, children make mistakes in spelling prepositions and prefixes.

Reading

By the end of the first grade, children with written language deficiencies do not master reading skills to the extent required curriculum. Many do not know some letters, read words slowly, syllable by syllable, even with a simple syllabic structure, and make numerous mistakes (omission of letters, rearrangements of letters and syllables). Due to a lack of attention, there is a loss of line, that is, transitions to the next line. When reading aloud, the presence of literal (letter) and sometimes verbal (verbal) substitutions is noted, creating the impression of guessing and great uncertainty when reading. Children quickly become tired and the number of mistakes increases.

Chapter II

In determining the quality of functioning of the initial stage of education, the leading role belongs to the work of a speech therapist, because without special correctional and developmental classes it is impossible to suppress the main defect and align children with normally developing peers. It is the speech therapy service that creates the conditions for the implementation of an individually differentiated approach to teaching children with delayed development. The quality level of the work of the speech therapy service is reflected, first of all, in the constant diagnostic work, based on the principles of neurolinguistics, in the preparation of individual support programs taking into account the typology of delay, in a comprehensive assessment of child development at school pedagogical councils, in consulting teachers of the teaching staff on issues of teaching persons with special educational needs.

For a practicing speech therapist, the problem of a complex defect, in the structure of which speech disorders are accompanied by other deviations of mental development, takes on special significance, one of them is intellectual disability. Speech disorders in this category of children are systemic in nature, affecting all aspects of the speech system, and they are also caused by insufficient development of cognitive processes. Disorders of cognitive activity have a negative impact on the entire process of speech development: both on mastering the semantics of speech, and on the assimilation of linguistic patterns and the formation of linguistic generalizations.

We are convinced that for high-quality speech therapy support of the educational process, a comprehensive program of correctional and developmental classes is needed that would correspond to the specifics of working with children with disabilities. And with effort methodological service school has developed a comprehensive speech therapy program for the correction of dysgraphia and dyslexia in students with general speech underdevelopment resulting from mental retardation. It is designed for the entire period of education of a child with mental retardation and is based on the following theoretical principles and principles:

1. Assimilation language system language development by children with mental retardation should be based on the development of mental operations - this determines the need for a close relationship between the development of speech and the development of cognitive processes.

2. Impact on the weak links of the speech system and their formation, taking into account the zone of proximal development.

3. The relationship between speech and motor skills.

4. Taking into account the typology of delay when planning correctional and developmental work.

5. Implementation of an individually differentiated approach.

This program is intended for individual or group speech therapy work with students with mental retardation from grades 1 to 4 who have difficulty developing oral and written speech (writing and reading).

All material presented in the program is designed for four years of study and is compiled taking into account the age characteristics of students and the requirements of the general education program of primary school. The volume of hours is presented in accordance with the “Regulations on the organization of work of the speech therapy center of a general education institution” and is: in grades 1-2 - 90 hours (3 hours per week), in grades 3-4 - 60 hours (2 hours per week). The principle of constructing a training course allows for the assimilation of educational material in blocks, the selection of which from whole system is based on the relationship between its components.

PROGRAM

individual speech therapy support for a child with mental retardation

Speech therapy support includes the professional activities of a speech therapist aimed at overcoming and timely preventing various forms of oral and written speech disorders in students, and promoting speech therapy knowledge among teachers and parents.

Algorithm for speech therapy support for students

with disabilities

1. Work to identify students in need of speech therapy help.

1. Examination of students in a special correctional class, analysis of the results.
2. Survey of students individual training, analysis of results.
3. Working with teachers.

1. Individual conversations.
2. Introducing teachers to the results of the survey.

1. Working with parents.

1. Individual conversations, consultations.
2. Familiarization of parents with the results of the examination.

1. Contact with a doctor.

1. Familiarization with medical examination data to clarify the cause and nature of speech disorders.
2. Familiarization with the recommendations and conclusions of the PMPC.
3. Timely referral of children to specialist doctors and primary medical care.

1. Organizational work.

1. Paperwork.

1. Drawing up work plans (annual, long-term, calendar).
2. Magazine design speech therapy room and taking into account children with oral and written language impairments.
3. Filling out speech cards.

1. Formation of groups, assignment of individual and group lessons.
2. Approval of the class schedule.
3. Cabinet equipment (selection and production of materials, games, taking into account the specifics of working with students with speech pathology).

Corrective and developmental areas

speech therapy support at MBOU Secondary School No. 1:

1. Clarification and enrichment of children’s vocabulary in connection with the expansion of direct impressions of the world around them.

2. Development of coherent speech: formation and improvement of purposefulness and coherence of statements, accuracy and variety of words used, grammatical correctness of sentence construction, intelligibility and expressiveness of speech, ability for creative expression, ability to construct a coherent written story, development of students’ textual activity.

3. Formation in children of an orientation towards the sound side of speech; developing the ability to listen attentively to the sound of a word, recognize and isolate individual sounds and sound complexes from it, distinguish sounds that are similar in sound and pronunciation;

4. Improving sensory experience in the field of the Russian language: developing the child’s ability, based on his own experience, to identify the essential features of the two main groups of the Russian language - vowels and consonants.

5. Formation of techniques of mental activity necessary for the development of the ability to observe, compare, identify essential features and generalize the phenomena of language.

6. Prolongation of speech therapy support at the second stage of training for the correction of dysorthography.

The speech therapy service provides assistance in the successful adaptation and socialization of students in this educational institution in modern society, and qualitatively helps children in mastering the general education program.

Characteristic features of correctional and developmental work with children with delayed development are mandatory systematic and repeated repetition, which is determined by the peculiarities of the memory processes of children with mental retardation and is aimed at practicing and reproducing received ideas and at more solid assimilation of knowledge. The main topics of speech therapy correction, which require careful practice and repeated repetition, are the following: “Speech”, “Word”, “Sentence”, “Sound”, “Speech sounds”, “Vowels and consonants”, “Voiced and deaf”, “ Hard and soft”, “Syllable composition of a word”. These topics are the foundation for improving the phonetic system of the language.

A characteristic feature of the speech therapy correction program is the introduction of a preparatory stage for the correction and development of the following:

Positive motivation, sustainable cognitive interest in speech therapy classes;

The importance of correct writing in a person’s everyday life;

Cognitive activity (mental operations, memory, attention, imagination, spatio-temporal representations);

Graphomotor skills and fine motor skills;

Self-regulation and self-control (this stage is of paramount importance in the correction of dysgraphia and dyslexia in children with mental retardation, since the inability to control their activities and manage their behavior comes to the fore in developmental disorders in this category of children);

Behavioral and emotional-volitional sphere.

* Number of individual speech therapy sessions curriculum for 2014/2015 academic year amounts to 1 an hour a week. Total speech therapy sessions according to the Individual curriculum for the 2014/2015 academic year – 34 , in first class - 33 hours. For these 33 and 34 hours, detailed thematic planning has been compiled for the 2014-2015 school year for students in grades 1-4 ( see Attachment ).

1 class

Target:

Prevention of academic failure caused by various disorders of oral and written speech. Preparing for literacy.

Tasks:

1. Give the concept of words and sentences

2. Summarize information on the sound-letter composition of the language

3. Understand the meaningful role of the phoneme

4. Learn to carry out sound-letter analysis of words with the establishment of correspondence between sounds and letters

5. Strengthen the skills of dividing words into syllables, relying on knowledge about the syllabic role of vowels

Offer (5 hours/2014-2015 academic year - 2 hours)

The concept of a proposal. Capital letter at the beginning of a sentence. Intonation completeness of the sentence. Compose a sentence of 3 words. The main members of the proposal.

Word (10 hours/ 2014-2015 academic year - 2 hours)

Word. Concept. Distinction between the concepts “Word-sentence”. Words denoting an object. Words denoting the actions of an object. Differentiation of words denoting an object and words denoting actions. Isolating words-objects and words-actions of objects from a sentence. Words denoting a feature of an object. Changes in attribute words by gender. Isolating feature words from the background of other words. Consolidating concepts about words-objects, actions of objects, characteristics of objects.

Syllable analysis and synthesis of words (6 hours/2014-2015 academic year - 2 hours)

Highlighting the first syllable in a word. The syllabic role of vowel sounds. Determining the order of syllables in a word. Composing words from syllables. Dividing two-syllable words into syllables. Dividing three-syllable words into syllables. Test task on the topic “Syllable analysis and synthesis of words.”

Speech sounds. Sound analysis and synthesis of words (8 hours/2014-2015 academic year - 3 hours)

Introduction to the speech organs. Phonation. Working on functional breathing. Isolating the first sound in a word. Determining the number and location of sounds in a word. The relationship between letters and sounds in a word. The letter is a meaning distinguisher. Difference between sounds and letters.

Emphasis (4 hours / 2014-2015 academic year - 2 hours)

Emphasis. The relationship of a word with its rhythmic pattern. Place of stress in a word. The semantic role of stress. Isolating a stressed syllable in a word, its stressed vowel.

Vowels and consonants (8 hours/2014-2015 academic year - 5 hours)

Vowels of the first row. Formation of vowels [a, o, u, e, s]. Vowels of the second row. Formation of vowels [i, e, yu, e, i]. Isolating vowel sounds from a number of given sounds, syllables and words. Formation of consonants. Clarification of articulatory-acoustic features of consonants. Differentiation of vowels and consonants. Hard and soft consonants. Identification of hard and soft consonants by ear. Indication of softness of consonants using vowels of the second row.

Voiced and voiceless consonants (28 hours/2014-2015 academic year - 12 hours)

Clarification of articulation and acoustic characteristics of voiced and voiceless consonants. Distinguishing between voiced and voiceless consonants by ear and in pronunciation based on the material of syllables and words. Sounds [p-p"]. Letter P. Sounds [b-b"]. Letter B. Differentiation [b-p] in oral and written speech in syllables and words. Emphasis [b-p] in sentences. Sounds [t-t"]. Letter T. Sounds [d-d"]. Letter D. Isolation of sounds [d-t] in syllables and words. Emphasis [d-t] in sentences. Sounds [g-g"]. Letter G. Sounds [k-k"]. Letter K. Isolation of sounds [k-g] in syllables and words. Emphasis [g-k] in sentences. Sounds [s-s"]. Letter S. Sounds [z-z"]. Letter 3. Differentiation of z-s in syllables and words. Differentiation z-s in sentences. Sounds [v-v"]. Letter V. Sounds [f-f"]. Letter F. Differentiation v-f in syllables and words. V-f differentiation in sentences. Sound [sh]. Letter Ш. Sound [zh]. Letter Zh. Differentiation Sh-Zh in syllables and words. Differentiation SH-Zh in sentences. Sound [H]. Letter Ch. Sound [Ш]. Letter Sh. Differentiation [h-sh] in syllables and words. Differentiation [h-sch] in sentences.

Sonorant consonants (3 hours/2014-2015 academic year - 2 hours)

Sound [L]. Letter L. Sound [P]. Letter R. Differentiation [р-л] in sentences. Differentiation [р-л] in syllables and words.

Development of coherent speech (8 hours/2014-2015 academic year - 3 hours)

Teaching sequential retelling of questions. Teaching sequential retelling based on actions. Teaching sequential retelling based on object pictures.

"Vegetables and fruits". Familiarization with the variety of vegetables and fruits of your native land.

"Wild animals". Familiarization with rare animals of the region. "Baby wild animals."

"Fish". Familiarization with the fish of our rivers and lakes.

"School supplies."

"Parts of objects."

"Birds". Acquaintance with migratory birds of the Khanty-Mansi Autonomous Okrug.

"Pets". Getting to know the domestic animals of your native land. "Baby Pets"

"Winter". Features of winter in our region.

"Spring". Peculiarities of spring in our region.

"Flowers and Plants." Flora of the region.

Basic requirements for knowledge and skills by the end of 1st grade:

Students should know:

sentence construction; the main difference between a sound and a letter; sound-letter analysis and synthesis of words; syllabic analysis of the word.

Students should be able to:

isolate sounds from words and pronounce them correctly;

distinguish vowel sounds and letters from consonants;

recognize and differentiate paired, sonorant, whistling and hissing consonant sounds and letters;

indicate in writing the softness of consonant sounds with the vowels e, e, i, yu, i;

divide a word into syllables;

highlight a stressed syllable in a word;

write sentences correctly - use a capital letter at the beginning, a period at the end of the sentence;

retell simple texts.

2nd grade

Target:

Tasks:

1. Activate existing vocabulary and clarify sentence structures

(with slight spread)

2.Form a complete sound-letter analysis by establishing the relationship between letters and sounds in a word

3.Form the skills of correct writing and reading, develop a sense of language;

4.Develop skills in auditory pronunciation differentiation of vowels and consonants

5. To develop skills in distinguishing sounds in written speech, relying on articulatory and acoustic features

6. Enrich vocabulary both by accumulating ideas about the world around us;

new words that are different parts of speech, and due to the ability to actively use various methods of word formation

7. Clarify concrete spatial knowledge (use of prepositions in oral and written speech).

Sentence and word (6 hours/2014-2015 academic year - 3 hours)

Sentence and word. Proposal analysis. The main members of the proposal. Intonation completeness of the sentence. Words denoting an object. Words denoting the action of an object. Differentiation of words-objects and words-actions of objects. Words denoting a feature of an object.

The syllabic role of the vowel. Accent (3 o'clock/ 2014-2015 academic year - 1 hour )

The syllabic role of the vowel. Syllable analysis and synthesis of words. Syllable. Dividing words into syllables. Isolating vowels from a number of sounds, syllables, words. Emphasis. Isolating a stressed vowel and a stressed syllable in a word.

Hard and soft consonant sounds and letters (12 hours-/2014-2015 academic year - 5 hours)

Soft sign at the end of a word. The semantic role of a soft sign at the end of a word. Soft sign in the middle of a word. The semantic distinctive role of a soft sign in the middle of a word. Separating soft sign. Differentiation of vowels of rows 1 and 2. Differentiation of vowels [a-z] in syllables, words and sentences orally and in writing. Differentiation of vowels [о-е] in syllables, words and sentences orally and in writing. Differentiation of vowels [у-у] in syllables, words and sentences orally and in writing. Differentiation of vowels [и-ы] in syllables, words and sentences orally and in writing. Differentiation of vowels [yu-ё] in syllables, words and sentences orally and in writing.

Voiceless and voiced consonants. Paired consonants (14 hours/2014-2015 academic year - 4 hours)

Isolating voiced and voiceless consonants from a number of sounds. Differentiation [b-p] in oral and written speech. Differentiation [t-d] in oral and written speech. Differentiation of [g-k] in oral and written speech. Differentiation [z-s] in oral and written speech. Differentiation [v-f] in oral and written speech. Differentiation of [ш-ж] in oral and written speech.

Consonant sounds that have articulatory-acoustic similarities (11 hours/2014-2015 academic year - 3 hours)

Differentiation [z-zh] in syllables, words and sentences. Differentiation [z-zh] in connected speech. Differentiation [s-sh] in syllables, words and sentences. Differentiation [s-sh] in connected speech. Differentiation [h-t] in syllables, words and sentences. Differentiation [h-t] in connected speech. Differentiation [s-ts] in syllables, words and sentences. Differentiation [s-ts] in connected speech. Differentiation [с-ш] in syllables, words and sentences. Differentiation [с-ш] in connected speech. Differentiation [sch-ch] in syllables, words and sentences. Differentiation [ts-t] in syllables, words and sentences. Differentiation [ts-t] in connected speech. Differentiation [ts-ch] in syllables, words and sentences. Differentiation [ts-ch] in connected speech.

Word formation (30 hours/2014-2015 academic year - 10 hours) Formation of words using diminutive suffixes.

Suffixes of professions.

Suffixes in the formation of young animals.

Adjective suffixes.

Agreement of adjective with noun in gender and number.

Adverb suffixes. Verb suffixes. Coordination.

Forming words using prefixes.

Prepositions and prefixes (17 hours-/2014-2015 academic year - 8 hours) Practical introduction to prepositions.

Prepositions: in, from, on, with, their differentiation.

Prepositions: from, to, to, for, without, over, under, for, because of, from, under, from under, on, by, with (with), through, through, between, in front of, around, at , about, near, about, about, about (about), by, to.

Consolidating prepositions. An exercise in writing prepositions with words separately.

Compose sentences from given words with prepositions.

The use of prepositions in coherent speech.

Use of lexical topics:

"Vegetables fruits". Familiarization with the variety of vegetables and fruits of your native land.

"Autumn". Features of autumn in Khanty-Mansi Autonomous Okrug.

"Furniture". Acquaintance with the products of the city furniture factory.

"Dishes".

"Insects".

"Fish". Familiarization with endangered fish species in our rivers and lakes.

"Professions". Professions of our city.

"Family". To show that history is made by ordinary people, our loved ones.

"Winter". Features of winter in our native land.

"Wintering Birds" Getting to know wintering birds.

"Animals of the forests." Getting to know the animals that live in our forests.

"Baby Animals"

"Spring". Features of spring in our region.

"Work in the countryside." Familiarization with the work of rural residents of our region.

"Pets". Familiarization with the variety of domestic animals in your native land.

"Plants in spring." Continue to get acquainted with the flora of the region.

Basic requirements for knowledge and skills by the end of 2nd grade:

Students should know:

vowels and consonants sounds and letters, their signs; stressed and unstressed vowels; consonants are hard and soft, voiceless and voiced; names of objects on various lexical topics; sentence structure.

Students should be able to:

correctly pose a question to a word and, based on the question, define words denoting an object, a sign of an object, an action of an object;

recognize letters that have similar sounds in their acoustic-articulatory structure;

recognize letters that have similar kinetic sounds;

recognize paired consonants;

indicate in writing the softness of consonants with vowels of the 2nd row and the letter b;

write prepositions and words separately;

write sentences correctly: use a capital letter at the beginning of a sentence, put a period, exclamation or question mark at the end of a sentence.

3rd grade

Target:

Prevention of academic failure caused by various disorders of oral and written speech.

Tasks:

1. Fill the gaps in the development of vocabulary and grammatical structure of speech

2.To consolidate the skills of sound-letter analysis by establishing the relationship between letters and sounds in a word

3. Enrich your vocabulary both by accumulating new words that are different parts of speech, and through the ability to actively use various methods of word formation

4. Prepare for mastering the morphological composition of words

5. Expand your vocabulary by mastering the semantic, emotional shades of speech, sentence structures

6.Develop skills in constructing a coherent statement, selecting linguistic means that are adequate to the semantic concept.

Sentence and word (2 hours/ 2014-2015 academic year - 1 hour)

Syllable analysis and word synthesis (8 hours/ 2014-2015 academic year - 3 hours)

Word and syllable. Clarification of concepts. Highlighting the first syllable in a word. The syllabic role of vowels. Determining the number of syllables in a word. Composing words from syllables. Dividing words into syllables.

Sounds and letters (4 hours/2014-2015 academic year - 2 hours)

Sounds and letters. Clarification of concepts. Determining and comparing the number of sounds and letters in words. Vowel sounds and letters. Differentiation of vowels of rows 1 and 2. Consonant sounds and letters. Hard and soft consonants.

Indicating softness using a soft sign (3 o'clock/2014-2015 academic year - 2 hours)

Indication of softness of consonants using the letter ь. Soft sign at the end of a word. Soft sign in the middle of a word. Separating soft sign. Comparison by meaning and pronunciation.

Indicating softness using vowels (9 hours/2014-2015 academic year - 5 hours)

Hard and soft consonant sounds before vowels A-Z. Hard and soft consonants before vowels O-Yo. Hard and soft consonant sounds before the vowels U-Yu. Hard and soft consonant sounds before the vowels Y-I. Hard and soft consonant sounds before E. Unpaired hard consonant sounds [zh], [sh], [ts]. Unpaired soft consonant sounds [ch], [sch], [th].

Unpaired consonants. Voiceless and voiced consonants (7 hours/2014-2015 academic year - 3 hours)

Unpaired voiceless consonants X, Ts, Ch, Shch. Unpaired voiced consonants Y, L, M, N. Deafening of voiced consonants in the middle of a word. Stunning of voiced consonants at the end of words.

Offers (5 hours/2014-2015 academic year - 3 hours)

Narrative sentences. Use of possessive adjectives in speech. Interrogative sentences. Use of relative adjectives in speech. Exclamatory sentences. Using qualitative adjectives in speech.

Morphological composition of the word (8 hours/2014-2015 academic year - 4 hours)

Root like main part words. Related words. An exercise in selecting related words. Words of the same root that are not related. Differentiation of related and cognate words. Difficult words. Connecting vowel e or o in the middle of a word. Console. Prefixal way of forming words. Suffix. Suffixal way of forming words. Ending.

Unstressed vowel (3 hours/2014-2015 academic year - 3 hours)

Unstressed vowels at the root. Antonyms. Selection of test words for unstressed vowels in the root.

Prepositions and prefixes (6 hours/2014-2015 academic year - 3 hours)

Correlation of prepositions and verb prefixes. Synonymous words. Continuous spelling of words with prefixes. Separate spelling of words with prepositions. Correlating prepositions with verb prefixes. "Not" with verbs.

Connected speech (5 hours/2014-2015 academic year - 5 hours)

Retelling based on a series of plot pictures. Retelling based on the plot picture. Retelling the questions. Retelling the text according to reference words. Retelling the text using subject pictures.

Use of lexical topics:

" How I spent summer". Features of summer in our city.

"Autumn". Introduction to work in rural areas.

"Birds". Acquaintance with representatives of rare and protected birds of the Khanty-Mansi Autonomous Okrug, listed in the Red Book.

"Plants and Animals". Acquaintance with representatives of rare and protected species of flora and fauna of Khanty-Mansi Autonomous Okrug, listed in the Red Book.

"Wild animals and their young." Continue to introduce the inhabitants of the taiga.

"Winter". Continue to introduce the climate of Khanty-Mansi Autonomous Okrug at different times of the year.

"Winter fun"

"Spring". Continue to introduce the climate of Khanty-Mansi Autonomous Okrug at different times of the year.

"The reservoir and its inhabitants." Continue to get acquainted with the inhabitants of the reservoirs of our region.

"Visiting grandmother". Continue to get acquainted with life in the village.

"Work in the field." To introduce rural professions in our region.

Basic requirements for knowledge and skills by the end of 3rd grade:

Students should know:

syllabic analysis and word synthesis; softness of consonants; morphological composition of the word: root, ending, prefix, suffix; sentences: narrative, interrogative, exclamatory.

Students should be able to:

perform sound-letter analysis of words;

establish relationships between letters and sounds in a word;

use different methods of word formation;

possess the primary skills of mastering the morphological composition of a word;

use various sentence structures in speech.

build a coherent statement, establish logic (coherence, consistency);

accurately and clearly formulate thoughts in the process of preparing a coherent statement.

4th grade

Target:

Prevention of academic failure caused by various disorders of oral and written speech.

Tasks:

1. Expand and clarify students’ vocabulary both by accumulating new words that are different parts of speech, and through the ability to actively use various methods of word formation

2.Improve the skills of mastering the morphological composition of a word

3. Clarify the meaning of the syntactic constructions used: develop and improve the grammatical design of speech by children mastering word combinations, the connection of words in a sentence, sentence models of various syntactic constructions

4. Learn to establish logic (coherence, consistency), precise and clear formulation of thoughts in the process of preparing a coherent statement, selection of linguistic means adequate to the semantic concept.

Word composition (10 hours/ 2014-2015 academic year - 5 o'clock)

Composition of the word. The root is the main part of the word. Suffix. Diminutive suffixes. Suffixes of professions. Adjective suffixes. Console. Prefixes with spatial meaning. Temporary prefixes. Multi-valued prefixes. Ending.

Unstressed vowels (2 hours/ 2014-2015 academic year - 2 hours)

Unstressed vowels. Determination of an unstressed vowel in the root, requiring verification. Highlighting words with an unstressed vowel. The words are antonyms.

Consonant sounds and letters (4 hours/ 2014-2015 academic year - 2 hours)

Consonant sounds and letters. Paired consonants. Consonant sounds and letters. Stunning of voiced consonants in the middle of a word. Stunning of voiced consonants at the end of a word.

Phrases and sentences (2 hours/ 2014-2015 academic year - 2 hours)

Phrase and sentence. Isolating phrases from sentences. Making sentences from word combinations.

Coordination (2 hours/ 2014-2015 academic year - 2 hours)

Coordination. Word agreement in number. Agreement of words in gender.

Inflection of adjectives (3 hours/ 2014-2015 academic year - 2 hours)

Agreement of a noun with an adjective in gender. Coordination of adjectives with nouns by case.

Inflection of verbs (3 hours/ 2014-2015 academic year - 2 hours)

Present tense of verbs. Agreement of verbs with nouns in number. Past tense of verbs. Agreement of verbs with nouns in gender.

Prepositions and prefixes (4 hours/ 2014-2015 academic year - 2 hours)

Correlation of prepositions and verb prefixes. The words are synonyms. Separate writing of verbs with prepositions, continuous writing with attachments. Differentiation of prepositions and prefixes.

Control. Inflection of nouns by case (16 hours/ 2014-2015 academic year - 7 o'clock)

Words answering the questions Who? What? (Nominative case). Words answering the questions Who? What? (Genitive). Words answering the questions Who? Why? (dative). Words answering the questions Who? What? (accusative). Genitive or accusative? Words answering the questions Who? How? (instrumental case). Words answering questions About whom? About what? (prepositional). Plural nouns. Nominative case. Genitive. Dative. Accusative. Instrumental case. Prepositional. Securing case forms in phrases and sentences.

Parts of speech (2 hours/ 2014-2015 academic year - 2 hours)

The concept of subject and predicate as parts of speech. Making sentences based on questions and supporting phrases. The concept of secondary members of a sentence. Selection of adjectives for words - objects.

Connection of words in phrases and sentences (4 hours/ 2014-2015 academic year - 2 hours)

Connection of words in phrases. Analysis of phrases. Definition of meaning. Making sentences based on pictures. Simple sentences. Making sentences based on pictures. Complex sentences. Distribution and reduction. Restoring deformed text.

Connected speech (8 hours/ 2014-2015 academic year -4 hours)

Compiling a story from sentences given separately. Compiling a story from its beginning. Compose a story based on this ending. Drawing up an introduction and conclusion to the story. Compose a story according to this plan.

Use of lexical topics:

Professions of our city.

"Plants and Fauna". Consolidating knowledge about representatives of the flora and fauna of our region.

"Transport". Clarifying knowledge about city transport.

"Migratory birds". Acquaintance with birds wintering in our region.

"Furniture". Improving knowledge about furniture produced in furniture factories in our city.

"Wild animals".

"Professions and Tools." Getting to know the professions of rural residents of our region.

"Animal Dwellings" Getting to know the homes of animals that live in our forests.

"Winter Sketches". Features of winter in our region.

"Wild and domestic animals." Features of the animal world of our region.

Basic requirements for knowledge and skills by the end of 4th grade:

Students should know:

studied parts of speech and their signs; signs of the main and minor members of a sentence; morphological composition of the word.

Students should be able to:

actively use various methods of word formation;

possess the skills of mastering the morphological composition of a word;

master word combinations, connections between words in a sentence, models of sentences of various syntactic structures;

establish logic (coherence, consistency), accurately and clearly formulate thoughts in the process of preparing a coherent statement;

make a plan for the text.

APPLICATION

1st grade (2014-2015 academic year)

Calendar - thematic planning

2nd grade (2014-2015 academic year)

Calendar - thematic planning

3rd grade (2014-2015 academic year)

Subject	Number of hours	date
I half of the year – 16 weeks		Monday
Sentence and word.
1. Speech and proposal. Sentence and word.		1.09
Syllable analysis and word synthesis.
2. Word and syllable. Clarification of concepts. Highlighting the first syllable in a word.		8.09
3. The syllabic role of vowels. Determining the number of syllables in a word.		15.09
4. Composing words from syllables. Dividing words into syllables.		22.09
Sounds and letters
5 .Sounds and letters. Clarification of concepts. Determining and comparing the number of sounds and letters in words. Vowel sounds and letters. Differentiation of vowels of rows 1 and 2.		29.09
6. Consonant sounds and letters. Hard and soft consonants. Hard and soft consonant sounds and letters.		6.10
Indicating softness using a soft sign.
7. Indication of softness of consonants using the letter ь. Soft sign at the end of a word. Soft sign in the middle of a word.		13.10
8 .Dividing soft sign. Comparison by meaning and pronunciation.		20.10
Denoting softness using vowels.
9. Hard and soft consonant sounds before vowels A-Z.		27.10
10. Hard and soft consonant sounds before vowels O-Yo.		10.11
11. Hard and soft consonant sounds before the vowels U-Yu.		17.11
12. Hard and soft consonant sounds before the vowels Y-I.		24.11
13. Hard and soft consonants before E.		1.12
Unpaired consonants. Voiceless and voiced consonants.
14. Unpaired voiceless consonants X, Ts, Ch, Shch.		8.12
15. Unpaired voiced consonants Y, L, M, N.		15.12
16. Stunning of voiced consonants in the middle of a word. Stunning of voiced consonants at the end of words.		22.12
II half of the year – 18 weeks
Offers.
17. Narrative sentences. Use of possessive adjectives in speech.
18. Interrogative sentences. Use of relative adjectives in speech.
19. Exclamatory sentences. Using qualitative adjectives in speech.
Morphological composition of the word.
20. The root is the main part of the word. Related words. Words of the same root that are not related. Differentiation of related and cognate words.
21 . Difficult words. Connecting vowel e or o in the middle of a word.
22. Console. Prefixal way of forming words.
23. Suffix. Suffixal way of forming words. Ending.
Unstressed vowel.
24 .Unstressed vowels in the root.
25 .Unstressed vowels in the root. Antonyms.
26. Selection of test words for unstressed vowels in the root.
Prepositions and prefixes.
27. Correlation of prepositions and verbal prefixes. Synonymous words.
28 .Continuous spelling of words with prefixes. Separate spelling of words with prepositions.Differentiation of prepositions and prefixes.
29 .Correlation of prepositions with verb prefixes. "Not" with verbs.
Coherent speech.
30 .Retelling based on a series of plot pictures.
31. Retelling based on the plot picture.
Subject Number of hours date I half of the year – 16 weeks Thursday Composition of the word 1. Composition of the word. The root is the main part of the word. 4.09 2.Suffixes. Diminutive suffixes. 11.09 3. Suffixes of professions. Adjective suffixes. 18.09 4. Prefixes of spatial and temporal meaning. 25.09 5. Endings. 2.10 Unstressed vowels 6. Determination of an unstressed vowel in the root, requiring verification. 9.10 7. Highlighting words with unstressed vowels. Antonym words. 16.10 Consonants and letters 8. Paired consonants. Stunning of voiced consonants at the end of a word. 23.10 9. Stunning of voiced consonants in the middle of a word. 30.10 Collocations and sentences 10. Isolating phrases from sentences. 13.11 11. Compiling sentences from word combinations. 20.11 Coordination 12. Coordination of words in number. 27.11 13. Agreement of words in gender. 4.11 Inflection of adjectives 14. Agreement of a noun with an adjective in gender. 11.12 15. Coordination of adjectives with nouns by case. 18.12 Inflection of verbs 16. Agreement of verbs with nouns in number. 25.12 II half of the year – 18 weeks 17. Agreement of verbs with nouns in gender. Prepositions and prefixes 18. Separate spelling of verbs with prepositions, combined spelling with prefixes. 19. Differentiation of prepositions and prefixes. Control. Inflection of nouns by case 20. Words answering the questions Who? What? (Nominative case). 21. Words answering the questions Who? What? (Genitive). 22. Words answering questions Who? Why? (dative). 23. Words answering the questions of Who? What? (accusative). 24. Words answering the questions By whom? How? (instrumental case). 25. Words answering questions About whom? About what? (prepositional). 26. Consolidating case forms in phrases and sentences. Parts of speech 27. The concept of subject and predicate as parts of speech. Making sentences based on questions and supporting phrases. 28. The concept of minor members of a sentence. Selection of adjectives for words - objects. Connecting words in phrases and sentences 29. Connection of words in phrases. Analysis of phrases. Definition of meaning. Making sentences based on pictures. Simple sentences. 30. Complex sentences. Distribution and reduction. Restoring deformed text. Connected speech 31. Compiling a story from sentences given separately. 32. Compiling a story from its beginning. 33. Compiling a story based on a given ending. 34. Compiling a story according to this plan. Total: 34 hours CONCLUSION This program has been tested at our school for four years. The need for this work is confirmed by the results of a survey of oral and written speech of students with mental retardation. Considering that dysgraphia and dyslexia in children with delayed development occur against the background of general speech underdevelopment, correction of written speech disorders is carried out on the basis of lexical topics, which helps to activate and enrich the students’ vocabulary. And yet, the formation of coherent speech is of paramount importance in speech therapy support for children with delayed development. This is due to the needs of children, because A teacher working in a primary school does not have the opportunity to deeply and fully prepare a child in matters of developing his textual activity. After studying in primary school, a speech therapist manages to correct phonemic hearing, partly the lexical and grammatical structure, but the development of coherent speech remains at a low level. Consequently, children at the secondary level are not ready for independent textual activity (writing summaries, essays, descriptive stories etc.), in addition, the final certification in the Russian language takes place in the form of a presentation. Thus, the system of speech therapy assistance in a general education school is a targeted and continuous process of providing effective assistance to children with special educational needs, without which the functioning of this educational institution is impossible. LITERATURE: 1. Current problems in diagnosing mental retardation in children [Text] / ed. K.S. Lebedinskaya. - M., 1982. - 125 p. 2.ANMC “Correction and Development” [Electronic resource] / E.D. Khudenko. – M., 2007. 3. Babkina, N.V. Psychological support children with mental retardation in secondary school [Text] / N.V. Babkina // Defectology. – 2006. - No. 4. 4. Babkina, N.V. Intellectual development of primary schoolchildren with mental retardation: a guide for school psychologist[Text] / N.V. Babkina. – M.: School Press, 2006. – 80 p. 5.Balaeva, V.I. On the system of planning psychocorrectional work with children with speech disorders // School speech therapist. – 2007. - No. 2 (17). – pp. 39-44. 6. Blinova, L.N. Diagnosis and correction in the education of children with mental retardation: textbook [Text] / L.N. Blinova - M.: Publishing house NTs ENAS, 2001. - 136 p. 7. Vilshanskaya, A.D. Interaction of specialists of the school psychological-medical-pedagogical council in the system of correctional and developmental education [Text] / A.D. Vilshanskaya // Education and training of children with developmental disorders. – 2006. - No. 5 – P. 66. 8. Zhukov, V.I. Experience and problems of living arrangements for orphans and children left without guardianship in modern conditions [Text] / V.I. Zhukov - M.: Publishing house RGSU, 2009. - 452 p. 9.Konovalenko, S.V. Development of cognitive activity in children from 6 to 9 years old: workshop for psychologists and speech therapists [Text] / S.V. Konovalenko – M.: Gnome-Press: New school, 1998. – 56 p. 10. Correctional and developmental work with younger schoolchildren in special (correctional) classes: educational and methodological manual (electronic application) / compiled by: T.V. Kalabukh, E.V. Kleimenov. - Novokuznetsk: MOU DPO NPK, 2008. 11. Lubovsky, V.I. Modern speech therapy approaches in diagnosis // School speech therapist. – 2008. - No. 3 (24). – pp. 33-35. 12. Practical psychology and speech therapy: magazine, - 2008. - No. 1. 13. Razzhivina, N.V. Comparative characteristics of attention stability in primary schoolchildren with dysgraphia and without writing disorders // School speech therapist. – 2007. - No. 1 (16). – pp. 12-18. 14.Shevchenko, S.G. Correctional and developmental education: Organizational and pedagogical aspects: a methodological manual for teachers of classes of correctional and developmental education [Text] / S.G. Shevchenko – M.: VLADOS, 1999. – 136 p. Did not find an answer to your question? Look at here See what “Legion (number)” is in other dictionaries Examples of solving problems on the topic “Random variables” I’m reading the poem “Frost, Red Nose” by Nekrasov