The program of individual speech therapy support

child with mental retardation as part of an adapted educational program

Content

Introduction

Chapter 1

escorts

1.1.

1.2.

Features of accompanying children with mental retardation

Chapter2

Practical aspects of the program

2.1.

2.2.

Features of the program of individual support for a child with mental retardation

Conclusion

Literature

Appendix

Introduction

According to the UN, there are approximately 450 million people in the world with impaired mental and physical development, which is almost a tenth of the inhabitants of the planet, among them a huge number are children with disabilities.The education of such children provides for the creation of a special correctional and developmental environment for them, providing adequate conditions and equal opportunities with ordinary children for education within special educational standards, treatment and rehabilitation, education and training, correction of developmental disorders, social adaptation.

Relevancethe problem lies in the fact that modern school should teach not only ordinary schoolchildren, but also a differentiated approach to the category of children with handicapped health, take into account the special educational needs of these children, determine and create not only conditions for the education of children in this category, but also provide them with psychological, medical and pedagogical support at all age stages. Such an opportunity is provided by inclusive education of children.

In our school, there is also a trend towards an increase in the number of children with disabilities. To date, 152 children study at the school, among them 43 children are children with disabilities, which is about 28% of total number school students.

Recently, there has been an increase in various deviations of mental development, including mental retardation (MPD), which manifests itself primarily in a slowdown in the rate of mental development.

Of the children with disabilities in our school, there are 24 children with disabilities, which is 56% of the number of children with disabilities. Upon admission to school, children with mental retardation show deficiency general stock knowledge, limited understanding of the world, immaturity of thought processes, lack of focus intellectual activity, its rapid satiety, the predominance of gaming interests.

Target - to develop a program of individual speech therapy support for a child with mental retardation as part of an adapted educational program.

Program objectives:

To analyze the literature on the problem of inclusive education for children with mental retardation.

Identify special educational needs with a CRA.

Develop recommendations for individual support of children with mental retardation.

Basic methods of writing WRC: research, classification, observation, synthesis, analysis.

Practical significance of this work lies in the fact that this program can be used when a speech therapist works with children with mental retardation.

1. Theoretical aspects of the program individual speech therapy support for a child with mental retardation as part of an adapted educational programescorts

1.1. Features of speech development in children with mental retardation

One of the characteristic signs in children with mental retardation is the underdevelopment of higher mental functions, and, consequently, the underdevelopment of speech as one of the most complexly organized functions.

Children with mental retardation have a slow rate of speech development, its qualitative originality and a high prevalence of speech disorders.

With ZPR, all types of speech disorders occur, which are also observed in children with normal intelligence.A characteristic feature of the clinical picture of disorders in most children with mental retardation is the complexity of speech pathology, the presence of a complex of speech disorders, a combination of various speech defects. Many manifestations of speech pathology are associatedwith common psychopathological features of these children, with features of the course speech activity generally..

The structure of the speech defect in children with mental retardation is very variable, characterized by the combination of various symptoms of speech pathology.

So, E. V. Maltseva distinguishes 3 groups

First group - children with an isolated defect, manifested in the incorrect pronunciation of only one group of sounds. Violations are associated with an anomaly in the structure of the articulatory apparatus, underdevelopment of speech motor skills.

Second group - children who have phonetic-phonemic disorders. Defects in sound pronunciation cover 2-3 phonetic groups and are manifested mainly in substitutions of phonetically close sounds. There are violations of auditory differentiation of sounds and phonemic analysis.

Third group - children with systemic underdevelopment of all aspects of speech (OHP). In addition to phonetic and phonemic disorders, there are significant disorders in the development of the lexical and grammatical side of speech: limited and undifferentiated vocabulary, primitive syntactic structure of sentences, agrammatisms.

The study by I. A. Simonova revealed the features of speech underdevelopment in children with mental retardation aged 8-10 years in two clinical groups: 1) with uncomplicated infantilism (according to the classification of M. S. Pevzner); 2) with complicated infantilism and as a result of cerebroasthenic conditions of various origins.

First group children is few.

The leading psychopathological syndrome in these children is the immaturity of the emotional-volitional sphere. The schoolchildren of this group retain their playing interests, they are not prepared for learning activities, and lack cognitive interest in learning. In the anamnesis of most children, there is a delay in speech development: the first words appear by 1.5-2 years, phrases - by 3 years. Almost all children had intact articulatory motility. Small deviations were observed only when performing a series of articulatory movements. At the same time, difficulties were revealed in repeating series of 3-4 syllables with phonetically close sounds. Children most often mixed voiced and deaf sounds. Children inaccurately distinguish between the concepts of "syllable", "sound", "letter". They have formed only simple forms of phonemic analysis.

In children with uncomplicated infantilism, speech features associated with the originality of the emotional-volitional sphere are revealed. These children are verbose, willingly engage in verbal communication, are active in dialogue, and often interrupt the interlocutor. They do not think over the answers, and therefore, their answers are characterized by impulsiveness, the presence of side associations.

I. A. Simonova concludes that the level of speech development of these children and their speech behavior correspond to normally developing younger peers.

Insecond group in children with mental retardation (with complicated infantilism and with cerebrosthenic conditions), a different picture of speech underdevelopment was observed.

The children of this group experienced significant difficulties from the very beginning of schooling. At the heart of school failure is exhaustion nervous system, rapid fatigue, impaired performance.

In the anamnesis of most children, there was a delay in the development of speech. The first words appeared only by 2-2.5 years. A speech therapy study revealed a number of these children (32%) in a patient with impaired sound pronunciation, which manifests itself mainly in the fuzzy pronunciation of whistling and hissing (lateral, interdental pronunciation), the absence or incorrect pronunciation of sound [r]. In children, underdevelopment of the phonetic-phonemic side of speech was revealed.

The features of speech in children of the second group were also manifested in the poverty of the lexico-semantic side of speech, in the limited volume of the dictionary, in inaccurate usage words.

The lack of formation of the lexical side of speech was especially clearly manifested in the peculiarities of performing the assignment for the selection of synonyms and antonyms. Of particular difficulty is the use of generalizing concepts (furniture, dishes, etc.). Neologisms ("sweepers", "bricklayer", "miner" (instead of a seamstress) are widely represented in the active dictionary).

The coherent speech of the children of the second group is at a lower level than that of the children of the first group. The stories are characterized by the poverty of linguistic design and the violation of logical coherence.

Thus, the features of speech in this group of children are characterized by a violation of speech as a system; the originality of speech reflects the underdevelopment of the emotional-volitional sphere and cognitive activity.

One of the characteristic signs of violations of the speech development of children with mental retardation is the insufficiency of speech regulation of action, the difficulty of verbalizing actions, the lack of formation of the planning function of speech.

Sound pronunciation disorders in children with mental retardation are much more common than in children without mental developmental disorders. So, according to E. V. Maltseva, sound pronunciation disorders are observed in 29.9% of primary school students for children with mental retardation, which is 76.3% of the number of children with mental retardation who have speech disorders. According to V. A. Kovshikov and Yu. G. Demyanov, sound pronunciation disorders are observed in 70% of students aged 7-9 years with mental retardation. At the same time, in the lower grades of a mass school, sound pronunciation disorders are observed only in 4% of schoolchildren.

The highest prevalence of sound pronunciation disorders occurs among students of the 1st grade (55.8%, according to E. V. Maltseva). By grade 4, this number is significantly reduced (20.5%).

Thus,children with mental retardation have characteristic signs of impaired speech development. Features of speech in children with mental retardation are characterized by a violation of speech as a system; the originality of speech reflects the underdevelopment of the emotional-volitional sphere and cognitive activity.Sound pronunciation disorders in children with mental retardation are much more common than in children without mental developmental disorders.

1.2. Features of accompanying children with mental retardation

Speech therapy work with children suffering from mental retardation takes into account their psychological characteristics and is carried out in the following areas:

development of mental operations of analysis, synthesis, comparison, generalization;

development of visual perception, analysis, visual memory;

formation of spatial representations;

development of auditory perception, attention, memory;

correction of disorders of motor development, especially disorders of manual and articulatory motility;

correction of violations of sound pronunciation, distortions of the sound-syllabic structure of the word;

vocabulary development (enrichment of the dictionary, clarification of the meaning of the word, formation of lexical consistency, structure of the meaning of the word, consolidation of links between words);

formation of the morphological and syntactic system of the language;

development of phonemic analysis, synthesis, representations;

formation of an analysis of the structure of sentences;

development of communicative, cognitive and regulatory functions of speech.

In the process of corrective work, a speech therapist must be able to organize the mental and speech activities of children, evoke positive motivation, maximize the cognitive activity of children with mental retardation, use a variety of techniques and methods, and effectively help children in their zone of proximal development.

Algorithm for logopedic support of a student with mental retardation

I. Work to identify students in need of speech therapy assistance.

Examination of students of a special correctional class, analysis of the results.

Survey of students of individual training, analysis of results.

Working with teachers.

1. Individual conversations.

   Acquaintance of teachers with the results of the survey.

Working with parents.

1. Individual conversations, consultations.

   Familiarization of parents with the results of the survey.

Contact with a doctor.

1. Acquaintance with the data of a medical examination to clarify the cause and nature of speech disorders.

   Timely referral of children to specialist doctors and PMPK.

Interaction of specialists working with a child with mental retardation

Areas of activity of escort specialists

Educational psychologist

Social teacher

Teacher speech therapist

Teacher

1. Correction-developing classes for the development of the cognitive sphere and correction of the emotional-volitional.

2. Consulting teachers and parents on the education and upbringing of a child with mental retardation.

1. Preventive, advisory work with parents on issues of education and upbringing.

2. Social and dispatching activities with medical and social and legal services.

1. Correction-developing classes to overcome violations of oral speech.

2.Consulting teachers and parents on overcoming speech disorders.

Practicing the acquired knowledge and skills in the classroom using corrective techniques and teaching methods.

Thus, speech therapy support for a child with mental retardation can be considered as a complex technology of pedagogical support and assistance to the child, parents and teachers in solving the problems of development, education, upbringing and socialization.

2. Practical aspects of the program individual speech therapy support for a child with mental retardation as part of an adapted educational program.

2.1. Psychological and pedagogical characteristics of a child with mental retardation

Characteristics of a 1st grade student Zhenya K.

Zhenya entered the 1st grade in 2014. Before entering school, he was brought up at home. The mother is mainly engaged in raising the child, she also helps in her studies. Zhenya is brought up in a complete family, he is the eldest child. Zhenya has the second group of health. Based on the results of the PMPK survey, it was recommended to start teaching in the 1st grade a program for children with mental retardation.

It took a long time to get used to the new environment, he was silent, closed, did not answer the teacher's questions. In the class he made friends with only two boys, he communicates little with other guys. During the game, he does not show leadership abilities, but he can interfere with the game of others and destroy it. There are signs of aggression towards classmates.

The child has increased fatigue, low performance, can hardly withstand classes lasting 35 minutes, and requires frequent changes in body position during the lesson. The pace of work is noticeably reduced.

Zhenya is indifferent to studies. Program material is difficult to digest. The boy cannot work independently, he needs constant help, but he accepts help with pleasure. Often he cannot complete the task in the allotted time, but if he knows how to complete the task, he will definitely complete it. When performing tasks, he can only act stereotypically. If the instruction consists of several stages, it cannot be executed, because remembers no more than two steps.

My wife likes modeling and drawing most of all. Often uses dark, more black colors in his work. In mathematics lessons, he finds it difficult to calculate mentally, he can solve examples, but based on models. When solving examples for tabular multiplication and division, he makes numerous mistakes. The greatest difficulty is caused by tasks related to logical thinking. He solves problems with difficulty, because there is no abstract thinking.

Zhenya writes badly from dictation, makes many mistakes when copying text (omissions, substitutions, inserting letters). Entries in notebooks are sloppy, handwriting is not formed. Evgeny has poorly developed auditory perception and attention, sound pronunciation is disturbed. The boy’s pronunciation of the sounds [g] [w] [h] [u] [p] [r ’] [l] [l ’] is disturbed. Speech development is below the age norm.

Zhenya reads in syllables and whole words. Doesn't always understand what they read. Does not understand the hidden meaning of the work. Memorizing a poem takes a lot of effort. When reading, there is no expressiveness. Retelling a complex text can be performed on leading questions.

I prefer oral subjects. If you like the material being studied, then he actively works in the lesson. long term memory poorly developed. Can recite the material from the previous lesson, but forgets it after a few lessons.

The behavior of the boy is different. He is often active, but there are days when he is passive, as if disconnected from the outside world. It can climb under the desk during the lesson, or stand up and walk around the class, not paying attention to the teacher's remarks. The child is very touchy and vulnerable. Zhenya is fond of sports, he goes to football.

Principles of corrective work

1. Consistency.

The principle ensures the unity of diagnosis, correction and development, i.e. a systematic approach to the analysis of developmental features and correction of disorders in children with disabilities, as well as a comprehensive multi-level approach of specialists in various fields, interaction and coordination of their actions in solving the problems of the child; participation in this process of all participants in the educational process.

2. Respect for the interests of the child .

The principle defines the position of a specialist who is called upon to solve the problem of the child with the maximum benefit and in the interests of the child.

3. Continuity.

The principle guarantees the child and his parents (legal representatives) the continuity of assistance until the problem is completely resolved or an approach to its solution is determined.

4. variability . The principle involves the creation of variable conditions for the education of children with various disabilities in physical and (or) mental development.

5. Advisory nature of assistance.

The principle ensures observance of the rights of parents of children with disabilities guaranteed by law to choose the forms of education for children, educational institutions, protect legal rights and the interests of children, including the mandatory coordination with parents of the issue of sending (transferring) children with disabilities to special (correctional) educational institutions (classes, groups).

Thus, it is necessary to create a program of comprehensive speech therapy assistance to a child with mental retardation, taking into account the violations in this child.

2.2. Features of the program of individual support for a child with mental retardation

Purpose of the program : organization of correctional and developmental work with a student with mental retardation who has impaired sound pronunciation, contributing to successful adaptation in educational activities; eliminate oral deficiencies and prevent violations writing at a younger student.

Main tasks:

To create conditions for the formation of the correct sound pronunciation in a student with mental retardation.

Develop articulatory motor skills.

Correction of sound disturbances, their automation and differentiation.

To form phonemic hearing, perception, analysis and synthesis.

Develop spatio-temporal representations.

Improve the lexical and grammatical side of speech:

To form coherent speech as a means and form of mental activity.

Improving fine motor skills.

The course of correctional training is designed for 9 months (September - May).

Expected results

As a result of the work done, by the end school year a child with mental retardation must learn to pronounce consonants correctly, master the elements sound analysis and synthesis, master the skill of using words of different syllabic structures in speech, be able to name objects and their properties, master generalizing concepts, learn to use in speech: adjectives, verbs and prepositions. In addition, the child must master the skills of word formation and inflection, correlate and coordinate various parts of speech, be able to make sentences, answer questions and master dialogical speech.

Program content

Stage 1: Preparatory.

Objective: Formation of the articulatory base of speech.

Tasks:

1. Development voluntary attention, memory, mental operations.

2. Developing the ability to recognize and distinguish phonemes.

3. Formation of the articulation base of sound, i.e. articulation skills and abilities.

4. Formation and development of fine motor skills in the process of systematic training.

5. Strengthening of physical health in the process of various recreational activities and procedures (massage, drug treatment, consultation of medical specialists).

Work on the correction of sound pronunciation begins in mid-September, upon completion of the survey.

Acquaintance with the organs of articulation. Identification of sounds in the vocabulary. Calling sound by imitation. preparatory articulation exercises(creation of an articulatory sound base). Articulation gymnastics. Breathing exercises. Finger gymnastics.

Stage 2: Formation of primary pronunciation skills and abilities

Objective: Formation of the initial skills and abilities of the correct pronunciation of sound on specially selected material.

Tasks:

1. Setting the sound.

2. Automation of sound in words and sentences.

3. Formation of the ability not to mix sounds.

4. Formation and development of fine motor skills.

Setting sounds in sequence:

Hissing: sh;

Sonorant: l;

Sizzling: f;

Sonorant: p, p;

Hissing: h, sh.

Automation of the set sound in syllables: direct, in reverse, with a confluence of consonants. Automation of sound in words follows the traces of automation in syllables in the same sequence. Sound automation in sentences. Isolation of sound in words, sentences. Finger gymnastics. Work on sound analysis and synthesis. Lexico-grammatical tasks. Graphomotor exercises.

Stage 3: Stage of communication skills

Objective: Formation of skills and abilities of the unmistakable use of speech sounds in all situations of communication.

Tasks:

1. Automation of sound in texts, highlighting sound in texts. Development of attention, memory.

2. Automation of sounds in speech. Development of attention, memory, fine motor skills. Development of thinking. Automation of set sounds in pure words, proverbs, sayings, riddles, nursery rhymes, poems.

3. Automation in coherent speech: retelling, compiling stories from a picture, from a series of pictures, etc.

4. Automation of delivered sounds in spontaneous speech: in games, excursions, on walks and other forms of students' life.

5. Differentiation of staged and automated sounds.Work on sound analysis and synthesis. Lexico-grammatical tasks. Graphomotor exercises. Finger gymnastics.

Stage 4: Evaluation

Objective: Summing up the speech therapy work.

Tasks:

1. Evaluation of the effectiveness of corrective work.

2. Determining the prospects for further activities.

Forms and means of control

The main purpose of control is to test the knowledge of the studied material.Correctional work ends in mid-May with the holiday “We speak correctly and beautifully!”. At the holiday, the result of all speech therapy work is summed up.

Teaching and methodological teaching aids:

Literature for students:

1. Konovalenko V.V., Konovalenko S.V. Automation of sounds in children. Set of 4 notebooks. M. 2006.

2. Tkachenko T.A. Logopedic notebook. Development of phonemic perception and sound analysis skills. - St. Petersburg, 1998.

3. Uspenskaya L.P., Uspensky M.B.Learn to speak correctly. M.; Education. 1993.

Literature for the teacher:

1. Eletskaya O.V. Gorbachevskaya N.Yu. Organization of speech therapy work at school. M., 2001.

2. Efimenkova L.N. Correction of oral and written speech of students

primary school. M., 2001.

3. Kashe G.A. Prevention of violations of reading and writing in children with impaired pronunciation. M.; Enlightenment. 1965.

4. Yastrebova A.V., Bessonova T.P. An instructive-methodical letter on the work of a speech therapist teacher at general education school. M., 2000.

5. Yastrebova A.V. Correction of speech disorders in secondary school students. M.; Education. 1984.

Based on the programindividual speech therapy support for a child with mental retardation as part of an adapted educational programdeveloped a long-term work plan. (Appendix 1)

Thus, we can say that the work of a speech therapist teacher with a child with mental retardation has a number of features:

1. First of all, before starting corrective work, a speech therapist teacher, as in the case of ordinary students, through a thorough special examination, finds out the nature of the violation of the child's speech activity using special techniques.

2. Based on the diagnosis of a speech therapist, together with other specialists, taking into account the characteristics of the child, an individual program is drawn up to accompany a child with mental retardation.

Conclusion

The special relevance of studying the sound pronunciation of children with mental retardation is due to the fact that it issufficientmaturityof all components of speech is often the main reason for the difficulties that children with mental retardation have when studying at school.Features of speech in children with mental retardation are characterized by a violation of speech as a system; the originality of speech reflects the underdevelopment of the emotional-volitional sphere and cognitive activity.

In view ofTogothat the program of special educational institutions for children with mental retardation provides for their education in the volume of a secondary general education school, the creationprogramsindividual speech therapy support for a child with mental retardation as part of an adapted educational programcan help find ways and methods to improve it.

The need for this work is confirmed by the results of a survey of the oral speech of students with mental retardation. Considering that children with mental retardation have a general underdevelopment of speech. And yet, the formation of the correct sound pronunciation is of paramount importance in speech therapy support for children with mental retardation.

Sound pronunciation disorders in children with mental retardation are much more common than in children without mental developmental disorders. So, according to E. V. Maltseva, sound pronunciation disorders are observed in 29.9% of primary school students for children with mental retardation, which is 76.3% of the number of children with mental retardation who have speech disorders. According to V. A. Kovshikov and Yu. G. Demyanov, sound pronunciation disorders are observed in 70% of students aged 7-9 years with mental retardation. At the same time, in the lower grades of a mass school, sound pronunciation disorders are observed only in 4% of schoolchildren.

The highest prevalence of sound pronunciation disorders occurs among students of the 1st grade (55.8%, according to E. V. Maltseva). Upon receipt of the necessary speech therapy assistance by the 4th grade, this number is significantly reduced (20.5%).

The correctional and speech therapy impact in case of mental retardation is complex and at the same time differentiated.

Differentiation of correctional and speech therapy influence is carried out taking into account the clinical characteristics, individual psychological characteristics of the child, the characteristics of his mental activity, working capacity, the level of underdevelopment and the mechanisms of speech disorders.

When designing a program of individual support for a child with mental retardation, I think that the integration of the child into society will help solve a considerable number of related problems. Of course, if this work is carried out with the interaction of all escort specialists and parents. This will help inclusive education in secondary schools.

Not every child with mental retardation can be brought to the level of normal development. But in any case, corrective work with such a child will help:

pronounce all speech sounds clearly;

isolate sounds from a word, pronounce them correctly, analyze articulation;

distinguish between vowels and consonants and letters;

conduct syllabic analysis, highlight the stressed syllable, transfer words into syllables;

conduct sound-letter analysis of words;

know a dictionary that summarizes concepts on basic lexical topics;

activate the learned vocabulary through speech practice;

understand, select and name words denoting the names of objects, their signs, actions;

coordinate nouns with adjectives and verbs, numerals, form new words;

understand the purpose of speech: word, sentence, text - units of speech.

to master the concept of a sentence of two or more words, related in meaning and expressing a complete thought;

make a model of a simple two-part sentence;

be able to disseminate the proposal on the model and issues;

retell a fairy tale, a story;

compose a simple text of 3-5 sentences on a given topic.

know the seasons, days of the week, parts of the day;

determine spatial directions and designate them verbally;

be able to analyze, compare, generalize objects and phenomena;

classify objects according to a given attribute.

accept the teacher's instruction and act consistently to implement it;

answer questions in full sentences;

Thus, the system of speech therapy assistance in a general education school is a purposeful and continuous process of providing effective assistance to children with mental retardation, without which the functioning of this educational institution is impossible.

Literature

Actual problems of diagnosing mental retardation in children / Ed. K. S. Lebedinskaya. M., 1982. - 128 p.

Artyushenko N. P. Identification, selection, placement in an educational institution and supervision of the educational process of children with disabilities / N. P. Artyushenko // School speech therapist. - 2007. - No. 6. - S. 64-67.

Belobrova M.M. The specifics of the work of a teacher-speech therapist of a general education school in conditions of inclusive education / M. M. Belobrova. - (We work with schoolchildren) / / Speech therapist. – 2011. – No. 4 . - S. 76 - 80.

Volkova G.A. Methods of psychological and logopedic examination of children with speech disorders. Issues of differential diagnosis. Educational and methodical manual, - St. Petersburg, 2003. - 144 p.

Gvozdev A.N. Questions of studying children's speech. - M., 1961. - 154s.

Children with mental retardation / Ed. T.A. Vlasova, V.I. Dubovsky, N.A. Tsypina. M., 1984. - 282 p.

Zharenkova G.I. Actions of children with mental retardation according to the image and verbal instructions. / G.I. Zharenkova // Defectology. - 1972. - No. 4 - S. 29 - 31.

Games in speech therapy work with children / Ed. IN AND. Seliverstov. - M., 1987. - 144 p.

Lalaeva R.I. Speech disorders in children with mental retardation. - St. Petersburg, 1992. - 189 p.

Lopatina V.I.Broad aspects of inclusive education / V. I. Lopatina. - (We discuss the problem)//Education and education of children with developmental disorders. – 2009. –№ 6 . - S. 11 - 13.

Malofeev N. N. Eulogy inclusions, or speech in defense of oneself / N. N. Malofeev// Defectology. – 2011. –№ 4 . - P. 3 - 17.

Maltseva E.V. Features of the disorder in children with mental retardation. / E. V. Maltseva // Defectology. - 1990.- No. 6- S.10-14.

Skvortsova IV The system of work on the correction of speech in children with mental retardation /I. V. Skvortsova - St. Petersburg, 2000. - 72p.

Triger R.D. Some features of younger schoolchildren with mental retardation in possession of the grammatical structure of speech / R.D. Triger// Defectology.-1987. No. 5 - P.12 - 18.

Appendix 1

Perspective work plan with a child with mental retardation who has a speech impairment

It is necessary to form precise movements of the organs of articulation;

Development of fine motor skills of hands;

Develop phonemic awareness;

Form the correct air stream;

Working off reference sounds.

4-5h

Mirror, photos, pictures.

Sound staging

Achieve the correct pronunciation of individual sounds.

1way - by imitation (hearing, vision, tactile-vibrational sensations)

2 way - mixed (imitation + verbal explanations)

Develop phonemic hearing, memory, thinking.

9-10 a.m.

Mirror, spatulas, articulation profiles, a set of pictures, a cassette with various sounds.

Automation of sound in words.

Achieve the correct pronunciation of sounds. The work is based on auditory and kinesthetic self-control.

To develop auditory self-control, fine motor skills of hands, phonetic and phonemic hearing, logical thinking, memory, attention. Work on replenishing active and passive vocabulary.

a) automation in direct syllables

Achieve correct pronunciation in direct syllables

1-2 h

Mirror, table of syllables

b) automation in reverse syllables.

Achieve the correct pronunciation in reverse syllables.

1-2h

Mirror, table of syllables, split alphabet.

c) automation in syllables with a confluence of consonants

Achieve the correct pronunciation of sounds in syllables with confluence.

1 hour

Mirror, table of syllables, split alphabet

d) automation in words (at the beginning of a word)

Achieve the correct pronunciation of the sound at the beginning of the word (one-syllable, two-syllable ...)

1h

e) automation in the middle of a word

Practice correct pronunciation in the middle of a word.

1 hour

A mirror, a table of syllables, a split alphabet, a series of pictures, games.

e) automation of sound at the end of a word. Fixing sound in words (in different positions)

Practice the correct pronunciation of the sound at the end of the word. Be able to isolate the studied sound.

1h

Mirror, table of syllables, split alphabet, a series of pictures, the game "Smart Phone", "Lotto".

g) pronunciation of words with several studied sounds in one word

Work out the correct pronunciation of the sound several times meeting in one word.

1 hour

4. Automation of sound in sentences.

Education of the correct pronunciation of sound in sentences. The work is based on auditory and visual analyzers. Directions:

Develop fine motor skills.

phonemic hearing.

Replenish vocabulary.

Develop the child's speech.

Learn how to make sentences, express the main idea and use prepositions correctly in speech.

10-12h

Mirror, syllable table, split alphabet, picture series, Smart phone game, Lotto.

a) automation in phrasal speech

Education of the correct, clear pronunciation in phrasal speech.

2h.

Mirror, Lotto game, Smart Phone

b) sound automation in a simple sentence

Education of the correct, clear pronunciation in a simple sentence. Ability to make simple sentences based on pictures.

2h.

c) sound automation in a simple common sentence

Education of the correct, clear pronunciation in a simple common sentence. Learn to write and work with a simple common sentence. Replenish vocabulary.

2-3h

d) automation in a complex sentence

Education of the correct, clear pronunciation in a complex sentence. Learn to use conjunctions (a, and, but) and prepositions when making sentences based on pictures and independently.

2-3h

Mirror, a series of pictures, games

5. Audio automation:

- pure tongues;

-verses;

- tongue twisters;

- sayings;

-jokes;

- nursery rhymes;

Automate sound pronunciation. Develop memory, thinking attention. To instill a love for folk art.

6-7h

The book "Russian

folk art "Mirror, a series of pictures, games

6. Automation in short stories.

Follow the correct pronunciation in the stories. Learn to find the main idea in the story. Learn to give complete answers to the questions posed. Reading short stories. Making up stories based on a series of pictures.

5-6h

Mirror, a series of pictures, games.

7. Automation in long stories.

Follow the correct pronunciation in the stories. Learn to pass on what you read. Develop memory, attention, speech, vocabulary.

5-6h

Mirror, plot pictures, reading textbook.

8. Automation in colloquial speech.

Follow the correct pronunciation in colloquial speech.

2-3h

Mirror, plot pictures, reading textbook

9. Differentiation of sounds:

- isolated pronunciation;

- in syllables;

- in words;

- in offers;

- pure tongues;

- poetry;

Teach children to distinguish sounds and use their speech correctly.

6-7h

Mirror, plot pictures, reading textbook, table of syllables.

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

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

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PROGRAM OF SPEECH THERAPY WITH STUDENTS OF GRADES 1-4 OF CORRECTIONAL AND DEVELOPMENTAL EDUCATION WITH GR AND ZPR

Explanatory note

The tasks of teaching schoolchildren their native language are determined, first of all, by the role that the language plays in the life of society and every person, being the most important means of communication between people, knowledge of the world around. It is in the process of communication that the formation of a student as a person takes place, the growth of his self-awareness, the formation 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 the interlocutor, enrich themselves with everything that has already been created by the people - the native speaker of this language.

Language education and speech development of students is a wide social task. The development of speech in the narrow sense is understood as the mastery by students of a set of speech skills that ensure readiness for full-fledged speech communication in oral and written form. At the same time, knowledge and skills in language and speech science constitute for students the foundation 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 the Russian language lessons, students master general educational skills related tocomplete speech activity. In fact, all the special speech skills of a younger student - the ability to analyze what is read, establishing causal relationships and summarizing the essential, the ability to draw up a plan, create a text - a narrative, description or reasoning, taking into account its structure, in detail, concisely or selectively convey its content - are for him and general learning skills. Therefore, the speech orientation of teaching the native language is also understood as a setting for mastering the means of cognition.

Thus, the main task of teaching the native language is the development of the student as a person who is fully proficient in oral and written speech.

This program is intended for speech therapy work with a group of students with OHP and ZPR from the 1st to 4th grades who have difficulty in the formation of 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 age features students and the requirements of the general education program of elementary school. The volume of hours is presented in accordance with the "Regulations on the organization of the work of a speech therapy center of a general educational institution" and is: in grades 1-2 - 90 hours (3 hours per week), in grades 3-4 - 60 hours (2 hours per week). The tasks assigned to schoolchildren become more complex with the complication of program requirements.

Since all aspects of speech - phonetic, word-formation, grammatical, lexical - are interconnected, then in each class all aspects of speech are studied, while each of them is studied not in isolation, but in a complex manner. The principle of constructing a course of study allows for the assimilation educational material blocks, the selection of which from an integral system is based on the relationship between its components.

At first graderswho have difficulty writing letters, there is a lag in the development of the so-called introductory skills necessary for successful learning, including speech skills. Speech skills include the ability to clearly, in accordance with the norm, pronounce all the sounds of speech, distinguish them by ear, separate them from the word; the presence of sufficient vocabulary and complete formation of the grammatical structure; ability to communicatetopics that the child can understand. In seven-year-old children at risk for writing, all components of the speech system are impaired, however, each is not to the same extent.

Sound pronunciationand phonemic awareness

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

In some children, manifestations of infantile speech may persist, similar to mild physiological tongue-tied tongue. There may also be difficulties in pronunciation of words that are more complex in terms of sound-syllabic structure. Typical instability of these disorders, their close dependence on fatigue.

The production of 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 formation of phonemic representations did not end by the time they entered school. As a result, it is difficult for children to complete the task of reproducing syllabic series after listening once, even if this series includes only two syllables. Children are also poorly oriented when distinguishing paronymic words, that is, words that differ in one sound.

When examining the phonemic hearing of second-graders with dysgraphia, attention is drawn to the ability of children to distinguish between 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 dramatically. This indicates some underdevelopment of phonemic hearing. Tasks aimed at checking the formation of phonemic representations (come up with words with a given sound, pick up pictures whose names contain a given sound) are performed by children very poorly, which is associated both with the underdevelopment of phonemic processes proper and with the poverty of the vocabulary of children with dysgraphia.

Sound analysis of the word

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 kind is available to them; extracting a sound from a word if the sound is in strong position. The most accessible is the selection of a vowel sound from the beginning of a word under stress: stork, perch, duck. It is often necessary to resort to an exaggerated pronunciation of a word with an increase in the voice on the selected sound in order to achieve an answer. There are errors in determining 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 the selection of an unstressed vowel from the end of a word: instead of a vowel, a whole syllable (bag) is usually distinguished. It is difficult for children to “tear off” a consonant from a vowel at the beginning of a word if this consonant is explosive (k, d). AT this case also highlight the syllable (ko-you). Thus, one of the characteristic mistakes of first-graders who experience difficulties in the formation of writing, when conducting sound analysis, is to replace it with syllabic analysis.

Syllabic word analysis

But even when performing a 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 the word”. The next difficulty in dividing a word into syllables is that some sonorous sounds (l", n", m", p", d) are perceived by them as syllable-forming, since they can be pronounced with an overtone of a vowel sound. In this case, the word "rudder" will be divided into two syllables: ru-l, as well as ko-n, cha-y, etc.

First-graders make many mistakes when dividing words into syllables if the word contains two vowels next to each other: for example, in the word "stork" they do not distinguish two syllables.

Vocabulary

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

They reveal the non-differentiation of the verbal vocabulary: they often refer to various actions performed by different subjects in one word: 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: “This is not red, but slightly red (pink).” Of the evaluative adjectives, the most common words are “good”, “bad”, and spatial ones are limited to the pair “big - small”.

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

The above facts testify to the poverty of the vocabulary, the inability to update a sufficient number of words on a specific topic.

The poverty of the vocabulary of children with writing disorders is due to their low curiosity, 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. The children of the described category do not know many words-generalizations (transport, tools, insects, hats), do not know the names of the months and confuse the concepts of “seasons” and “months”.

For oral speech second graderswith writing disorders, word-formation errors are inherent (“horse”, “chicken”, “puppy”), the absence of a variety of word-formation models, poverty in the choice of prefixes. Speech is not rich in syntactic constructions either: simple sentences with one addition or circumstance are most often used. Usage errors occur case forms and suggestions.

Significant gaps in the field of word formation in oral speech contribute to difficulties in writing. inabilitythird gradersto form new words, including those with the same root, does not make it possible to check the unstressed vowel in the root and thus leads to a large number of errors.

As for the topic "Single-root words", the difficulties in children are caused not only by the lag in the field of grammatical generalizations, but also by insufficient mastery of logical operations. When combining words into a group of cognates, one must rely not only on the external similarity in the literal 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 a semantic connection between two related words if the similarity of meanings is not so pronounced. Therefore, when trying to select related words, younger students either do not complete the task at all, or select words by random external similarity (mountain - city). But most often they replace the selection of related words by changing the word by numbers or cases, naming one or another form of the word (mountain - mountains - mountain).

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

The results of the survey of word-building skills of students fourth classes with dysgraphia show that they have insufficiently formed practical skills in the field of word formation. In some children, by the time of learning, the so-called word creation does not fade away (inadequate use of certain morphemes in the formation of words, leading to children's neologisms like "completed"), while the stage of formation of children's neologisms normally covers onlypreschool childhood. The presence of word creation shows that children still do not 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 the native language, the child gradually masters these norms and unmistakably begins to use similar suffixes and prefixes with the necessary roots by the time he enters school (a wood, but a bridge; he came, but approached). Children with dysgraphia and at school age often use word-building models uncertainly, make mistakes when using suffixes and prefixes. Especially many errors are found when schoolchildren complete tasks for the formation of new words. In the conditions of colloquial and everyday speech, it is not always possible to notice the failure in this area of ​​speech activity, since children prefer to use words without suffixes and prefixes. This, in turn, leads to the impoverishment of the 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 students of the fourthclass with dysgraphia (sound pronunciation, phonemic processes, vocabulary, grammatical structure and coherent speech), a large lag in the development of the dictionary is found. In the structure of the speech defect in students with dysgraphia, underdevelopment of the dictionary occupies a large place.

In the vocabulary of younger students with dysgraphia, attention is drawn to 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 that indicate the size (large - small), and from the estimated - bad - good.

The verb vocabulary is also very poor. Similar actions, as a rule, are 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 class - all these verbs are replaced by one word - came).

Grammar and connected speech

In oral speech first graderswith dysgraphia, there are not as many agrammatisms as in children with general underdevelopment of speech. They basically change nouns correctly according to cases, coordinate adjectives and verbs with nouns in gender and number. But this apparent absence of errors is due, first of all, to the fact that there are few adjectives in the speech of children, unstressed endings are pronounced indistinctly, and most importantly, speech is limited to everyday topics familiar to the child. When trying to retell the text, compiling a story from the picture, the number of errors in the grammatical design of the phrase increases dramatically. Errors appear not only in management, that is, in the use of case forms, but also in coordination. A typical mistake is to omit prepositions, especially the preposition in: "I live in Birobidzhan". There is a mixture of prepositions in and on in accusative and prepositional cases, prepositions to and from in the genitive over and under in the creative case, under and under ("under the table - from under the table" is reproduced as "under the table - under the table." Nai large quantity errors in the use of case forms give the nominative and genitive plural cases, which are objectively difficult for children with normal speech development to distinguish all variants of endings.

Coherent speech is not developed due to insufficient vocabulary, low level of cognitive activity, 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 low level The development of coherent speech is due to gaps in education and training in preschool childhood, as well as social neglect. It is known that coherent speech develops only during training.

The level of development of oral speechsecond graderswith 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 among second-graders of mass classes. Mainly, there are phonetic defects (rotacisms, lambdacisms, sigmatisms). Some children have difficulty pronouncing words that are more complex in terms of sound-syllabic structure. The difference between the oral speech of younger schoolchildren with dysgraphia and normally developing peers is expressed in a certain blurring of articulation, and therefore speech is indistinct. In addition, many children 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.

Dictionary povertythird graderswith writing disorders is due to their low curiosity, insufficient development of intellectual interests. Children are characterized by low awareness, which manifests itself in ignorance of many common words, words-names, flowers, trees, animals, birds and other categories of words included in the active speech of normally developing peers. The children of the described category do not know many words-generalizations (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 either: simple sentences with one addition or circumstance are most often used. There are errors in the use of case forms and prepositions.

In the oral speech of younger students, there are errors associated with insufficient assimilation of the grammatical structure of the language, especially in terms of variants and exceptions to the rules. So, when inflecting nouns in the singular, children often use case endings incorrectly, using only one of several options (was in the forest, stood on the bridge). Frequent mixing of prepositions used with one case (came from school, tears from a tree). Children do not distinguish between the forms of the genitive and accusative cases of inanimate nouns (I see the ball - I do not see the ball). Especially many errors occur 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 apply to all words (armchairs - chairs - houses) or the endings are mixed. In this case, there are both correct and erroneous forms (cities - houses - cake; a pair of shoes, a lot of stockings, a pair of boots, a pair of socks).

In oral and written speechfourth-gradersthere are many errors associated with the inflection of the main parts of speech - the so-called agrammatisms.

Great difficulties are caused in children by tasks for understanding logical and grammatical turns of speech associated with case forms. In such turns, the endings carry a semantic load and changing the ending completely changes the meaning of the statement: “Ira bought the chocolate” or “Ira bought the chocolate”. To children, such sentences seem the same.

The most persistent agrammatisms are harmonization errors. As you know, adjectives, unlike nouns that have a gender, change by gender, and it is only necessary to use the endings of adjectives correctly, knowing how 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 the children will learn to agree on other parts of speech by gender, since they are not sure about the gender of the noun. Children with writing disorders often find it difficult to attribute this or that noun to the desired gender, so they make mistakes in agreement. And even if in oral speech there may not be many such errors (just unstressed endings sound about the same), then in writing errors in matching adjectives with nouns in gender are a fairly common occurrence. Past tense verbs also agree in gender with nouns. Difficulties in agreeing verbs are similar to the difficulties that arise in agreeing adjectives.

connected speech at third graderswith dysgraphia suffers no less than vocabulary and grammatical structure. The greatest difficulty is the compilation of an independent story, as well as a story from a picture or a series of paintings. When trying to tell from a picture, the child inconsistently moves from the description of one detail to another, then returns to the previous one. Another type of coherent speech - retelling the text - is given to younger students better, 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 a rearrangement of parts, which indicates a lack of understanding of the meaning of what was heard. Many children do not start 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 shortcomings in the development of coherent speech among students fourth classes is carried out in all speech therapy classes, regardless of the topic: children learn to fully and in detail plan the implementation of a particular lesson, explain their answer. When answering, children should use full expanded sentences, while using several sentences to make a small coherent statement. The speech pathologist encourages children to try to build detailed answers with the help of questions. Gradually, the supporting questions are curtailed, and help remains in the form of an incentive to compose a story.

To create situations that lead to active use 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 incentive for the development of their speech. The role of the puppet character is not very literate, but cute "Scurry", which you want to correct, but not ridicule. His mistakes are more noticeable than his own. So children will learn to look for mistakes in their work.

Written speech

Letter

Difficulties in the formation of the writing skill, which the first-grader, who was not ready for schooling, faced, remain unsurmounted in the second grade as well. Children do not possess the skills of consistent sound-letter analysis of words with a complex sound-syllabic structure. Simple forms of sound analysis are available to them: highlighting the first sound, finding the place of a sound based on three positions (beginning, middle, end of a word), as well as sequential sound-letter analysis of 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 a word, with iotized vowels i, e, e, k at the beginning of a word or after vowels and b and b .

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

missing vowels in the middle of a word;

omission of vowels at the end of a word;

skipping syllables;

permutations of letters;

inserting extra letters;

perseveration.

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

The reasons for such substitutions and mixtures are different. Disadvantages of phonemic recognition are expressed in errors in the replacement of letters denoting sounds similar in acoustic-articulation pattern:

mixing deaf and voiced consonants p-b,t-d, k-g, s-z, w-f, v-f;

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

mixing affricates ch-c, ch-sch, sch-s;

mixing of labialized vowels e-yu;

mixing hard and soft consonantswriting expressed in vowel substitutions a-i, o-e, o-o, o-o.

Quite numerous are errors for mixing letters by kinetic similarity:

mixing of vowels o-a, which are under stress;

mixing lowercase letters b-d, p-t, x-zh, l- m, n-th, i-y, h-b;

mixing of capital letters mr.

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

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

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

Syntax errors made in large numbers by Grade 2 students include:

missing a dot at the end of a sentence;

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

point is not in the right place;

writing each sentence on a new line.

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

Reading

By the end of the first grade, children with writing disabilities do not master the reading skill in the amount provided for curriculum. Many do not know some letters, slowly, syllable by syllable, read words of even a simple syllabic structure, make numerous mistakes.(omissions of letters, permutations of letters and syllables). Due to a violation of attention, a line is lost, that is, transitions to the next line. When reading aloud, the presence of literal (letter) and sometimes verbal (verbal) substitutions is noted, it gives the impression of guessing, great uncertainty when reading. In children, fatigue quickly sets in and the number of errors increases.

The speech therapy program for correcting gaps in the development of the lexical and grammatical structure of speech is used in group classes inthird-fourth classes.

The need for this work is confirmed by the results of a survey of oral and written speech of students with dysgraphia.

PROGRAM

1 class

Target:

Prevention of poor progress due to various disorders of oral and written speech. Preparing for literacy.

Tasks:

1. give the concept of a word and a sentence;

2. summarize information on the sound-letter composition of the language;

3. understand the semantic role of the phoneme;

4. to teach to conduct a sound-letter analysis of words with the establishment of a correspondence between sounds and letters;

5. consolidate the skills of dividing words into syllables, based on knowledge of the syllabic role of vowels

Offer (5 hours)

The concept of a proposal. Capital letter at the beginning of a sentence. intonation completeness of the sentence. Compose a 3-word sentence.main members of the proposal.

Word (10 hours)

Word. Concept. Distinguishing the concepts of "Word-sentence".Words denoting an object.Words denoting the actions of the subject. Differentiation of words denoting an object and words denoting actions. Isolation of words-objects and words-actions of objects from a sentence.Words denoting the attribute of an object.Change of words-signs by gender. Isolation of words-signs against the background of other words. Consolidation of concepts about words-objects, actions of objects, signs of objects.

Syllabic analysis and synthesis of words (6 hours)

Identification of the first syllable in a word. Syllabic role of vowels. Determine the order of syllables in a word. Building words from syllables. Division of two-syllable words into syllables. Division of three-syllable words into syllables. Control task on the topic "Syllabic analysis and synthesis of words".

Sounds of speech. Sound analysis and synthesis of words (8 hours)

Acquaintance with the organs of speech. Phonation. Work on functional breathing. Identification of the first sound in a word.Determining the number and place of sounds in a word. The relationship between letters and sounds in a word. The letter is the meaning.The difference between sounds and letters.

Accent (4 hours)

stress. Correlation of a word with its rhythmic pattern. Place of stress in a word. The semantic role of stress. Highlighting a stressed syllable in a word, its stressed vowel.

Vowels and consonants (8 hours)

Vowels of the first row. Vowel formation [a, o, u, e, s].Vowels of the second row. Formation of vowels [i, e, u, e, and].Isolation of vowel sounds from a number of given sounds, syllables and words.The formation of consonants. Clarification of articulatory-acoustic signs of consonants. Differentiation of vowels and consonants. Hard and soft consonants. Isolation by ear hard and soft sounding consonants. Designation of softness of consonants with the help of vowels of the second row.

Voiced and voiceless consonants (30 hours)

Clarification of articulation and acoustic features of voiced and voiceless consonants.Distinguishing voiced and deaf consonants by ear and in pronunciation 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. Highlighting [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. Highlighting [g-k] in sentences. Sounds [s-s "]. Letter C. Sounds [s-s"]. Letter 3. Differentiation s-s in syllables and words. Differentiation of s-s in sentences. Sounds [in-in "]. Letter B. Sounds [f-f"]. Letter F. V-f differentiation in syllables and words. V-ph differentiation in sentences. Sound [w]. Letter Sh. Sound [g]. Letter Zh. Differentiation Sh-Zh in syllables and words. Differentiation Sh-Zh in sentences.Sound [H]. Letter H. Sound [Sch]. Letter Sh. Differentiation [h-sh] in syllables and words. Differentiation [h-sh] in sentences.

Sonorant consonants (4 hours)

Sound [L]. Letter L. Sound [P]. Letter R. Differentiation [r-l] in sentences. Differentiation [r-l] in syllables and words.

Development of coherent speech (8 hours)

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

"Autumn" .Features of autumn JAO.

"Vegetables and fruits".Acquaintance with a variety of vegetables and fruits of the native land.

"Wild animals". Acquaintance with rare animals of the region."Baby Wild Animals".

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

"School supplies".

"Parts of objects".

"Birds". Acquaintance with the birds of the Far East.

"Pets". Acquaintance with domestic animals of the native land."Baby Pets".

"Winter" .

"Spring" . Features of the spring of our region.

"Flowers and Plants". Flora of the region.

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

Students should know:

sentence structure; 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 a word, pronounce them correctly;

distinguish vowel sounds and letters from consonants;

recognize and differentiate paired, sonorous, whistling and hissing consonants and letters;

mark the softness of consonants in writing with vowels e, e, i, u, i;

divide the word into syllables;

highlight the stressed syllable in the word;

write sentences correctly capital letter at the beginning, a dot at the end of a sentence;

retell simple texts.

Grade 2

Target:

Tasks:

1.activate the existing vocabulary and clarify sentence structures (with a small distribution);

2. to form a full-fledged sound-letter analysis with the establishment of a relationship between letters and sounds in a word;

3. to form the skills of correct writing and reading, to develop language flair;

4. to develop the skills of auditory differentiation of vowels and consonants;

5.to form the skills of distinguishing sounds in written speech, based on articulatory and acoustic features;

6. clarify specific spatial knowledge (use of prepositions in oral and written speech);

7.enrich vocabulary by accumulating ideas about the world around.

Sentence and word (6 hours)

sentence and word. Offer analysis. 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 the attribute of an object.

Syllabic role of the vowel. Accent (3 hours)

Syllabic role of the vowel. Syllabic analysis and synthesis of words. Syllable. Dividing words into syllables. Isolation of vowels from a number of sounds, syllables, words. stress. Isolation of stressed vowel and stressed syllable in a word.

Hard and soft consonants and letters (12 hours)

Soft sign at the end of a word. Significant Role soft sign at the end of a word. Soft sign in the middle of a word. The semantic role of a soft sign in the middle of a word.Separating soft sign.Differentiation of vowels of the 1st and 2nd series. Differentiation of vowels [a-z] in syllables, words and sentences orally and in writing. Differentiation of vowels [o-e] in syllables, words and sentences orally and in writing. Differentiation of vowels [u-yu] in syllables, words and sentences orally and in writing. Differentiation of vowels [i-s] in syllables, words and sentences orally and in writing. Differentiation of vowels [yu-yo] in syllables, words and sentences orally and in writing.

Voiceless and voiced consonants. Paired consonants (8 hours)

Isolation of 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 [g-k] in oral and written speech. Differentiation [s-s] in oral and written speech. Differentiation [v-f] in oral and written speech. Differentiation [w-w] in oral and written speech.

Consonant sounds with articulatory-acoustic similarities (17 hours)

Differentiation [z-zh] in syllables, words and sentences. Differentiation [z-g] 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-Th] in connected speech. Differentiation [s-ts] in syllables, words and sentences. Differentiation [s-ts] in connected speech. Differentiation [s-sh] in syllables, words and sentences. Differentiation [s-sh] in connected speech. Differentiation [u-h] in syllables, words and sentences. Differentiation [ts-t] in syllables, words and sentences. Differentiation [c-t] in connected speech. Differentiation [ts-ch] in syllables, words and sentences. Differentiation [c-h] in connected speech.

Consonants with kinetic similarity (25 hours)

Differentiation [b-d] in syllables, words and sentences. Differentiation [b-d] in connected speech. Differentiation [n-t] in syllables, words and sentences. Differentiation [n-t] in connected speech. Differentiation [o-a] in syllables, words and sentences. Differentiation [o-a] in connected speech. Differentiation [i-y] in syllables, words and sentences. Differentiation [i-y] in connected speech. Differentiation [r] in syllables, words and sentences. Differentiation [g-r] in connected speech. Differentiation [х-х] in syllables, words and sentences. Differentiation [х-х] in connected speech. Differentiation [uh] in syllables, words and sentences. Differentiation [uh] in connected speech. Differentiation [l-m] in syllables, words and sentences. Differentiation [l-m] in connected speech. Differentiation [n-u] in syllables, words and sentences. Differentiation [n-u] in connected speech. Differentiation [l-z] in syllables, words and sentences. Differentiation [l-z] in connected speech. Differentiation [n-to] in syllables, words and sentences. Differentiation [n-k] in connected speech. Differentiation [a-d] in syllables, words and sentences. Differentiation [a-d] in connected speech.

Differentiation of sonorous sounds (7 hours)

Differentiation [l-th] in syllables, words and sentences. Differentiation [l-th] in connected speech. Differentiation [l-r] in syllables, words and sentences. Differentiation [l-r] in connected speech. Differentiation [l-r] in syllables, words and sentences. Differentiation [l-r] in connected speech.

Prepositions (12 hours)

Practical introduction to prepositions. Prepositions in, on. Prepositions on, with (with). Prepositions in, from. Prepositions with, from. Prepositions for, to. Prepositions for, because of. Prepositions over, under. Prepositions under, under. Fixing suggestions. Exercise in separate writing of prepositions with words. Compose sentences from given words with prepositions. The use of prepositions in connected speech.

The use of lexical topics with a national-regional component

"Vegetables fruits". Acquaintance with a variety of vegetables and fruits of the native land.

"Autumn". Features of autumn JAO.

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

"Dishes".

"Insects".

"Fish". Acquaintance with endangered fish species of our rivers and lakes.

"Professions". Professions of our city.

"Family". Show that history is being made simple people, our loved ones.

"Winter". Features of the winter of the native land.

"Winter Birds".Acquaintance with wintering birds of the Far East.

"Animals of the forest".Acquaintance with the animals that live in our forests.

"Baby Animals".

"Spring". Features of spring in our region.

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

"Pets".Acquaintance with a variety of domestic animals of the native land.

"Plants in Spring".Continue acquaintance with the plant world of the region.

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

Students should know:

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

Students should be able to:

correctly put a question to a word and, on the basis of a question, determine words denoting an object, a sign of an object, an action of an object;

recognize letters that have sounds similar in acoustic-articulation pattern;

recognize letters that have sounds similar in kinetic structure;

recognize sonorous sounds and letters;

recognize paired consonants;

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

write separate prepositions with words;

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

3rd grade

Target:

Prevention of poor progress due to various disorders of oral and written speech.

Tasks:

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

2. consolidate the skills of sound-letter analysis with the establishment of the relationship between letters and sounds in a word;

3. to enrich the vocabulary both through the accumulation of new words that are different parts of speech, and through the ability to actively use various methods of word formation;

4. prepare for the assimilation of the morphological composition of the word;

5. expand vocabulary by mastering the semantic, emotional shades of speech, sentence structures;

6. to develop the skills of constructing a coherent statement, the selection of language means that are adequate to the semantic concept.

Sentence and word (2 hours)

Speech and suggestion. sentence and word.

Syllabic analysis and word synthesis (8 hours)

Word and syllable. Clarification of concepts.Identification of the first syllable in a word. Syllabic role of vowels.Determining the number of syllables in a word. Building words from syllables.Dividing words into syllables.

Sounds and letters (4 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 the 1st and 2nd series. Consonant sounds and letters. Hard and soft consonants.

Notation of softness with a soft sign (3 hours)

Designation of softness of consonants by means of a letter b . Soft sign at the end of a word. Soft sign in the middle of a word. Separating soft sign. Comparison of meaning and pronunciation.

Notation of softness with vowels (9 hours)

Hard and soft consonants before vowels A-Z. Hard and soft consonants before vowels O-Yo. Hard and soft consonants before vowels U-Yu. Hard and soft consonants before vowels Y-I. Hard and soft consonants before E. Unpaired hard consonants [g], [w], [c]. Unpaired soft consonants [h], [u], [th].

unpaired consonants. Voiceless and voiced consonants (7 hours)

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

Offers (5 hours)

Narrative sentences. Use of possessive adjectives in speech. Interrogative sentences. Use of relative adjectives in speech. exclamatory sentences. Use of quality adjectives in speech.

Morphological composition of the word (8 hours)

Root like main part the words. related words. Exercise in the selection of related words. Single-root words that are not related. Differentiation of related and cognate words. Difficult words. Connecting vowel e or o in the middle of a word. Prefix. Prefix way of word formation. Suffix. Suffixal way of forming words. The ending.

Unstressed vowel (3 hours)

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

Prepositions and prefixes (6 hours)

Matching prepositions and verb prefixes. Words-synonyms. Continuous spelling of words with prefixes. Separate spelling of words with prepositions. Matching prepositions with verb prefixes. "Not" with verbs.

Connected speech (5 hours)

Retelling based on the series plot pictures OK. Retelling based on the plot picture. Translation of questions. Retelling of the text according to the key words. Retelling of the text on subject pictures.

The use of lexical topics with a national-regional component

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

"Autumn". Familiarization with work in the countryside in the Jewish Autonomous Region.

"Birds". Acquaintance with representatives of rare and protected birds of the JAO, listed in the Red Book.

"Plants and Animals".Acquaintance with representatives of rare and protected animal species and flora EAO, listed in the Red Book.

"Wild Animals and Their Cubs".Continue to acquaint with the inhabitants of the taiga.

"Winter".

"Winter fun".

"Spring". Continue to acquaint with the climate of the JAO at different times of the year.

"Water and Its Inhabitants".Continue to get acquainted with the inhabitants of the reservoirs of our region.

"Visiting grandmother".Continue learning about life in the countryside.

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

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

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 ways of word formation;

master the primary skills of mastering the morphological composition of the word;

use various sentence structures in speech.

build a coherent statement, establish logic (connectivity, sequence);

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

4th grade

Target:

Prevention of poor progress due to various disorders of oral and written speech.

Tasks:

1. to expand and clarify the vocabulary of students both through the accumulation of 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 the word;

3.clarify the value used syntactic constructions: to develop and improve the grammatical design of speech by mastering children with phrases, the connection of words in a sentence, sentence models of various syntactic constructions;

4. learn to establish logic (connectivity, sequence), precise and clear formulation of thoughts in the process of preparing a coherent statement, selection of language means that are adequate to the semantic concept.

Word composition (10 hours)

Word composition. The root is the main part of the word. Suffix. Diminutive suffixes. Occupational suffixes. Adjective suffixes. Prefix. Spatial prefixes. Prefixes of temporary meaning. Multiple prefixes. The ending.

Unstressed vowels (2 hours)

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

Consonants and letters (4 hours)

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

Phrases and sentences (2 hours)

Phrase and sentence. Extraction of phrases from sentences. Making sentences from phrases.

Coordination (2 hours)

Coordination. Matching words in a number. Gender agreement of words.

Inflection of adjectives (3 hours)

The agreement of a noun with an adjective in gender. Coordination of adjectives with nouns according to cases.

Inflection of verbs (3 hours)

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

Prepositions and prefixes (4 hours)

Matching prepositions and verb prefixes. The words are synonyms. Separate spelling of verbs with prepositions, continuous spelling with prefixes. Differentiation of prepositions and prefixes.

Control. Inflection of nouns by cases

(16 hours)

Words that answer the questions Who? What? (nominative). Words that answer questions Who? What? (Genitive). Words that answer the questions To whom? What? (dative). Words that answer questions Who? What? (accusative). Genitive or accusative? Words that answer the questions Who? How? (instrumental case). Words that answer questions about whom? About what? (prepositional). Plural of nouns. Nominative. Genitive. Dative. Accusative. Instrumental case. Prepositional. Fixing case forms in phrases and sentences.

Parts of speech (2 hours)

The concept of subject and predicate as parts of speech. Compilation of sentences on questions and key phrases. The concept of secondary members of the proposal. Selection of adjectives for words - objects.

Connection of words in phrases and sentences (4 hours)

Connection of words in phrases. Parsing phrases. Definition of value. Making suggestions from pictures. Simple sentences. Making suggestions from pictures. Complex sentences. Distribution and reduction. Restoration of the deformed text.

Connected speech (8 hours)

Compiling a story from sentences given in a row. Compiling a story from the beginning. Compiling a story for this ending. Writing an introduction and conclusion to a story. Making a story according to this plan.

The use of lexical topics with a national-regional component

Professions of our city.

"Plants and Animals".Consolidation of knowledge about the representatives of the flora and fauna of our region.

"Transport". Refinement of knowledge about the transport of the city.

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

"Furniture". Improving knowledge about the furniture producedat the furniture factories of our city.

"Wild animals".Red Book of the EAO.

"Professions and Tools".Acquaintance with the professions of rural residents of our region.

"Animal Dwellings".Acquaintance with the dwellings of animals living 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 grade 4:

Students should know:

studied parts of speech and their features; signs of the main and secondary members of the proposal; morphological composition of the word.

Students should be able to:

actively use various methods of word formation;

master the skills of mastering the morphological composition of the word;

own phrases, the connection of words in a sentence, sentence models of various syntactic constructions;

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

plan the text.

"Individual route"

for children with ZPR (complex defect structure)

Content:

Target section:

Explanatory note,,,,,,,,,,,,,2

Goals and objectives of the program,,,,,,,,,,,,,3

Principles and approaches in the organization of the educational process,,,,3

Age and individual characteristics contingent of children,,,,4

Planned results of the development of the program,,,,,,,,6

Content section:

Curriculum for the implementation of GCD in the preparatory group,,,,,7

Organizational section:

List of teaching aids that ensure the implementation of the educational program,,,,,,,,,,,,,,,,,,,8

Methods and means of implementing the program,,,,,,,,9

Approximate annual planning,,,,,,,,,,10

Calendar-thematic planning,,,,,,,,,12

Mode of organization (GCD and joint activities),,,,,,.18

Subject-developing environment:

Didactic games and manuals,,,,,,,,,,,20

Target Section

Explanatory note

Working programm on the development of children with mental retardation (a complex structure of a defect) for children aged 5-7 years, the “Individual Route” was developed in accordance with the “Federal State Educational Standard for Preschool Education”. The work program for the development of children with mental retardation of the preparatory group provides for the versatile development of children aged 5 to 7 years, taking into account their age and individual characteristics.

The implemented program is based on the principle of an individually differentiated approach and the personality-developing nature of the interaction between a teacher and children.

This program has been developed in accordance with the following regulatory documents:

Constitution of the Russian Federation, art. 43.72;

Convention on the Rights of the Child (1989);

Law of the Russian Federation "On Education";

Model provision of the DOW;

SanPin 2.4.1.3049-14;

Charter GBOU school No. 1191 TO

GEF DO

Speech is the most important means of human communication, knowledge of reality, is a necessary condition for education and training. Preschool age is a period of active assimilation of the spoken language by the child, the formation and development of all aspects of speech, phonetic, lexical, grammatical. Full knowledge of the native language in preschool childhood is a necessary condition for solving the problems of mental, aesthetic and moral education of children in the most sensitive period of development.

Children with mental retardation with a complex structure of the defect are distinguished by peculiar features in the deviation of general, mental and, accordingly, speech development, requiring special individual conditions for education and training, as they have different educational opportunities and needs. This is recognized by many scientists. Thus, one of the leading tasks of education. today, is the creation of special conditions and technologies for teaching children of a compensatory orientation within the framework of a new unified educational standard, taking into account the individual characteristics of children in this category.

The solution to this problem is the creation of a special work program that combines an individual complex-differentiated approach.

This program "Individual route" is of a correctional and developmental nature, designed to educate and educate children 5-7 years old with a mental retardation (a complex structure of a defect), admitted to a preschool institution for children with a mental retardation.

The program "Individual route" is compiled in accordance with regulatory documents, the Law of the Russian Federation "On Education", based on the programs:. Correction-developing training and education. Preschool program educational institutions compensatory type for children with intellectual disabilities "Ekzhanova E.A., Strebeleva E.A. and "The program of education and upbringing of children in kindergarten" ed. N. E. Veraksy, T. S. Komarova, M. A. Vasilyeva,and developments of domestic and foreign scientists in the field of speech therapy, defectology, special pedagogy and psychology.

Goals and objectives of the program

The main goal of this program is to create special conditions and funds fororganization of correctional and developmental work of a speech therapist with children of this category on the basis of a comprehensive individual differentiated approach to improve children's speech activity, taking into account individualeducational opportunities and needs.

Main tasks: early diagnosis, prevention and monitoring,: preparation for learning to read and write, development of coherent speech, expansion of ideas about the environment and enrichment of the vocabulary, improvement of the grammatical structure and vocabulary, correction of sound pronunciation, the formation of sound analysis and synthesis, the formation of a syllabic structure,as well as the integration of special techniques and techniques in accordance with program objectives, as well as the comprehensive development of the child in the process of correctional and developmental education, taking into account his individual characteristics.

Principles and approaches in the organization of the educational process

The effectiveness of this specially designed combined system of correctional and developmental education under the individual program "Individual route" is the implementation of a set of principles and teaching methods:

1. The relationship of work on speech correction with the development of cognitive processes.

2. The relationship of speech therapy work with the program and in close relationship with a teacher-defectologist, educator.

3. Systems approach to the formation of speech: speech therapy work at any stage should be carried out on the speech system as a whole.

4. The use of visualization in order to enhance cognitive and speech activity, stimulate mental operations, increase interest in classes.

5.Given that the leading activity for children preschool age is a game activity, each lesson must include game exercises which will significantly increase the emotional and mental activity of children.

6. Maximum use of various analyzers in corrective work on speech defects.

7. Individual selection of pedagogical technologies.

8. Systematic control and adjustment.

The methodology of speech therapy work on the formation and improvement of speech skills in children with mental retardation, taking into account the program of correctional education, involves a certain sequence of training.

First comes the propaedeutic period, in which the already existing speech components are formed or corrected (dictionary, vocabulary, grammar, syllabic structure, sound pronunciation)

In the second period of training - skills are improved.

In the third period of training - the development of independent coherent speech of children.

The effectiveness of corrective development of children depends on the complex use of a variety of methods and techniques. All teachers, together with a speech therapist, participate in this correctional and educational process, consolidating the acquired speech skills formed in the classroom with a speech therapist

Age and individual characteristics of the contingent

The contingent of this group consists of children with various combined diagnoses: a child with mental retardation with autistic features, a child with severe mental retardation, a child with ADHD, a child with ADHD and autism spectrum, a child with mental retardation, a child with MMD, a child with epilepsy, a child withF83.0 (Mixed specific developmental disorders) in combination with ADHD and MMD, three children with RDA and children with mental retardation.

In order to understand what is the peculiarity of working with such children on the correction and development of speech, it is necessary to know the specifics of children in this group.

As a rule, these are children with mild insufficiency of the central nervous system - organic or functional. These children do not have specific hearing, vision, musculoskeletal disorders, severe speech disorders, they are not mentally retarded. At the same time, most of them have polymorphic clinical symptoms: immaturity complex shapes behavior, shortcomings of purposeful activity against the background of increased exhaustion, impaired performance, encephalopathic disorders.

The pathogenetic basis of these symptoms is the child's organic lesion of the central nervous system (CNS) and its residual organic insufficiency.

Also, the reason for deviations can be non-rough intrauterine lesions of the central nervous system, non-severe birth injuries, prematurity, twinning, infectious and chronic somatic diseases. The etiology is associated not only with biological, but also with adverse social factors. First of all, it is early social deprivation and the influence of prolonged psychotraumatic situations.
At present, certain successes have been achieved in the clinical, neuropsychological and psychological-pedagogical study of such children.

Clinical studies of this category of children show that the development of brain structures and connections between them lags behind the age norm in most children. The underdevelopment of cognitive activity may be due to the insufficiency of some brain structures, primarily the frontal and parietal parts of the cerebral cortex, therefore, the process of functional unification of various brain structures is slowed down, their specialized participation in the implementation of the processes of perception, comparison, recognition, memory, speech is not formed, thinking.Mental development obeys the law of heterochrony, i.e. mental functions are formed in a certain sequence, and for the development of each of them there are optimal terms, each has its own development cycle.
In connection with different forms and severity of organic lesions of the central nervous system or with a slow rate of its morphofunctional maturation, the pace and timing of the formation of mental functions change, sensitive periods shift.
Young children with a lag in psychomotor development are distinguished by a number of features. As a rule, these are somatically weakened, lagging behind not only in mental, but also in physical development. In the anamnesis, there is a delay in the formation of static and locomotor functions, the examination reveals the lack of formation of all components of the motor status in relation to age-related capabilities. A decrease in orienting-cognitive activity is found, it is difficult to attract and hold the child's attention. Difficulty in sensory-perceptual activity. Such children do not know how to examine objects, find it difficult to determine their properties. However, unlike mentally retarded preschoolers, they enter into business cooperation with an adult and with his help cope with the solution of visual and practical problems.
Such children almost do not speak - they use either a few babble words or separate sound complexes. Some of them can form a simple phrase, but the child's ability to actively use phrasal speech is significantly reduced.
In these children, manipulative actions with objects are combined with object actions. With the help of an adult, they actively master didactic toys, but the methods for performing correlative actions are imperfect. Children need a much larger number of trials and fittings to solve a visual problem. Their general motor clumsiness and insufficiency of fine motor skills cause the lack of self-service skills - many find it difficult to use a spoon while eating, experience great difficulty in undressing and especially in dressing, in subject-game actions.
These children have reduced adaptive capabilities. Having entered a preschool institution, they get sick more often. Requires speciala system of measures on the part of parents, medical workers, teachers, psychologists to create the necessary conditions that facilitate the process of adaptation in an institution.

Consideration of the features of speech development deserves special attention. One of the characteristic signs of intellectual insufficiency is the underdevelopment of higher mental functions, and, consequently, the underdevelopment of speech as one of the most complexly organized functions.

As a rule, children have a slow rate of speech development, its qualitative originality and a high prevalence of speech disorders. A characteristic feature of the clinical picture of disorders in most children with is the complexity of speech pathology, the presence of a complex of speech disorders, a combination of various speech defects. Many manifestations of speech pathology are associated with general psychopathological features of the course of speech activity in general. Many of them are characterized by defects in sound pronunciation, shortcomings in phonemic perception. Among the pupils of specialized groups there are many children with such a speech disorder as dysarthria.
Speech disorders in these children are systemic character and are included in the structure of the defect.

It should also be noted that among the bulk of this group there are children with a more complex structure of the defect, who also have their own characteristics. These are children with RDA who are distinguished by more complex speech disorders (children with reflected speech, speechless children).

Planned results:

By the end of the school year (May-June), children should be able to:

Sound pronunciation: children must learn to pronounce vowels and consonants correctly.

Phonemic processes: children must master the elements of sound analysis and synthesis, master the skill of using words of different syllabic structures in speech.

Enrichment and expansion of vocabulary and ideas about the environment: children should be able to name objects and their properties, master generalizing concepts, learn to use in speech: adjectives, verbs and prepositions.

Formation of vocabulary and grammar: children must master the skills of word formation and inflection, correlate and coordinate various parts of speech.

Literacy basics: mastering the concepts of "vowel and consonant sounds", familiarity with the visual image of sounds, mastering the elements of writing (typing)

Connected speech: children should be able to make sentences, answer questions and master dialogic speech.

Taking into account the specifics and originality of the composition of this group according to the nature of the deviations (see the description of the diagnoses in the section " Age and individual characteristics of the contingent" and age variability of the group (5-7 years), it should be noted that the priority direction of education and development of children is built along the "Individual route" taking into account their age and individual capabilities and needs. Thus, the bulk of the group will be trained according to a small-group differentiated system, children with more complex and severe disabilities (RDA and speechless children) will be trained according to an appropriate training plan - individually. Taking into account the peculiarity of the contingent of this group and the different degree of abilities of these children, the results of mastering the material by the end of the school year, respectively, may be different.

Content section

Curriculum for the implementation of GCD in the preparatory group

Period:

Activities:

Content:

1-2 weeks of September

Research

Diagnosis of children, filling out speech cards, questioning parents, maintaining basic documentation

Second half of September - end of December

3rd – 4th week of January

Research

Intermediate monitoring of the level of progress and assimilation of material in speech therapy classes

February - mid-May

Correctional development. educational, educational, playful. productive

Individual work with children, small group work with children, participation in sensitive moments.

3-4 week of May

Research

Final diagnostics of the level of assimilation of the material and progress at the end of the academic year

Organizational section:

List of teaching aids that ensure the implementation of the educational program

Direction:

Teaching aids

Correction - training

Natalya Teremkova: Speech therapy homework for children 5-7 years old with ONR. Album 1, 2, 3, 4. Publisher:, 2014

Correction - training

Elena Kosinova: Lexical notebook No. 1 for classes with preschoolers: Man and his world. Publisher: , 2014

Correction - training

Kosinova E.M. Grammar notebooks No. 1, No. 2, No. 3, No. 4. Set of 4 notebooks.

Publisher:

2012

Correction - training

Correction-developing

Elena Kosinova: Lessons of a speech therapist. Games for the development of speech Publisher:, 2010

Correction-developing

Kosinova E.M. Gymnastics for the development of speech - M .: Eksmo LLC, 2003

Correction-developing

Tatyana Tkachenko: Fine motor skills. Gymnastics for fingers, 2013

Correction-developing

Finger gymnastics

Publisher: , 2010

Correction-developing

Gomzyak O.S.
We speak correctly at 5-6 years old




publishing house: Gnome and D, 2009

Correction-developing

St. Petersburg: CHILDHOOD-PRESS, 2002.

Let's get to know the line. Formation of graphic skills in preschoolers Publisher: 2006

Development of graphomotor skills

Nishcheva N.V. "Recipes for preschoolers."
Publisher: Detstvo-press, 2013

Methods and means of implementing the program

Directions:

Implementation forms:

Ways, methods and techniques:

Training in accordance with the program, using didactic aids, demonstration material, didactic games and notebooks.

Formation of sound pronunciation

Performing articulation complexes, exercises for the development of breathing, probe massage, speech therapy massage.

Formation of analysis and synthesis skills

Small-group and individually differentiated classes ("individual route")

Training in accordance with the program, using didactic aids, demonstration material, didactic games.

Development of coherent speech

Small-group and individually differentiated classes ("individual route")

Training in accordance with the program, using didactic aids, demonstration material, didactic games.

Enrichment and expansion of vocabulary and ideas about the environment

Small-group and individually differentiated classes ("individual route") and in individual lessons with a speech therapist.

Training in accordance with the program, using didactic aids, demonstration material, didactic games.

Development of graphomotor skills

Small-group and individually differentiated classes ("individual route")

Didactic aids

Development of the articulatory apparatus

Individual lessons with a speech therapist

Didactic aids, didactic games, equipment for articulation gymnastics.

Development of fine and general motor skills

Small-group and individually differentiated classes ("individual route") and in individual lessons with a speech therapist.

Didactic aids, didactic games, simulators for the development of fine motor skills (massage balls, tops, sujok, etc.)

Approximate annual planning

Special correctional work, according to the program of preparation for teaching literacy and speech development, as well as correction of sound pronunciation, is aimed at forming visual representations of sound images, developing the lexical and grammatical system, developing sound analysis and synthesis skills, expanding and enriching vocabulary, developing coherent speech , the formation of correct articulation and sound pronunciation, filling in the gaps in the preschool development of children, creating readiness for further education at school. the main task lay a system of knowledge, expand and enrich the experience, speech of preschoolers, and higher mental processes.

The main training takes place in the process of small-group and individual lessons. as well as in regime moments, vigorous activity in games, acting with various objects, observing the actions of the teacher, performing graphic tasks (drawing, tracing according to the template, coloring, shading).

When choosing the program material, the structure of the defect in children with speech disorders was taken into account.

In small group classes, sounds are studied that are already correctly pronounced. At the same time, the systemic formation of the lexical and grammatical structure and the expansion of the dictionary are underway. Then, at the last stage of training, after clarifying, expanding and enriching the vocabulary and working out grammatical categories, work is underway to develop coherent speech.

In individual lessons, the formation of articulation skills, the correction of disturbed sounds, their production, automation and the development of phonemic hearing and perception are carried out, as well as work is underway to clarify and expand vocabulary, work is underway on the formation of a lexical and grammatical structure. work with syllable structure. The sequence of correction of the identified violations of sound pronunciation is built individually, in accordance with the speech characteristics and capabilities of each child and an individual long-term plan.

Dictionary work:

Introduction to objects and their properties. generalizing concepts on lexical topics (see scheduling). Introduction to speech of adjectives, verbs, adverbs, prepositions.

Work with the lexical and grammatical structure of speech:

Coordination of nouns with verbs, adjectives, prepositions, numerals, mastering the skills of word formation in the process of studying lexical topics (see scheduling).

Formation of sound analysis and synthesis skills:

The formation of the ability to distinguish by ear and name words that begin with a certain sound.

Development of coherent speech:

Formation of the ability to build sentences according to the scheme, ask and answer questions, participate in a conversation, it is clear for listeners to answer questions and ask them.

5. Preparation for literacy:

To acquaint children with the visual image of sounds and letters, give the concept of a word, mastering the elements of writing (see scheduling).

6. Correction of sound pronunciation:

Correction of incorrect pronunciation, staging of sounds, automation and differentiation, work on the prosoid side, work on the syllabic structure.

Calendar-thematic planning

(GCD and joint activities)

Calendar plan

educational activities in teaching literacy and speech development in the preparatory group of the ZPR and the complex structure of the defect.

for the 2014-2015 academic year.

week month

Literacy educational activity theme

Phonemic perception, sound-syllabic analysis of the word.

Topic of educational activity on vocabulary and grammar

The grammatical structure of speech

Connected speech.

1-15

September

Diagnostics and speech therapy examination

building an individual correctional program

15-21

September

Sound U.

Our kindergarten

*Indirect cases of nouns

22-28

September

Sound A.

Isolation of the initial stressed vowel

Toys.

* Nominative case * Plural of nouns.

Drafting descriptive story about your favorite toy.

Sounds A, U.

Analysis of the sound range of two vowels

Autumn.

6 -12

October

O sound.

Isolation of the initial stressed vowel

Fruit, garden.

Writing a descriptive story about fruits

13 -19

October

Sound P

Reproduction of sound sequences from vowel sounds.

Vegetables, vegetable garden.

* Singular and plural nouns in different cases.

Writing a descriptive story about vegetables

20 - 26

October

T sound.

Sound analysis and synthesis

Mushrooms.

* Singular and plural nouns in different cases.

Writing a descriptive story about mushrooms

K sound.

Sound analysis reverse syllable Reproduction of syllable series (reverse syllables)

Berries.

Compilation of a descriptive story about berries.

3 - 9

november

Sound I.

Sound analysis and synthesis of the reverse syllable

Migratory birds.

*Nouns with diminutive suffixes. One-word words.

Writing a descriptive story about birds

10 - 16

november

Y sound.

Sound analysis of the reverse syllable Reproduction of syllable series

Wild animals and their babies

* Agreement of numerals with nouns in gender, case and number.

Memorizing poems about wild animals

17 - 23

november

Sound E.

Pets

*Relative adjectives.

Writing a descriptive story: about pets

24 - 30

november

Vowel sounds.

Reproduction of syllable series Sound analysis of a direct syllable

poultry

* Formation of nouns in different cases

1 - 7

December

P-P sounds.

Reproduction of syllable series Sound analysis of a direct syllable

Transport, traffic rules, transport professions

* The use of prepositions OVER, UNDER, ON, V.

Drawing up sentences on pictures, on a series of plot pictures.

8- 14

December

Sounds T-T

Isolation of the initial stressed vowel

Winter

Compilation of a descriptive story about nature in winter.

15 - 21

December

Sounds of K-K

Reproduction of syllable series (direct syllables).

Winter fun

and entertainment

* Agreement of numerals with nouns in gender, number and case.

Compilation of the story: Winter fun.

22 -28

December

Sounds M-M

wintering birds

* One-root words.

* Relative adjectives.

Sounds N-N

Soft consonants. Isolation of the initial consonant before the vowel. Sound analysis and synthesis

New Year Christmas

* Relative adjectives. Comparative degree of adjectives.

Poems about the New Year.

Monitoring the level of academic performance and assimilation of the studied material

January 12-26

F-F sounds

Soft consonants. Isolation of the initial consonant before the vowel. Sound analysis and synthesis

Professions

* Formation of nouns with different suffixes.

Making suggestions from pictures.

2- 8

February

Sounds D-D.

Soft consonants. Isolation of the initial consonant before the vowel. Sound analysis and synthesis in the word.

Furniture

* Agreement of adjectives with nouns in gender and number.

9 -15

February

Sounds V-V.

Soft consonants. Isolation of the initial consonant before the vowel. Sound analysis and synthesis

Dishes

*. Imperfect verbs and singular and plural forms.

Writing a descriptive story

B-B sounds.

Soft consonants. Isolation of the initial consonant before the vowel. Sound analysis and synthesis

Products

*One-root words. Difficult words.

* The formation of verbs using prefixes.

Making suggestions from pictures

Sounds G-G.

Soft consonants. Isolation of the initial consonant before the vowel. Sound analysis and synthesis

clothing

* Nouns with diminutive suffixes.

Making suggestions from pictures

2- 8

Martha

Sounds S-S.

Soft consonants. Isolation of the initial consonant before the vowel. Sound analysis and synthesis

* The use of prepositions OVER, UNDER, ON, IN, etc.

Writing a descriptive story

9 - 15

Martha

Z-z sounds.

Soft consonants. Isolation of the initial consonant before the vowel. Sound analysis and synthesis

Shoes

*relative adjectives..

* The formation of verbs using prefixes.

Writing a descriptive story

16 -22

Martha

Hard and soft consonants

Soft consonants. Isolation of the initial consonant before the vowel. Sound analysis and synthesis of the direct syllable:

Man. Parts of the human body.

*Possessive pronouns MY, MY, MY

Write a descriptive story about your appearance.

23 - 29

Martha

PB sounds.

Soft consonants. Isolation of the initial consonant before the vowel. Sound analysis and synthesis

Family

Writing a descriptive story

T-D sounds

Soft consonants. Isolation of the initial consonant before the vowel. Sound analysis and synthesis

Migratory birds,

Drawing up proposals from pictures, distribution of proposals.

6 -12

April.

K-G sounds.

Hard and soft consonants. Syllabary rows.

Spring.

* Relative adjectives.

* Improving word-formation skills.

Memorizing the poem "Spring"

13 -19

April

Sounds S-Z.

My city. My street.

* The use of prepositions ON, V.

Write a story about your city.

20 -26

April

Voiceless and Voiced Consonants.

Voiced and voiceless consonants.

Syllabary rows.

Sound analysis and synthesis

My country Russia is my homeland.

* Relative adjectives.

* Possessive adjectives.

Writing a story about your homeland, your city.

Sounds of speech, (generalization)

Voiced and voiceless consonants.

Syllabary rows.

Sound analysis and synthesis

Insects

* Relative adjectives.

* Possessive adjectives.

Drawing up proposals from pictures, distribution of proposals.

4 -10

Sounds of speech, (generalization

Voiced and voiceless consonants.

Syllabary rows.

Sound analysis and synthesis

May 9 - "Victory Day".

*Agreement of adjectives with nouns in gender and number.

Drawing up proposals from pictures, distribution of proposals.

11 -17

Sounds of speech, (generalization)

Syllabary rows.

Sound analysis and synthesis

Summer

* Improving word formation skills

Drawing up proposals from pictures, distribution of proposals

Final diagnostics of progress and assimilation of the material for the academic year

This exemplary calendar-thematic planning is based on the programs:"The program of correctional and developmental work in the speech therapy group of a kindergarten for children with general underdevelopment of speech (from 4 to 7 years old)" N.V. Nishchevoi,“Correctional-developing training and education. The program of preschool educational institutions of a compensatory type for children with intellectual disabilities "Ekzhanova E.A., Strebeleva E.A. taking into account the specifics of the group, individual capabilities and educational needs of children.

Organization Mode

Model of correctional and developmental work of a teacher-speech therapist.

Direction of activity

Implementation form

Content

Correction of sound pronunciation

Individual lessons with a speech therapist

Performing articulation complexes, performing breathing exercises, logopedic massage. Probe massage.

Individual lessons with a speech therapist

Performing specific exercises. Aimed at the formation of a syllabic structure: syllabic rows, pronunciation of complex words, etc.

Formation of the lexical and grammatical structure

According to the subject calendar plan in literacy classes

Work to clarify, expand and enrich vocabulary

Small group lessons and individual lessons with children, regime moments during the day

According to the subject of the calendar plan in the classes on the development of speech, in the process of working out speech material in individual classes

Development of coherent speech

Small group sessions with a speech therapist

Working with mnemonic tables, diagrams for constructing sentences and stories.

Development of graphomotor skills

Small group sessions with a speech therapist

Work in speech therapy notebooks, work in notebooks for the development of speech.

Preparing for literacy

Small group sessions with a speech therapist

Work in copybook

Small group lessons and individual lessons with children

Performing speech-motor exercises, finger gymnastics, pencil massage, hand trainers (sujok, massage balls)

Implementation of correctional and developmental work

speech pathologist during the day:

8.30-8.45

Participation in regime moments

8.45-9.00

9.00-10..00

Small-group classes on teaching literacy and speech development

10.00-12.30

Individual work with children

12.30

Participation in regime moments

*small-group classes on "Preparation for literacy and speech development" - held 2 times a week

* Individual work with children - five days a week

Model of joint correctional and developmental

work with caregiver and family

Direction of activity

Implementation forms:

Formation and correction of sound pronunciation

In private lessons with a speech therapist. With family while doing homework

Working with syllabic structure

Private lessons with a speech therapist

Formation of sound analysis and synthesis skills

In small group classes with a speech therapist.

Formation of the lexical and grammatical structure

In individual lessons with a speech therapist, with a teacher during a correctional hour, with a family during homework

Development of coherent speech

Work to clarify, expand and enrich the dictionary

Preparing for literacy

In small group sessions with a speech therapist

Development of graphomotor skills

In small group classes with a speech therapist, family during homework

Development of general and fine motor skills

In small-group sessions with a speech therapist, in individual sessions with a speech therapist, with a teacher during a correctional hour, with a family during homework

Throughout the academic year, there is active interaction between the speech-language pathologist and caregivers, and between the speech-language pathologist and the family. Weekly, the educators of the group are given recommendations on the construction and organization of correctional and educational work (notebooks of interaction between a speech therapist teacher and educators are kept), recommendations are given for conducting a correctional hour, joint participation in regime moments, accompanying children to other classes. Active work with parents is also carried out: questionnaires at the beginning of the year, acquaintance with the results of diagnostics, holding thematic consultations, holding consultations at the request of parents, recommendations are given on homework, articulation gymnastics master classes are held, parent meetings are held quarterly.

Subject-developing environment:

Didactic games and manuals

Correction-developing zones:

Filling, equipment:

Zone for working on sound pronunciation

Wall mirror, lighting, set of probes, spatulas, sterilization liquid, wet wipes, paper napkins, cotton buds, disposable rubber gloves, cotton balls, whistles, soap bubbles, propeller trainers.

Area for work on the development of fine and general motor skills

Multi-tiered rack: lacing, mazaiki, sujok, medium massage balls, massage balls with rubber bands, spinning tops, tactile boards (Montessori), bilbock (Walda), catch with a ring (Walda), traps with a ball (Walda), plastic organizer with grits (white and red beans), a box with beads, a box with buttons.

Learning zone

Magnetic board, magnetic alphabet, didactic wall material of the scheme, didactic wall material Alphabet, didactic demonstration material on lexical topics, didactic handout for classes, didactic mnemonic tables, cash registers of letters.

Correction and development zone Agranovich Z.E. To help speech therapists and parents: Sat. home tasks to overcome the underdevelopment of phonemes. stern speech at Art. preschoolers / Z.E. Agranovich; Artistic O.R. Hoffman

. -- St. Petersburg: Detstvo-Press, 2004.-147 p.

. –– St. Petersburg: Detstvo-Press, 2001. – 48 p.

Bardysheva T.Yu., Monosova E.N. Notebook of speech therapy assignments_M, Ed. : scriptorium, 2013 Gomzyak O.S. We speak correctly at 5-6 years old. Educational-methodical package “Integrated approach to overcoming OHP in preschoolers.
1. Notebooks 1,2,3 of the relationship between the work of a speech therapist and educator.
2. Abstracts frontal exercises 1-2-3 periods in the senior logogroup.
3. Abstracts of classes on the development of coherent speech in the senior logogroup.
4. Plot pictures on the development of speech in the senior logogroup.
publishing house: Gnome and D, 2009

Ekzhanova E.A., Strebeleva E.A. Correction-developing training and education. The program of preschool educational institutions of a compensatory type for children with intellectual disabilitiesSphere , 2014

Nishcheva NV Let's speak correctly. Didactic material for the correction of violations of sound pronunciation- St. Petersburg: CHILDHOOD-PRESS, 2002.

Visual and didactic material for working with preschool children with speech disorders (FFI and ONR): Methodological guide / Comp. V.P. Glukhov, V.B. Atrepeva, T.I. Kontraktova - M.: ARKTI, 2003. - 32 p. (Library of a practicing speech therapist)

. - M.: ARKTI, 2003. - 48 p. (Library of a practicing speech therapist

The main general educational program of preschool education
Ed. N. E. Veraksy, T. S. Komarova, M. A. Vasilyeva. Publisher: Mozaika-sintez Year: 2010 Pages: 304

. "The program of correctional and developmental work in the speech therapy group of a kindergarten for children with general underdevelopment of speech (from 4 to 7 years old)" N.V. Nishchevoi,

Timonen E. I. Formation of lexical and grammatical skills in the classroom in preparation for teaching literacy in a special group of a kindergarten for children with severe speech disorders (preparatory group): Planning methodology and content of classes (from work experience)

. - St. Petersburg: "Childhood-press", 2004. - 64 p.

Filicheva T. B., Chirkina G. V. Preparation for school of children with general underdevelopment of speech in a special kindergarten: At 2 hours, Part I. First year of study (senior group). Manual for students of defectological faculties, practitioners of special institutions, kindergarten teachers, parents. M.: Alfa, 1993 - 103 p.

Shevchenko S.G. School preparation for delayed children psychological development. Book 2: Thematic planning of classes / Ed. S.G. Shevchenko - M.: School press, 2004 –– 112 p.

The timely organization of corrective action is the main factor that determines the 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 with 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, the choice of adequate training and education programs has become one of the most urgent.

This work program is designed to work with children of senior and preparatory preschool age groups with a mental retardation of preschool institutions.

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MUNICIPAL PRESCHOOL EDUCATIONAL INSTITUTION

COMPENSATING KINDERGARTEN № 126

Accepted I approve:

on the pedagogical council Head of MDOU "Kindergarten

Compensating type No. 126 "

No. ____ dated __________20____ ______________ E.V. Kobzarenko

"___" ______________ 2013

WORKING PROGRAMM

TEACHER-SPEECH Therapist

"The program of correctional and developmental work

in the kindergarten group

for children with mental retardation.

The program is designed 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

Stay of children in an 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

Areas (Educational area: Communication. Development of speech

(phonemic) perception; Educational area: Cognition.

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

IV. Monitoring system for 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 (Basic

Forms of interaction with parents or persons replacing them;

Perspective plan of work with parents)………………………………22 – 23

VI. The interaction of the teacher-speech therapist with the participants of the correctional

Pedagogical process (Main tasks of correctional and developmental

activities; Communication with other educational areas) ……...23 - 27

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

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

APPENDIX

I. Explanatory note

Introduction

The timely organization of corrective action is the main factor that determines the 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 with 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, the choice of adequate training and education programs has become one of the most urgent.

This work program is designed to work with children of senior and preparatory preschool age groups with a mental retardation of preschool institutions.

In recent years, there has been a significant increase in the number of children in whom deficiencies in psychomotor and speech development are detected already at the early stages of ontogenesis, which is most often due to early organic damage to the central nervous system or its functional immaturity.
In accordance with the position that has been established in modern correctional pedagogy about the need for early detection and overcoming of deviations in development, 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 is 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 recovery.

The correctional and pedagogical impact is aimed at overcoming and preventing secondary developmental disorders, as well as at the formation of a certain range of knowledge and skills necessary for successful preparation children to study in a general education school.

This is achieved through the modification of general developmental programs and the entire complex of correctional and developmental work, taking into account the peculiarities of the psychophysical development of children of this contingent, 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 for this work programbased on: "Programs of education and training in kindergarten" / Ed. M.A. Vasilyeva, V.V. Gerbovoy, T.S. Komarova, the educational program of the MDOU - in accordance with the Federal state requirements for the structure of the main 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 legal documents:

1. "Preschool education in Russia in documents and materials". Collection of current normative-legal documents and program-methodical 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 psychologists” (on the length of the working day of a speech therapist) p. 137 - 140.
3. Federal Law "On Education" dated December 29, 2012 No. N2 273-FZ
4. Convention on the Rights of the Child of 20.11.1989
5. Federal Law "On the Basic Guarantees of the Rights of the Child in the Russian Federation" No. 124-FZ of July 24, 1998.
6. Model regulation on a preschool educational institution. Decree of the Government of the Russian Federation No. 666 of September 12, 2008 No.

7. Charter of 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 council."

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

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

1. Acquaintance with the surrounding world and the development of speech.
2. Formation of elementary mathematical representations.
3. Introduction to literature.

4. Development of phonemic perception

AT the following tasks are solved in the process of correctional and developmental education of children with mental retardation:

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

The implementation of the goal is carried out in the process of various types of activities:

1. Educational activities carried out in the process of organization various kinds children's activities (playing, communicative, labor, cognitive research, productive, musical and artistic, reading).
2. Educational activities carried out during sensitive moments.
3. Independent activity of children.
4. Interaction with families of children on the implementation of the work program.

Thus, the solution of program problems is carried out in joint activities adults and children and independent activities of children not only within the framework of directly educational activities, but also during regime 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 the unity of diagnosis and correction - the definition of methods of correction, 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 - reliance on safe, more developed mental processes.

4. The principle of consistency 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 makes it possible to determine the main ways of solving problems when working with children, to carry out planning and forecasting of activities.

Implementation period This program is for one year.

1.1 Age characteristics of children with mental retardation

Considering the psychological characteristics of older preschoolers with mental retardation, it should first of all be noted that these are children with unrealized age-related opportunities (U.V. Ul'enkova (1984)). All the main mental neoplasms of age are formed with a delay and have a qualitative originality.
At preschool age, children with mental retardation have a lag in the development of general and, especially, fine motor skills. The technique of movements and motor qualities (speed, dexterity, strength, accuracy, coordination) suffer mainly, psychomotor deficiencies are revealed. Weakly formed self-service skills, technical skills in art, modeling, appliqué, design. Many children do not know how to properly hold a pencil, a brush, do not regulate the force of pressure, and find it difficult to use scissors. There are no gross motor disorders in children with mental retardation, however, the level of physical and motor development is lower than in normally developing peers, the formation of graphomotor skills is difficult.
These children are characterized by distraction of attention, they are not able to hold attention enough long time, quickly switch it when you change activities. They are characterized by increased distractibility, especially to verbal stimulus. The activity is not focused enough, children often act impulsively, are easily distracted, get tired quickly, and become exhausted. Manifestations of inertia can also be observed - in this case, the child hardly switches from one task to another. They also lack the ability to voluntarily regulate activity and behavior, which makes it difficult to complete tasks of an educational type.
Sensory development is also distinguished by qualitative originality. In children with mental retardation, vision and hearing are physiologically preserved, but the process of perception is somewhat difficult - its pace is reduced, the volume is narrowed, and the accuracy of perception (visual, auditory, tactile-motor) is insufficient. Orientation and research activities aimed at studying the properties and qualities of objects are difficult. A greater number of practical trials and fittings are required when solving visual-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 fixed in the word, errors are noted when naming the signs of color, shape, size. Thus, reference representations are not generated in a timely manner. The child, naming the primary colors, finds it difficult to name intermediate color shades, does not use words denoting sizes ("long - short", "wide - narrow", "high - low", etc.), but uses the words "big - little". Deficiencies in sensory development and speech affect the formation of the sphere of images-representations. Due to the weakness of the analyzing perception, the child finds it difficult to isolate the main components of the object, to determine their spatial relative position. We can talk about a slow pace of formation of the ability to perceive a holistic image of an object. This is also affected by the insufficiency of tactile-motor perception, which is expressed in insufficient differentiation of kinesthetic and tactile sensations (temperature, texture of the material, surface properties, shape, size), i.e. when the child has difficulty in recognizing objects by touch.

In children with mental retardation, the process of formation of interanalyzer connections, which underlie complex activities, is slowed down. Deficiencies in visual-motor and auditory-visual-motor coordination are noted. In the future, these shortcomings will also interfere with the acquisition of reading and writing. The insufficiency of inter-analyzer interaction is manifested in the lack of a sense of rhythm, difficulties in the formation of spatial orientations.

The memory of children with mental retardation differs in qualitative originality. First of all, children have a limited amount of memory and a reduced strength of memorization. Characterized by inaccurate reproduction and rapid loss of information. Verbal memory suffers the most. 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, mastering logical ways of memorizing.

Significant originality is noted in the development of mental activity. The lag is noted already at the level of visual forms of thinking, difficulties arise in the formation of the sphere of images-representations. The imitative nature of the activity of children with mental retardation is noted, the unformed ability to create new images creatively, the process of formation of mental operations is slowed down. By the senior preschool age, children with mental retardation have not yet formed the level of verbal and logical thinking corresponding to age capabilities - children do not single out significant features when generalizing, but generalize either by situational or by functional features. For example, answering the question: “How to call a sofa, wardrobe, bed, chair in one word?”, - the child can answer: “We have this at home”, “This is all in the room”, “This is everything a person needs”. They find it difficult to compare objects, comparing them according to random features, and even find it difficult to distinguish features of difference. For example, answering the question: "How are people and animals different?", - the child says: "People have slippers, but animals do not." However, preschoolers with mental retardation, after receiving assistance, perform the proposed tasks at a higher, close to normal level.
Consideration of the features of speech development of children with mental retardation deserves special attention. Many of them are characterized by defects in sound pronunciation, shortcomings in 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, there are difficulties in understanding complex, multi-stage instructions, logical grammatical constructions such as "Kolya is older than Misha", "Birch grows on the edge of the field." Children poorly understand the content of a story with a hidden meaning, the process of decoding texts is difficult, i.e., the process of perception and comprehension of their content is difficult.
Children in this group have a limited vocabulary. Adjectives, adverbs are rarely found in their speech, the verb dictionary is narrowed. Word-formation processes are difficult, later than normal, a period of children's word creation occurs, which lasts up to 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 the word and in the use of grammatical constructions, 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 intra-speech 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, describe a visual situation, creative storytelling is not available to them.

1.2. Health-saving technologies used in educational

educational process.

FORMS OF WORK	DAILY TIME AGE OF CHILDREN	FEATURES OF THE METHOD	RESPONSIBLE
Osteopathic gymnastics	After sleeping in bed every day. Starting from the middle group.	A smooth natural transition from a state of rest to wakefulness, creating a positive mood, a healing hardening effect.	educators
Breathing exercises	In various forms of physical culture and health work.	Learning to breathe through the nose. Performing complex breathing exercises, strengthening the respiratory muscles.	Educator.
Finger gymnastics	Daily	The accuracy of small hand movements is improved, fine motor skills training (tension, stretching, relaxation) The development of speech and intelligence.	educators
Physical education minutes	During classes, as children get tired.	Develop skills to relieve stress by switching to another type of activity	educators
Articulation gymnastics	In private lessons. During the day.	Improves the quality of sound production in children.	educators
Posture Prevention Exercises		Prevention of posture disorders.	educators
Exercises for the foot and lower leg	At physical education classes and morning exercises.	Relieving tension from the feet, eliminating mental tension, a beneficial effect on the brain and nervous system.	educators
Folk gymnastics	Starting from preschool age	Folklore, games, joint activities with parents in health work.	educators
Stretching	In physical education classes.	Game exercises for the development of somatic functions (body perception)	educators
funny exercises	In physical education classes. All groups	The inclusion of counting rhymes, riddles, sayings in physical culture classes contributes to the development of interest in imitative movements. Figurative-game movements develop the ability for improvisation, creativity, and fantasy.	educators
Educational games	All groups. Conducted throughout the day.	Play therapy for the development of positive attitudes towards peers.	educators
Healthy lifestyle classes	Classes 1 time per month. Conversations throughout the day	Educate in children conscious attitude to a healthy lifestyle.	educators
Mobile and sports games	Daily. During the day. All age groups.	Games are selected in accordance with the education and training program of M.A. Vasilyeva.	educators
Physical culture, holidays	1 time per month. All age groups. After noon.	An effective form of active recreation. Develop physical qualities, form social and emotional development.	educators
Dynamic pauses	During classes 2-5 minutes as children get tired.	Physical education complexes may include breathing exercises, gymnastics for the eyes.	educators
Gymnastics for the eyes	Daily for 3-5 minutes at any free time, depending on the intensity of the load. Starting from the younger group.		educators
Physical education	Three times a week in the gym, on the street. Starting from an early age.	Classes are held in accordance with the program of education and training of M.A. Vasilyeva.	educators
Morning exercises with the inclusion of breathing exercises	Daily, in the gym, outdoors, from an early age	Complexes are selected in accordance with the age characteristics of children.	educators

1.3 Motor mode

Motor mode	Carrying out algorithm	Duration	Note
morning exercises	Daily	10 - 12 min.	Number of outdoor switchgear: 8-10 (repeat 5-6 times) The complex is made for 2 weeks. Forms of conducting classes: traditional, game, story-game
Music lesson	Two times per week
Physical education	3 times a week	30 min. Introductory hours – 3-5min Main part – 21-26 min. Closing hour–3-4 min.	Number of outdoor switchgear: 4-5 (repeats 4-5 times) Qty O.D.: 2-3 (one new) Forms of conducting classes: traditional, game, according to a single game plot.
Physical education minute	Of necessity	1-3min.	The complex consists of 3-5 exercises Complexes are selected taking into account the nature of previous classes
Outdoor games on a walk, during regime moments	Daily	10-15 min.	2-3 games of different mobility
Sport games	1 time per week		According to the program and season
Targeted walks on and off the territory of the kindergarten	1 time per week	15 minutes.	According to the plan of educational work
The development of movements on a walk and in sensitive moments	Daily	10-15 min.	According to the results of physical education, by health groups
Physical culture leisure	1 time per week	40 min.	2nd week of the month
health week	2 times a year: June, February		2nd week of the month
health day	Daily	15 minutes.	1st week of the month
Active motor lift	Daily	15 minutes.	After sleep
Breathing exercises	Daily	1-2 exercise.	It is used during morning and invigorating gymnastics after sleep, physical education classes, in individual work with children.
Ind. Slave. With children on the development of movements	Daily	5-10 min.	Morning, evening, walking
Independent activity of children	Daily
Dynamic pause	Of necessity	5-10min.	Instead of an evening walk
Sports holiday	2 times a year	1 hour	Winter and summer
Games with movements and words	Daily	5-10 min.	In the morning and evening before holding regime moments, for a walk

1.4 Organization of the regime of stay of children in educational

Institution.

Correctional and developmental work with preschoolers with mental retardation involves a clear organization of the stay of children in kindergarten, the correct distribution of the load during the day, coordination and continuity in the work of a defectologist, speech therapist, psychologist and educator.

The kindergarten has developed a flexible daily routine that takes into account the age-related psychophysical capabilities of children, their interests and needs, ensuring the relationship of directly planned educational activities with the daily life of children in kindergarten. In addition, climatic conditions are taken into account (during the year, the daily routine changes twice). In contrast to the winter period, the summer recreational period increases the time spent by children for a walk. The walk is organized 2 times a day: in the first half of the day - before lunch and in the second half - after a day's sleep 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 over 15 m/s. During a walk with children, games and physical exercises are held. Outdoor games are carried out at the end of the walk before the children return to the premises of the preschool educational institution. daytime sleep 1 hour 50 minutes is allotted. Independent activity of children (games, personal hygiene, etc.) takes at least 4 hours a day.

According to the current SanPiN 2.4.1.2660-10, for children of the sixth year of life, directly educational activity is 6 hours 25 minutes per week, for 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 activities - at least 10 minutes. When conducting directly educational activities in the complex, both correctional-developing and educational-educational tasks are solved. They are determined taking into account the specifics of various activities, age and individual typological characteristics of children with mental retardation. The ratio of these tasks, the predominance of the correctional-developing or upbringing-educational component varies depending on the length of stay of children in the conditions of a specialized group and the severity of developmental deficiencies.

Classes on additional education (circle) with children of the ZPR are held once a week for no more than 25 minutes.

Socially useful work of children of the ZPR group is carried out in the form of self-service (canteen duty, assistance in preparing for classes, caring for indoor plants, etc.) with minimal adult assistance.

The time of directly educational activities and its number 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" Shevchenko S.G. (M., 2005) and SANPiNami. A mandatory element of each directly educational activity is a physical minute, which allows you to relax, relieve muscle and mental stress. Educational activities with children, which are based on play activities, depending on the program content, are carried out frontally, in subgroups, individually. This form of organization of educational activities allows the teacher to give each pupil maximum attention, help in case of difficulty, talk, listen to the answer. The division of children into subgroups is carried out taking into account the age and results of the diagnostic examination.

When choosing teaching methods, preference is given to developing 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 calculated 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. In the process of monitoring, the physical, intellectual and personal qualities of the child are examined through observation of the child, conversations, didactic games, etc.

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

Reception of children, examination, independent activity, daily morning exercises, duty	7.30 – 8.25
Preparing for breakfast, breakfast	8.25 – 8.50
Games, preparation for educational activities	8.50 – 9.00
Organized educational activities	9.00 – 10.20
Preparing for second breakfast, second breakfast	10.20 – 10.40
Preparation for a walk, walk (games, observations, work)	10.40 – 12.25
Return from a walk, independent play activity	12.25 – 12.40
Dinner preparation, lunch	12.40 – 13.10
Sleep preparation, naps	13.10 – 15.00
Gradual rise, joint activity (health measures: air, water procedures)	15.00 – 15.25
Preparing for afternoon tea	15.25 – 15.40
Games, independent activities of children	15.40 – 16.20
Preparation for a walk, walk (games). Children leaving home.	16.20 – 17-30

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 program of correctional orientation

“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. Gerbovoy, T.S. Komarova.

(senior group)

GCD duration - 25 min.

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

Breaks between GCDs are at least 10 minutes.

Mandatory physical minutes.

p/n	Parts of the educational process	Quantity GCD in Week	Time, spent on GCD per week	Time, spent on NOD per year	Quantity GCD in year
	Basic part
	Federal component A comprehensive program for the upbringing and education of children in kindergarten, edited by M.A. Vasilyeva, V.V. Gerbova, T.S. Komarova. (Educators) - “Preparation for school of children with mental retardation” Shevchenko S.G. (teacher-speech therapist, teacher-defectologist)
	Educational area "Physical culture" Pedagogical development "Physical education in kindergarten, edited by L.I. Penzulaeva
	Physical Culture		75 min.	45 hour/ 2700 min.
	Educational area "Safety" The program of preschool educational institutions "Fundamentals of safety of children of preschool age" N.N. Avdeeva.O.L.Knyazeva, R.B.Sterkina
	Educational area "Socialization"	Integrates into various types of joint activities of children and adults
	Educational area "Labor"	Integrates into various types of joint activities of children and adults
	Educational area "Cognition"
	Formation of elementary mathematical representations		50 min.	30 hour/ 1800 min
	Acquaintance with the surrounding world / ecology (alternating)		50 min	30 hour/ 1800 min
	Constructive activity and manual labor		25 min	15 hour/ 900 min
	Educational area "Communication"
	Speech development (alternates with reading fiction		50 min	30 hour/ 1800 min
	Educational area "Reading fiction" (alternating with the development of speech)		25 min	15 hour/ 900 min
	Educational area "Artistic creativity"
	Modeling / application		25 min	15 hour/ 900 min
	Painting		50 min	30 hour/ 1800 min
	Educational area "Music"
	A comprehensive program for the upbringing and education of children in kindergarten, edited by M.A. Vasilyeva, V.V. Gerbova, T.S. Komarova.
	Music		50 min	30 hour/ 1800 min
Total:				240hours/ 14 400 min
	Part formed by the participants of the educational process
	Educational area "Health" Regional component:The program "Fundamentals of a healthy lifestyle" edited by N.P. Smirnova Joint activities based on circles Lessons with a teacher-psychologist	Integrates into various types of joint activities of children and adults Integrates into various types of joint activities of children and adults Integrates into various types of joint activities of children and adults
Total:				240 hours/ 14 400 min

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

2.2. Grid of direct educational activities.

Days of the week	Clock	Lessons (16 lessons)
		I subgroup	II subgroup
Monday	9.00 - 9.25 9.35 –10.00 10.10-10.35	Drawing (tutor) Physical education (educator)	Drawing (tutor) Acquaintance with the outside world (speech therapist) Physical education (educator)
Tuesday	9.00- 9.25 9.35- 10.00 10.10-10.35	Lepka (tutor)	Musical lesson (music worker) Lepka (tutor) Acquaintance with the outside world (defectologist)
Wednesday	9.00- 9.25 9.35-10.00 10.10-10.35 15.10-15.35	Drawing (tutor) The work of a psychologist FEMP (defectologist) Physical education (to the music)	The work of a psychologist Drawing (tutor) FEMP (defectologist) Physical education (to the music)
Thursday	9.00-9.25 9.35- 10.00 10.10-10.35 15.10-15.35 15.40-16.05	Construction/ application (tutor) FEMP (defectologist)	Music lesson (music worker) Design / application (educator) Development of phonemic perception (speech therapist) FEMP (defectologist)
Friday	9.00-9.25 9.35-10.00 10.10-10.35 10.50-11.15	Development of phonemic perception (speech therapist)	Development of phonemic perception (speech therapist) Acquaintance with fiction (defectologist) Physical education in the air (educator)

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

Goals: mastering constructive ways and means of interaction with other people through the solution of 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 - dialogic and monologic forms) in various forms and types of children's activities;

- practical mastering of the norms of speech by pupils.

Main tasks:

• social adaptation of children in a team;
• speech development and speech communication(solution in the unity of the problems of linguistic and communication development), the formation of communication skills and the ability to cooperate;
• implementation of the necessary correction of speech disorders in children;
• ensuring equal starting opportunities when children enter 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, the development of a competent position in relation to their own child.

Developmental correctional work with children

• Diagnosis of speech development of a child
• Development of speech communication and literacy

Forms of classes	Working methods	Program Sections according to RR
frontal subgroup individual	educational and didactic games and exercises phonetic rhythm articulation exercises massage of the organs of the articulatory apparatus finger gymnastics speech zone massage	Sound culture of speech Speech correction Development of coherent speech

Sound culture of speech

• Development of phonemic hearing
• Development of the ability to reproduce words of a complex syllabic structure
• Teaching sound-letter analysis of words, reading
• Cultivating clear pronunciation
• Development of voice and speech breathing
• Development of phonemic perception

Development and enrichment of the dictionary

• Formation of relative and possessive adjectives
• Developing the skill of choosing synonyms and antonyms
• Feature Dictionary Development
• Development of the verb vocabulary
• 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
• Eye protection
• Development of sensory
• Correction of the emotional-volitional sphere
• Development of higher mental functions
• Correction of sound pronunciation

Development of coherent speech

• Development of non-verbal means of communication
• Development of verbal communication
• Learning to communicate your thoughts and feelings
• Learning to retell
• Teaching storytelling through a series of paintings
• Learning to compose a story from a picture

Formation of the grammatical structure of speech

• Learn to form plural 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:

• formation of a way to isolate a sound from a word (underlined pronunciation of a sound in a word), the ability to name the selected sound;
• extracting 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 oral cavity in the way of exhaled air, participation of the voice;
• distinguishing sounds that are close in pronunciation and sound, hard and soft consonants; sounds[a], [o], [s], [y], [m], [m "], [in], [in "], [k], [k], [p],[""], [s], [s"], [and];
• symbols for vowels, hard and soft consonants; the terms "vowel", "consonant", "hard consonant", "soft consonant";
• familiarization with the conditional-graphic scheme of the sound composition of the word;
• sequential selection of sounds from monosyllabic and disyllabic words such as but, ay, poppy, wasps according to a ready-made conditional-graphic scheme of the sound composition of the word;
• introduction to capital lettersA, a, O, o, U, y, S, s, M, m, H, n, B, c, K, k, P, p, C, s, I, and;correlation of sound and letter;
• formation of the ability to compose a sentence and select words from a sentence consisting of two or three words; conditionally graphic scheme of the proposal; drawing up schemes of proposals (without prepositions); termsword, sentence;
• clarification and enrichment of vocabulary; the formation of the ability to speak loudly enough, slowly, literary correctly, intonationally expressive, give short and complete answers to questions.

By the end of the stay in the first groupchildren should be taught:

• the method of isolating a sound from a word and naming the selected sound;
• assign sounds to vowels and consonants based on the features of their pronunciation and sound;
• conventional designation of vowels and consonants in the corresponding color;
• recognize and name the letters that represent the studied sounds;
• draw up conditional graphic schemes of sentences consisting of two or three words.

See Appendix No. 1

3.2. Educational area: Cognition. (Introduction to the environment

Peace).

2 lessons per week, 64 lessons.

September	1 week - Adaptation of children in preschool 2-3 weeks - Examination of children, registration of results Week 4 - Our city. Our street Week 5 - Introduction to seasonal work in the fields	February	1 week - Pets Week 2 - Wild animals of our forests 3rd week - Our army 4 weeks - Winter. Generalization
October	1 week - Introduction to seasonal work in the fields Week 2 - Vegetables 3 week - Fruits 4 weeks - Autumn. Seasonal changes in nature Week 5 - Migratory birds	March	2nd week - Spring. Spring clothes. Week 3 - My family 4 week - Transport Week 5 - Migratory birds
November	1 week - Migratory birds 2nd week - Autumn. Autumn clothes 3 week - Autumn generalization Week 4 - Information about the person 5 week - Labor of people	April	1 week - Migratory birds 2nd week - Dishes. Week 3 - Trees. Forest. Week 4 - Insects. 5 week - Flowers
December	1 week - Furniture Week 2 - Winter. winter omens 3rd week - Winter. New Year 4-5 weeks - New Year's holiday.	May	1 week - Flowers Week 2 - Victory Day 3 week - Summer 4-5 weeks - Examination of children, registration of results.
January	1–2 weeks – Christmas holidays 3rd week - Winter. Winter fun Week 4 - Winter clothes. 5 week - Poultry

See Appendix No. 2

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

4.1. Integrative qualities:

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

Curious, active. Interested in the new, unknown in the surrounding world (the world of objects and things, the world of relationships and his inner world). Asks questions to an adult, likes to experiment. Able to act independently (in everyday life, in various types of children's activities). When in trouble, 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. Emotionally reacts to works of fine art, music and works of art, 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 of communication, owns 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 their behavior and plan their actions based on primary value ideas, observing elementary generally accepted norms and rules of behavior. The child's behavior is mainly determined not by momentary desires and needs, but by the requirements of 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 conduct on the street (traffic rules), in in public places(transport, shop, clinic, theater, etc.);

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

Having primary ideas about himself, 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 the composition of the family, kinship and relationships, the 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 activity- the ability to work according to the rule and according to the model, listen to an adult and follow his instructions;

Having mastered the necessary skills and abilities. The child has formed the skills necessary for the implementation of various types of children's activities.

4.2 Monitoring system

The system for monitoring the achievement by children 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 development of the Program;
• explore the physical, intellectual and personal qualities of the child;
• not lead to overwork of pupils and not disrupt the course of the educational process;
• allow for an objective and accurate estimate dynamics of children's achievements in optimal terms;
• include a description of the object, forms, frequency and content of monitoring.

It is advisable to use a combination following methods getting data:

• low formalized methods (observation, conversation, peer review, 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 by time slices allows us to consider the dynamics of pupils' achievements.

Monitoring the results of speech therapy work, the development by children of the Program "Preparation for school of 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. The main forms of interaction with parents (or persons, their

Substitute)

Main directions:

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

Main tasks:

1. Increasing the pedagogical culture of parents:

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

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

1. Conditions for working with families

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

The multidimensional specifics of each family.

1. Age character of work with parents.
2. Goodwill.
3. openness.

5.2. Perspective plan for interaction with parents.

p/n	Form of work with parents	Characteristics of consultative and educational work with parents
	Questionnaire	It is an effective form of feedback with parents and an effective source of pedagogical informationparents. After filling out the questionnaires, parents pass the forms to a speech therapist, who analyzes the data contained in them, and then takes them into account in working with children.
	parent meetings	They lay the foundations for cooperation and mutual understanding with parents. The unity of views on the upbringing and education of preschoolers is ensured. During the school year, it is advisable to hold three parent-teacher meetings.
3	Consultations	A speech therapist advises parents on issues related to the peculiarities of teaching children with speech disorders. Consultations can be group or individual..
4	Visual propaganda.	standsfor parents, a speech therapist draws up systematically once a month, updating the material. The stand contains materials on the formation of sound pronunciation in children; materials on the development of children's speech in normal and pathological conditions; advice to parents on overcoming speech underdevelopment; games, speech material that parents can use to work with children at home; current information.

See Appendix No. 4

VI. INTERACTION OF THE TEACHER-SPEECH THERAPIST

WITH PARTICIPANTS OF CORRECTIONAL PEDAGOGICAL

PROCESS

6.1. The main tasks of correctional and developmental activities:

• Creation of a single correctional and educational space;
• Equipment for a subject-developing environment that stimulates the speech and personal development of the child;
• Increasing the level of training of specialists;
• Promotion of speech therapy knowledge among parents and teachers;
• Expansion of integrative ties, 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 disorders largely depends on the properly organized interaction of a speech therapist teacher, speech pathologist teacher, educators, a psychologist teacher, music director, physical education instructor, medical professionals and parents.

Studies have shown that if the intellectual and emotional potential of the child does not receive proper development at preschool age, then later 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 the classroom, do not remember material well, and are easily distracted. The level of development of cognitive activity and speech of such children is lower in comparison with their peers.

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

Specialists who participate in the correctional process plan and coordinate the psychological and pedagogical support of children with severe speech disorders.

The rational organization of joint activities helps to correctly use the 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. Links with other educational areas.

Physical Culture	development of free communication with adults and children in terms of the need for motor activity and physical improvement; gaming communication
Health	development of free communication with adults and children about human health and healthy lifestyle
Security	development of free communication with adults and children in the process of mastering ways of safe behavior, ways of providing self-help, helping another, rules of conduct in standard dangerous situations and others, in terms of the formation of the foundations of environmental consciousness
Socialization	development of free communication with adults and children in terms of the formation of primary value ideas, ideas about oneself, family, society, state, world, as well as compliance with elementary generally accepted norms and rules of behavior
Work	development of free communication with adults and children in the course of work, acquaintance with the work of adults development of cognitive, research and productive activities in the process of free communication with peers and adults
Reading artistic literature	development of free communication with adults and children about what they read, practical mastery of the norms of Russian speech
Artistic creativity	development of free communication with adults and children about the process and results of productive activities
Music	development of free communication with adults and children about music

Working with parents:

• individual and thematic consultations, conversations;
• showing open classes;
• selection and acquaintance with special literature on the declared subject;
• 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;
• holding 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: educational topics and rhythm of speech; on the development of breathing and voice; articulatory apparatus;
• leisure;
• coordination of scenarios for holidays, entertainment;
• 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

Family

Defectologist teacher Teacher speech therapist Educational psychologist

educators

The system of interaction between a speech therapist and a 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 in the children's institution and parents of preschoolers. In addition to the tasks of developmental education and comprehensive development, the main objective of the program is to master children's independent, coherent, grammatically correct speech and speech communication skills.

VII. Bibliography

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

6. Borovtsova L.A. Documentation of a speech therapist of a preschool educational institution. - M .: TC Sphere, 2008.
7. Polozova N.V. Basic requirements for labor protection and sanitary provision in preschool. Collection of documents and educational institution. - M .: TC Sphere, 2003.
8. Sanitary and epidemiological rules and regulations SanPiN 2.4.1.1249-03 "Sanitary and epidemiological requirements for the arrangement, maintenance and organization of the working hours 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. " remedial education and education of children of 5 years of age with general underdevelopment of speech, M., 1991
10. Filicheva T.B., Chirkina G.V. "Preparing for school children with general underdevelopment of speech in a special kindergarten." 4.1. The first year of study and the second year of study, M., "Alpha", 1993
11. Filicheva T.B., Chirkina G.V. "Elimination of general underdevelopment of speech in children of preschool age": A practical guide .- M .: Iris-press, 2004
12. "Overcoming OHP in preschoolers" / ed. Volosovets T.V., M., Creative Center, 2007
13. "Correctional and pedagogical work in the preschool educational institution for children with speech impairment." / ed. Garkushi Yu.F., M., 2002
14. Stepanova O.A. "Organization of speech therapy work in the preschool educational institution", M., Creative Center, 2003
15. Volkova I.N.. Tsypina N.A. "Let's read and play." For classes with children of older preschool age. - M .: "School Press", 2005.

16. Morozova I.A., Pushkareva M.A. "Introduction to the outside world" Class notes For working with children 5-6 years old with ZPR. - 2nd ed., Rev. and additional - M .: Mosaic-Synthesis 2009.
17. Morozova I.A., Pushkareva M.A. "Introduction to the outside world" Class notes For working with children 6-7 years old with ZPR. - 2nd ed., Rev. and additional - M .: Mosaic-Synthesis 2009.
18. Morozova I.A., Pushkareva M.A. Development of elementary ideas. Summaries of classes For working with children 5-6 years old with ZPR. - 2nd ed., Corrected. and additional - M .: Mosaic-Synthesis 2009.
19. Morozova I.A., Pushkareva M.A. Development of elementary ideas. Summaries of classes For work with children 6-7 years old with ZPR. - 2nd ed., Corrected. and additional - M .: Mosaic-Synthesis 2009.

APPENDIX

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 students with disabilities, the Concept of spiritual and moral development and education of the personality of a citizen of Russia, the planned results of primary general education, the AOOP education of students with mental retardation, the recommendations set out in the book by E.N. Efimenkova, G.G. Misarenko "Organization and methods of corrective work of a speech therapist at a school speech center", instructive letter of the Ministry of Education of Russia dated 12/14/2000 No. 2 "On the organization of the work of a speech therapy center of a general education institution", instructive-methodical letter "On the work of a speech therapist teacher at a general education school", ed. 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 (MPD) are primarily due to the lack of inter-analyzer interaction, and not to a local lesion of the speech analyzer.

Characteristic signs of ZPR:

• a 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.

In children with mental retardation, the functions of voluntary attention, memory, and other higher mental functions are not sufficiently formed. Some children with mental retardation are dominated by intellectual insufficiency, while others have emotional-volitional disorders.

Mental retardation always leads to various disorders of speech activity.

With ZPR, a later development of phrasal speech is noted. Children find it difficult to reproduce lexical and grammatical constructions. With the help of language means, children cannot express cause-and-effect, temporal and other relationships. The vocabulary of preschoolers and schoolchildren with mental retardation is poor and undifferentiated: children do not understand enough and inaccurately use words that are close in meaning. The limited vocabulary is determined by the lack of knowledge and ideas about the world, low cognitive activity.

The proposed program aims for the correction of disturbed and insufficient advanced features necessary for the successful mastery of oral and written speech of students, filling in the gaps in preparing children with mental retardation for schooling.

Purpose of the program :

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

Program objectives:

• improve sound pronunciation
• to form phonemic processes of analysis and synthesis,
• activate vocabulary,
• form the grammatical structure of speech,
• develop coherent speech
• develop fine motor skills
• to develop in children the habit of productive educational activity,
• 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.

It is possible to carry out such a volume of work only under the condition of qualified, comprehensive and systematic special education of 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 for the organization of classes:

• the focus of remedial classes on filling the gaps of previous development, the formation of readiness to master the educational material;
• the activity nature of the lesson;
• wide use of various visual supports and game techniques;
• an obligatory element of each lesson is to conduct at least two dynamic correctional pauses (articulation gymnastics, breathing exercises; preventive gymnastics to improve visual acuity; self-massage of the fingers and hands; finger gymnastics.

Generalized structure of a group speech therapy lesson:

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

Features of the organization of work on the correction of sound pronunciation

Individual corrective work on setting up the correct sound pronunciation goes through the main stages of training: preparatory (working out preserved sounds, vowel sounds, a complex of articulation gymnastics) - setting sounds (from lighter to complex) - automation and differentiation as sounds are set (isolated, in syllables, words, sentences, phrases).

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

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

• the ability to organize one's own life activity to achieve a state of individual well-being, taking into account the possibilities 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 development of the social role of the student, development of motives for learning 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 the program of correctional work:

• analysis and objective evaluation of the results of their own activities;
• managing their emotional state when communicating with peers and adults.
• the use of sign-symbolic means of representing information to create models of the objects under study;
• willingness to listen to the interlocutor and conduct a dialogue;

Subject results of mastering the content of the program to overcome the general underdevelopment of speech

the child increases learning, improves attention and perception;

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

the child increases interest in the process of reading and writing, relieves emotional stress and anxiety when performing reading and writing exercises;

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

The child develops skills:

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

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

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

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

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

Correctional work on 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 completing groups of children, the homogeneity of speech disorders is taken into account, the number of hours for assimilation correction material of each block can vary and be directional in nature of this group.

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

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

1 block. Diagnostics (introductory and final)

The purpose of the diagnosis: to identify the level of speech development, the nature and etiology of the identified disorders, to track the dynamics in the child's speech for the entire period of study. Properly conducted examination allows: to give a complete and accurate conclusion of the state of speech of children; establish the severity of the violation; take a systematic approach to the analysis of violations; identify the fundamental principle of a 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 of speech insufficiency of each pupil, taking into account age characteristics. The examination of speech development includes the diagnosis of oral speech, which is carried out by a speech therapist teacher individually with each student, and written speech (final diagnosis), the diagnosis of which is carried out in frontal classes.

Logopedic examination of oral speech is carried out individually and includes:

Obstetric anamnesis and anamnesis of child development (motor, speech, mental): pre-speech vocalizations (cooing, cooing); the appearance and nature of babble, the first words, phrases; the quality of the first words, phrases (the presence of violations of the syllabic structure, agrammatisms, incorrect pronunciation).

The study of thinking (the layout of a series of plot pictures, identifying cause-and-effect relationships, determining the level of semantic integrity of the story).

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

Phonemic analysis: highlighting a sound against the background of a word, highlighting 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 according to oppositions (sonority-deafness, softness-hardness, whistling-hissing, etc.). P.).

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

The state of sound pronunciation: an isolated variant, in syllables (open, closed, with a confluence of consonants, in words, in speech, pronunciation of words of various syllabic structures. There is a reduction in the number of syllables, simplification of syllables, likening of syllables, rearrangement of syllables.

Vocabulary of the language: independent addition by the child of the thematic series, 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, transformation singular nouns into the plural in the nominative case, the formation of the form genitive nouns in the singular and plural, agreement with numerals, the state of the function of word formation, the formation of nouns with the help of diminutive suffixes, the formation of adjectives (relative, qualitative, possessive), the formation of names of baby animals, the formation of verbs with the help of prefixes.

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

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

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

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

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

The results of the survey are recorded in speech map, which is compiled for each child examined.

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

Development and refinement of spatial representations . Differentiation of the right and left parts of the body (arms, legs, eyes, ears). Orientation in the environment. This takes into account that orientation in horizontal directions ("behind - in front", "forward - back") suffers more than in vertical ones ("top - bottom", "top - bottom", "above - below"). Definition of spatial ratios of 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 the concepts of the 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 periods of human age (infancy, childhood, youth, youth, maturity, old age), about relationships and roles in the family (son, daughter, father, mother, grandmother, grandfather, etc.). Correction and improvement of visual-figurative thinking. Development of general and fine motor skills (use of physical minutes and dynamic pauses, self-massage of hands, finger gymnastics).

Correction and improvement of phonemic processes. Isolation and naming of non-speech sounds. Distinguishing voices by ear in pitch, strength and timbre. Reproduction of a rhythmic pattern by slapping, tapping, or sketching.

Formation of clear phonemic representations.

Memorization and reproduction of a number of sounds, syllables, words, gradually increasing the number of elements (from two or three to six or seven). Being in a verbal or syllabic series of "superfluous", differing in one sound. Selection of similar sounding words.

Improvement and formation of phonemic analysis and synthesis skills.

Isolation of a given sound against the background of a word (initially, vowel sounds standing in a strong position are distinguished, later consonants are explosive at the end, and slotted sounds are at the beginning of a word). Definition of 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 a word). Definition and naming of the sequence of sounds in a word, their number, the place of each sound in relation to others (before which, after which sound is the given sound). Transform words by adding, changing or rearranging a single sound. Establishing the relationship between the sound and sign composition of the word (correlation of the word and image, schemes; inscribing given letters into the scheme, defining the word by individual letters, etc.)

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

Development of coherent speech students are provided with a through type of speech tasks, included in almost every lesson in the form of game techniques.

Tasks: to form the ability to make sentences on pictures, series of pictures; distribute and shorten sentences; compose short stories (according to the picture and question plan) from 2-4 simple sentences; finish with one or two words a sentence started by a speech therapist.

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 response to them.

Improving the melodic-intonation side of speech carried out by reproducing tongue twisters, sentences, small poems with different volumes, at different tempos; changing the tone of voice, conveying a personal attitude (joy, indifference, chagrin) to certain phenomena of the surrounding world.

In the classroom, work should be done to fill in the gaps in development of vocabulary and grammatical structure of speech .

Tasks: to clarify the meaning of the words available to children, to enrich the vocabulary both by accumulating new words related to various 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.

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

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

4 block. Sound correction.

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

Purpose: preparation of speech-auditory and speech-motor analyzers for the correct perception and reproduction of sound.

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

2. staging missing and/or distorted sounds .

Purpose: to achieve the correct sound of isolated sound.

Here, the knowledge of children formed at the preparatory stage is widely used: about the structure of the articulatory apparatus, about general and differential signs phonemes, reproduction of the correct articulation of sound, etc. The ability to reproduce the positions of the organs of the articulatory apparatus allows you to more effectively master correct articulation sound (based on both kinesthetic and auditory sensations, as well as with the involvement of a visual analyzer and tactile-vibrational sensitivity). In other words, the use of verbal instructions, kinesthetic and auditory control acquire a leading role in clarifying articulation or correcting sound pronunciation.

3. Automation of delivered sounds.

Purpose: To achieve the correct pronunciation of sound in phrasal speech.

4. Differentiation of delivered sounds .

Here the work is based on the learned material. Differentiation of sounds is carried out, both in terms of articulatory and acoustic characteristics: a differentiable pair is distinguished and reference signs are specified when pronouncing syllables, words, phrases with it.

Literature:

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

2. Lalaeva R. I. "Speech therapy work in correctional classes" - M., 1999.

3. Lopukhina I. Logopedia. 550 entertaining exercises for the development of speech-M .: "Aquarium", 1995.

4. Pozhilenko E. A. "The Magical World of Sounds and Words." -M., 2001.

5. Repina Z.A., V. I.Buiko. Lessons of speech therapy. - Yekaterinburg, "Litur", 1999.

6. Sadovnikova I. N. "Violation of written speech and their overcoming in younger students." -M., 1997.

7.Filicheva T.B., Cheveleva N.A., Chirkina G.V. "Violation of speech in children" - M., 1993.

8. Fomicheva M.F.. Education of correct pronunciation in children.-

M.: “Enlightenment”, 1988.

9. Yastrebova A.V. "Overcoming of the general underdevelopment of speech" - M., 2000.

CALENDAR -

1 class

No. p / p		the date
		plan	fact
	Student survey	04.09	04.09
	Student survey	05.09	05.09
	Student survey	07.09	07.09
	Student survey	11.09	11.09
	Student survey	12.09	12.09
	Word.	14.09	14.09
	A word is a part of a sentence, a lexical meaning.	18.09	18.09
	Vowel sound [a], letters A, a	19.09	19.09
	Vowel sound [o], letters O, o	21.09	21.09
	Vowel sound [and], letters I, and Vowel sound [s], letter y	25.09	25.09
	Vowel sound [y], letters U, y	26.09	26.09
	Consonant sounds [n], [n ‘], letters H, n	28.09	28.09
	Consonant sounds [s], [s'], letters C, s Consonant sounds [k], [k'], letters K, k	02.10	02.10
		03.10	03.10
	Consonant sounds [t], [t‘], letters T, t	05.10	05.10
	Consonant sounds [l], [l ‘], letters L, l Consonant sounds [p], [r ‘], letters P, p	09.10	09.10
	Consonant sounds [in], [in ‘], letters B, in	10.10	10.10
	Vowels E, e	12.10	12.10
	Consonant sounds [n], [n ‘], letters P, p	16.10	16.10
	Consonant sounds [m], [m ‘], letters M, m	17.10	17.10
	Consonant sounds [z], [z ‘], letters Z, z	19.10	19.10
	Differentiation of sounds [ with] - [h], [with'] - [h']	23.10	23.10
	Consonants [b], [b ‘], letters B, b	24.10	24.10
	Differentiation of sounds [ b] - [P]	26.10	26.10
	Consonant sounds [d], [d ‘], letters D, d	07.10	07.10
	Consonant sounds [d], [d‘], letters D, e. Comparison of syllables and words with letters d, etc.	09.11	09.11
	Vowels I, I	13.11	13.11
	Consonant sounds [g], [g ‘], letters G, g	14.11	14.11
	Differentiation of sounds [ G] - [to]	16.11	16.11
	Soft consonant [h ‘], letters H, h	20.11	20.11
	The letter b is an indicator of the softness of the preceding consonants	21.11	21.11
		23.11	23.11
	Solid consonant sound [w], letters Sh, sh. Shea combination.	27.11	27.11
	Solid consonant sound [zh], letters Zh, Zh	28.11	28.11
	Differentiation of sounds [ well] - [w]	30.11	30.11
	Vowels Yo, Yo	04.12	04.12
	Sound [th '], Letters Y, th	05.12	05.12
	Consonant sounds [x], [x‘], letters X, x	7.12	7.12
	Differentiation of sounds [ G] - [to]	11.12	11.12
	Vowels Yu, Yu	12.12	12.12
	Letter differentiation at – Yu	14.12	14.12
	Solid consonant sound [c], letters C, c	18.12	18.12
	Vowel sound [e], letters E, e	19.12	19.12
	Vowel sound [e], letters E, e	21.12	21.12
	Soft deaf consonant sound [u ']. Letters u, u	25.12	25.12
	Consonant sounds [f], [f ‘], letters F, f	26.12	26.12
	Soft and hard delimiters	28.12	28.12
	Differentiation of sounds [ h] - [well]	09.01	09.01
	Differentiation of sounds [ w] - [sch,] – [with]	11.01	11.01
	Sound differentiation s - w, - w - w	15.01	15.01
	Sound differentiation s - w, - w - w	16.01	16.01
	Differentiation h ' - sch'	18.01	18.01
	Differentiation of sounds [ c] - [with]	22.01	22.01
	Sound [ j’ ]	23.01	23.01
	Sounds [ y'o], [y'e]	25.01	25.01
	Letter differentiation yo – Yu	29.01	29.01
	Letter differentiation at – Yu	30.01	30.01
	Differentiation of sounds [ l - r], [l'] – [R']	01.02	01.02
	Differentiation of sounds [ l - r], [l'] – [R']	05.02	05.02
	Differentiation of sounds [ in] - [f]	06.02	06.02
	Differentiation of sounds [ X] - [G] - [to]	08.02	08.02
	Differentiation of sounds [ X] - [G] - [to]	12.02	12.02
	Consolidation of what has been learned. Sound differentiation.	13.02	13.02
	Sounds and letters. Differentiation of the concepts "sound" and "letter".	15.02	15.02
	Spelling Zhi-SHI, CHA-SCHA	19.02	19.02
	Spelling CHU-SCHU.	20.02	20.02
	Spelling chk, chn, schn	22.02	22.02
	Sound-letter analysis of words.	26.02	26.02
	Dividing words into syllables	27.02	27.02
	Oral and written speech.	01.03	01.03
	Text and sentence	05.03	05.03
	Offer.	06.03	06.03
	Dialog.	12.03	12.03
	Words-names of objects and phenomena, signs of objects, actions of objects.	13.03	13.03
	Polite words.	15.03	15.03
	Unambiguous and polysemantic words. Words that are close and opposite in meaning.	19.03	19.03
	Dividing words into syllables.	20.03	20.03
	Sounds and letters. Hyphenation	22.03	22.03
	stress	02.04	02.04
	Sounds and letters	03.04	03.04
	Vowel sounds. The letters e, e, u, i and their functions in words.	05.04	05.04
	Vowel sounds. Words with e.	09.04	09.04
	The designation of a stressed vowel by a letter in writing.	10.04	10.04
	Spelling of vowels in stressed and unstressed syllables.	12.04	12.04
	Spelling of vowels in stressed and unstressed syllables	16.04	16.04
	Consonant sounds and letters. Words with double consonants.	17.04	17.04
	Words with I and Y	19.04	19.04
	Hard and soft consonants	23.04	23.04
	Paired and unpaired consonants in hardness-softness.	24.04	24.04
	Letters for hard and soft consonants.	26.04	26.04
	Designation of the softness of consonant sounds with a soft sign. Word hyphenation with a soft sign.	03.05	03.05
	Voiced and voiceless consonants.	07.05	07.05
	Designation of paired voiced and deaf consonants at the end of a word.	08.05	08.05
	Hissing consonants.	14.05	14.05
	Letter combinations ChK, ChN, ChT.	15.05	15.05
	Letter combinations ZhI-SHI, CHA-SCHA, CHU-SCHU.	17.05	17.05
	Letter combinations ChK, ChN, ChT.	21.05	21.05
	Letter combinations ChK, ChN, ChT.	22.05	22.05
	Capital letter in words.	24.05	24.05
	Spelling of vowels after hissing in combinations zhi-shi, cha-cha, chu-shu.	28.05	28.05
	Logopedic examination	29.05	29.05
	Logopedic examination	31.05	31.05

Calendar - thematic planning of speech therapy classes

Grade 2

No. p / p		the date
	subject	plan	fact
1.	Student survey	04.09	04.09
2.	Student survey	07.09	07.09
3.	Making a proposal in oral and written speech	11.09	11.09
4.	.	14.09	14.09
5.	The concept of the text - the main members of the sentence .	18.09	18.09
6.		21.09	21.09
7.	Dictation on the topic "Members of the proposal"	25.09	25.09
8.	single and multiple words. Direct and figurative meanings of words	28.09	28.09
9.	Synonyms and antonyms	02.10	02.10
10.	Working with dictionaries of synonyms and antonyms	05.10	05.10
11.	Differentiation of consonants and vowels, sounds and letters	09.10	09.10
12.	Vowel sounds. Their letter designation	12.10	12.10
13.	Syllabic role of vowels.	16.10.	16.10.
14.	s-and.	19.10	19.10
15.	Vowel differentiation: a-o.	23.10	23.10
16.	Vowel differentiation: uh.	26.10	26.10
17.	Dividing words into syllables and for transfer. Word hyphenation rules.	09.11	09.11
18.	Vowel differentiation : and I.	13.11	13.11
19.	Vowel differentiation : wow	16.11	16.11
20.	Vowel differentiation : oh The letter ё and the designation of stress	20.11	20.11
21.	Stress mobility in Russian. Vowel differentiation : i-s, uh	23.11	23.11
22.		27.11	27.11
23.	Pronunciation of an unstressed vowel at the root of a word and its designation in writing	30.11	30.11
24.	Dictation on the topic "Spelling of words with an unstressed vowel at the root"	04.12	04.12
25.	Consonant sound [th '] and the letter "and short"	07.12	07.12
26.	Hard and soft consonants and letters to represent them	11.12	11.12
27.	Spelling of a soft sign at the end and in the middle of a word before other consonants	14.12	14.12
28.	Rules for checking paired consonants at the end of a word	18.12	18.12
29.	b-p, v-f	21.12	21.12
30.	Differentiation of paired consonants: d-t, s-s	25.12	25.12
31.	Differentiation of paired consonants: w-w, k-g	28.12	28.12
32.	Solid consonants. Spelling zhi-shi	11.01	11.01
33.	Soft consonants. Spelling cha-scha, chu-shu	15.01	15.01
34.	Dictation on the topic "Spelling letter combinations with hissing sounds"	18.01	18.01
35.	h'] – [t]	22.01	22.01
36.	Differentiation of consonants with articulatory similarity [h ’ ] – [with],	25.01	25.01
37.	Differentiation of consonant sounds that have articulatory similarity[ c] – [with],	29.01	29.01
38.	Differentiation of consonants with articulatory similarity [ h'] – [t], [h ’ ] – [with], [c] – [with], [c] - [t],	01.02	01.02
39.	Dictation on the topic "Spelling words with paired consonants	05.02	05.02
40.		08.02	08.02
41.	words with a separating soft sign	12.02	12.02
42.	Verification work on the topic "Dividing soft sign"	15.02	15.02
43.	Lexico-grammatical features of a noun	19.02	19.02
44.	Changing nouns by numbers	22.02	22.02
45.	Proper names - names, patronymics, surnames of people	26.02	26.02
46.	Proper names - animal names	01.03	01.03
47.	A noun is a proper noun. Polysemantic words	05.03	05.03
48.	Verification work on the topic "Noun"	12.03	12.03
49.	Lexico-grammatical features of the verb	15.03	15.03
50.	The lexical meaning of the verb. Drawing up a story from a drawing.	19.03	19.03
51.	Questions what to do? what to do?	22.03	22.03
52.	Noun-verb agreement	02.04	02.04
53.	Particle spelling not with verbs	05.04	05.04
54.	Lexical meaning of the adjective	09.04	09.04
55.	Changing adjectives by numbers	12.04	12.04
56.	The meaning of the preposition in speech.	16.04	16.04
57.	Separate writing of prepositions with other words.	19.04	19.04
58.	The use of prepositions in speech (by meaning)	23.04	23.04
59.	The concept of the root, related (single-root) words	26.04	26.04
60.	Words with the same root and words that are close in meaning Word root	28.04	28.04
61.	Root words	03.05	03.05
62.	Checking the spelling of unstressed vowels at the root of words	07.05	07.05
63.	Drawing up a story based on subject pictures	10.05	10.05
64.	Paired consonants at the root of the word	14.05	14.05
65.	Pronunciation and designation in writing of paired consonants at the root of the word	17.05	17.05
66.	Designation on the letter of paired consonants at the root of the word	21.05	21.05
67.	Checking the spelling of paired consonants in the middle and at the end of a word	24.05	24.05
68.	Working with deformed sentences.	28.05	28.05

CALENDAR - Thematic planning of speech therapy classes

3rd grade

No. p / p		the date
	subject	plan	fact
1.	Student survey	05.09	05.09
2.	Student survey	06.09	06.09
3.	Types of texts: narrative, description, reasoning	12.09	12.09
4.	Types of sentences according to the purpose of the statement.	13.09	13.09
5.	Types of sentences by intonation.	19.09	19.09
6.	Main and secondary members of the sentence (without the terms of their names)	20.09	20.09
7.	Common and non-common suggestions	26.09	26.09
8.	Work with explanatory dictionary, dictionaries of synonyms and antonyms	27.09	27.09
9.	The use of homonyms in speech	03.10	03.10
10.	The meaning of phraseological units and their use in speech	04.10	04.10
11.	Syllable, sounds and letters, vowel sounds and letters for their designation	10.10	10.10
12.	Vowel differentiation : and I. ooh, ooh	11.10	11.10
13.	Vowel differentiation : i-s, uh	17.10.	17.10.
14.	Spelling of words with stressed (combinations of zhi-shi, cha-cha, chu-shu) and unstressed vowels in the root	18.10	18.10
15.	Spelling of words with a separating soft sign	24.10	24.10
16.	Differentiation of hard and soft consonants	25.10	25.10
17.	Dictation on the topic "Sounds and Letters"	07.11	07.11
18.	Work on bugs. Root of the word. Root words	08.11	08.11
19.	Word forms. Ending	14.11	14.11
20.	Distinguishing words with the same root and forms of the same word	15.11	15.11
21.	Prefix	21.11	21.11
22.	The meaning of prefixes in a word	22.11	22.11
23.	Suffix.	28.11	28.11
24.		29.11	29.11
25.	Spelling of words with unstressed vowels at the root	05.12	05.12
26.	Differentiation of paired consonants: b-p, v-f, d-t	06.12	06.12
27.	Differentiation of paired consonants: s-s, f-sh, g-k	12.12	12.12
28.	Silent consonants	13.12	13.12
29.	Spelling words with double consonants	19.12	19.12
30.	Differentiation of consonants with articulatory similarity [ h'] – [t], [h ’ ] – [with], [c] – [with], [c] - [t],	20.12	20.12
31.	Differentiation of consonants with articulatory similarity [ c] – [h], [sch ’ ] – [with], [sch'] – [w], [sch ’ ] – [h']	26.12	26.12
32.	Differentiation of letters that have graphic similarity	27.12	27.12
33.	Spelling of suffixes	09.01	09.01
34.	Spelling prefixes	10.01	10.01
35.	Spelling prefixes and prepositions	16.01	16.01
36.	Spelling of words with a separating hard sign	17.01	17.01
37.	Dictation on the topic "Spelling parts of the word"	23.01	23.01
38.	Animate and inanimate nouns Proper and common names nouns	24.01	24.01
39.	Changing nouns by numbers	30.01	30.01
40.	Gender of nouns: masculine, feminine, neuter	31.01	31.01
41.	Changing nouns by case	06.02	06.02
42.	Nominative case of nouns	07.02	07.02
43.	Genitive case of nouns	13.02	13.02
44.	Dative case of nouns	14.02	14.02
45.	Accusative case of nouns	20.02	20.02
46.	Instrumental case of nouns	21.02	21.02
47.	Prepositional case of nouns	27.02	27.02
48.	Dictation on the topic "Changing nouns by cases"	28.02	28.02
49.	Work on bugs. Repetition and deepening of ideas about the adjective	06.03	06.03
50.	gender of adjectives	07.03	07.03
51.	Changing adjectives by gender in the singular	13.03	13.03
52.	Case of adjectives (general presentation)	14.03	14.03
53.	initial form of adjective	20.03	20.03
54.	Dictation on the topic "Adjective name"	21.03	21.03
55.	Work on bugs. Pronoun. Personal pronouns 1,2, 3rd person	03.04	03.04
56.	Morphological analysis of the pronoun	04.04	04.04
57.	Control cheating on the topic "Pronoun"	10.04	10.04
58.	Initial indefinite form of the verb	11.04	11.04
59.	Number of verbs	17.04	17.04
60.	Changing verbs by tenses	18.04	18.04
61.	Gender of verbs in the past tense	24.04	24.04
62.	Particle spelling NOT with verbs	25.04	25.04
63.	Dictation on the topic "Verb"	08.05	08.05
64.	Noun	15.05	15.05
65.	adjective verb	16.05	16.05
66.	Numerals and pronouns	22.05	22.05
67.	Service parts of speech	23.05	23.05
68.	Student survey	29.05	29.05

CALENDAR - Thematic planning of speech therapy classes

4th grade

No. p / p		the date
	subject	plan	fact
1.	Student survey	08.09	08.09
2.	The sentence as a unit of speech. Offer types	15.09	15.09
3.	The main and secondary members of the sentence.	22.09	22.09
4.	The difference between a complex sentence and a simple sentence with homogeneous members.	29.09	29.09
5.	The lexical meaning of the word. Polysemantic words	06.10	06.10
6.	Synonyms, antonyms and homonyms. Phraseologisms	13.10	13.10
7.	Spelling of vowels and consonants in word roots	20.10	20.10
8.	Spelling prefixes and suffixes.	27.10.	27.10.
9.	Spelling b and b delimiters.	10.11	10.11
10.	An adverb is a part of speech. Spelling of adverbs.	17.11	17.11
11.	Noun. Case of nouns.	24.11	24.11
12.	Case of nouns.	01.12	01.12
13.	Declension of nouns	08.12	08.12
14.	Nominative and accusative cases of nouns.	15.12	15.12
15.	Spelling of the endings of nouns in the dative case.	22.12	22.12
16.	Spelling of the endings of nouns in the instrumental case	12.01	12.01
17.	Prepositional case of nouns.	19.01	19.01
18.	Spelling of unstressed endings of nouns in all cases.	26.01	26.01
19.	Adjective as a part of speech. Declension of adjectives	02.02	21.02
20.	Case endings of masculine and neuter adjectives in the singular.	09.02	09.02
21.	Nominative, accusative, genitive.	16.02	16.02
22.	Spelling of case endings of masculine and neuter adjectives.	02.03	02.03
23.	Spelling of case endings of feminine adjectives.	16.03	16.03
24.	Declension of plural adjectives.	23.03	23.03
25.	Pronoun as a part of speech.	06.04	06.04
26.	The verb is a part of speech. Changing verbs by tense.	13.04	13.04
27.	Conjugation of verbs.	20.04	20.04
28.	1 and 2 conjugation of future tense verbs	27.04	27.04
29.	An exercise in the spelling of verbs with unstressed personal endings in the present tense.	04.05	04.05
30.	Spelling –tsya –tsya in reflexive verbs	11.05	11.05
31.	Spelling of generic endings of verbs in the past tense	18.05	18.05
32.	Spelling of the unstressed suffix in past tense verbs	25.05	25.05
33.	Control dictation on the topic "Verb".	28.05	28.05
34.	Morphological features of parts of speech.	29.05	29.05