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Report: Features of correctional work in children with OHP. Correctional work Characteristic features of correctional work

In pedagogy, the concept of correction is defined as the correction (complete or partial) of deficiencies in mental or physical development in children with disabilities using a special system of pedagogical techniques and measures. Education in primary school is practical and corrective, one of the conditions of which is strict adherence to the norms of the maximum permissible load, a differentiated approach to each child, taking into account the leading violation in his development, the state of neuropsychic activity and preserved functions.

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TOPIC: IMPLEMENTATION OF CORRECTIVE WORK IN THE LESSON IN ACCORDANCE WITH INDIVIDUAL PROGRAMS OF CORRECTION OF DEVELOPMENT.

In the Pedagogical Encyclopedia, the concept “correction" defined as"Correction (partial or complete) of mental and physical deficiencies in abnormal children with the help of a special system of pedagogical techniques and measures."

Solving the important social task of bringing the development of children with health problems closer to the level of normal schoolchildren, the specialists of our school see in correctional workthe main goal is elimination or reduction of the mismatch between established (normal) and real (deviating) activities.

The system of special education of children with health problems operating in our country solves specific problems, which consist in creating the most favorable conditions for correcting the abnormal development of a child, his social adaptation. Deviations, or abnormalities, in the development of children are very diverse. They can relate to different aspects of the child's psychophysical development: the speech system, sensory, intellectual, emotional-volitional, motor spheres, manifest to varying degrees and be caused by various reasons. A teacher working with such children needs to know the nature and nature of the deviations in children, the peculiarities of their manifestation, techniques and methods of their correction and compensation.

Education in primary school has a practical and corrective orientation, which consists in the use of specific methods and techniques of teaching in order to correct the psychophysical disabilities of children with developmental disabilities. One of the main conditions for successful correctional work is strict adherence to the norms of the maximum permissible load, a differentiated approach to each child, taking into account the leading disorder in his development, the state of neuropsychic activity and preserved functions. For this, the psychophysical capabilities of students are studied, a multilevel differentiated approach to teaching through a lesson, circle and extracurricular work is planned and implemented. A comprehensive plan of correctional work is being developed, taking into account the recommendations of a school psychologist, defectologist, speech therapist.

The main tasks of correctional work in the lesson include:

Correction of personal qualities;

Correction of cognitive abilities;

Formation and development of the communicative function of speech;

Correction of sensory and motor deficiencies;

Correction of intact mental functions: attention, perception, memory, thinking, taking into account the zone of proximal development;

Correction of general motor skills, fine motor skills of hands, articulatory motor skills;

Correction of the emotional-volitional sphere, providing an adequate perception of reality;

Preparation for independent labor activity in a society.

Correctional and developmental education is a system of differentiated education measures that allows solving the problems of timely assistance to children who have difficulties in learning and school adaptation.

Specialists involved in teaching and educating schoolchildren with health problems have come to the conclusion thatcorrectional work in the classroom should be carried out on the educational material that is the content of a particular subject.

The main task of correctional work in the lesson issystematization of knowledge aimed at increasing the general level of the child's development, filling the gaps in his previous development and learning, developing insufficiently formed skills and abilities, correcting deviations in the child's cognitive sphere, preparing him for an adequate perception of educational material.

The main principle of correctional work in the lesson- the practical orientation of a specially organized, purposeful interaction between a teacher and students, aimed at solving developmental and educational problems.

The peculiarities of the corrective effect on the child depend on the nature of the defect he has, on the age and compensatory capabilities of the child, on the living conditions and upbringing of the child. This indicates the need for early diagnosis of developmental abnormalities, because the earlier a child's developmental defect is detected, the more effective will be the correctional work to overcome it. It is important to consider not only what children know and can accomplish at the time of the study, but also their learning opportunities -"Zone of proximal development".

The correctional orientation of education is implemented using a set of basic academic subjects: such subjects, in addition to mathematics and the Russian language, include the development of oral speech (based on familiarization with the outside world), labor training. The introduction of specially designed training courses allows you to ensure the maximum immersion of the child in an active speech environment, enrich his motor activity, correct emotional tone, makes it possible to form the main stages of educational activity, increase the motivation of educational and cognitive activity.

The main correctional task that I set myself is the introduction of elements of correction in all types of activities and the development of all mental processes through the formation of fundamental knowledge, skills and abilities that contribute to the successful adaptation and socialization of students, preparation for the equal participation of children in various activities. Almost every task performed by children during the lesson is corrective - it contributes to the development of memory, volume and switchability of attention, holistic object-visual, visual-spatial and tactile perception, visual-figurative, verbal-logical, visual-practical thinking, motor skills, development the personality of the child, his potential and abilities. An important role in correctional work is played by visualization, demonstration material, games, reference tables, and practical activity - this creates opportunities for the formation of spatial representations, the ability to compare and generalize objects and phenomena, analyze words and sentences of various structures, develop skills in planning one's own activities, control and verbal reporting. In the course of correctional work with children in the lesson, I use special exercises aimed at development:

- the motor sphere, strengthening the muscles of the hand, fine motor skills of the fingers(modeling from plasticine, untying and tying knots, stroking along the contour, shading, coloring, cutting, etc.);

- orientation in space (determination of the right and left sides in oneself, in the mirror, in the picture, orientation on the plane of a sheet of paper, symmetrical drawing of an object, etc.);

Memory (find the presented objects, among others, laying out patterns from memory, repeating words, numbers, teaching memorization techniques, etc.);

- all kinds of thinking;

- development of the child's sensory abilities;

Enhancement of cognitive activity;

All types of speech activity.

In the course of individual work with students in the classroom, I correct insufficiently or incorrectly formed individual skills and abilities: calligraphy, reading techniques, cursive writing, copying, teaching the techniques of using individual didactic aids, diagrams, memorization techniques.

Correctional work in the lesson should not be limited only to the development of individual mental processes, the formation of certain skills and abilities,it should be aimed at correcting the whole personality.

Of no small importance in correctional work is educational work, which the teacher conducts through the lesson

. The aim of this work is:

Socialization of pupils;

Development of positive qualities;

Formation of the correct assessment of others and ourselves, a moral attitude towards others;

Increasing the regulatory role of intelligence in the behavior of students in different situations and in the process of different types of activity.

Let us consider some types of correctional work that I use in my lessons in elementary school in accordance with the general educational objectives and individual programs for correcting the development of younger students.

1. In each class there are children with speech disorders,which usually also have various motor disorders, imbalance, coordination of movements, they quickly get tired, become irritable, are distinguished by increased excitability, motor disinhibition, and are emotionally unstable. It is difficult for such children to maintain perseverance, efficiency, voluntary attention. Typically, these children have a low level of memory, understanding of verbal instructions, impaired cognitive activity. Children with underdevelopment of the speech sphere due to the lack of formation of the sound and lexical-grammatical aspects of speech activity are among the staunchly failing in Russian language, reading, and mathematics. In the course of correctional work with this group of children, I select exercises that stimulate cognitive activity, speech-thinking activity, the development of motivation for speech action, clarification of the pronunciation of sounds, the development of phonemic perception, enrichment of the vocabulary and grammatical structure, the development of coherent speech. Correctional work is aimed at expanding the passive and active vocabulary, at clarifying the understanding of the meaning of words, mastering the ability to express one's thoughts. For this purpose, I offer children such tasks as learning and clear pronunciation of various phrases, tongue twisters, syllables, solving riddles, letter puzzles, crosswords, various didactic games with letters and words, during which children learn to listen to the sounds of speech, to distinguish vowels in it and consonants, compare words by sounds, determine the presence and place of sound in a word, determine verbal and logical stress. Corrective exercises for the development of speech cannot stand apart from the development of other mental functions and imply a simultaneous corrective effect on memory, perception, thinking, motor skills, sensing, and elimination of anomalies in the structure of the articulatory apparatus. Correction of defects in sound pronunciation is inextricably linked with the development of cognitive activity, the formation of operations of analysis, synthesis, comparison, much attention is paid to the development of general and speech motor skills in the lessons, work is carried out on correct speech breathing, the formation of a long smooth exhalation through the use of various game exercises. Children are offered various exercises to differentiate sounds.

2. For children with movement disorders characterized by the lack of formation of hand-eye coordination (uncoordinated work of the hand and eye), which is especially important at the initial stage of learning to read, when the child follows the eye with the finger, which determines the sequence of letters, syllables, words. These students are often unable to hold the line of work while reading and writing, as they slide from one line to another. As a result, they do not understand the meaning of what they have read, they cannot check what they have written, in labor training lessons it is difficult for such children to correctly arrange the material, attach a pattern, persistent difficulties cause design, mastering self-service skills. Children find it difficult to determine the right and left sides, in adding the whole from the parts. The lack of formation of spatial representations is reflected at the initial stage of the study of mathematics: when studying the composition of the number, children cannot imagine it in the form of separate groups of objects. To correct these violations, I select the individual volume and methods of completing the task, take into account motor impairments, fatigue, vary the forms of the task: using cards, lined albums, writing in pencil, using the hand-in-hand writing technique. Often I use correctional tasks for coloring cells with pencils of different colors, shading, outlining the picture by points, "mirror drawing", lacing, working with templates and stencils. When teaching to read, I use special tabs with slots that allow you to fix a word, line, sentence and prevent the gaze from sliding off the line. Correctional work in this case is aimed at the formation of voluntary motor skills under the organizing principle of speech.

EXERCISE OPTIONS

The following tasks help me to carry out correctional work in the classroom:

CORRECTIVE EXERCISES PROMOTING THE DEVELOPMENT OF PERCEPTION, PROMOTING THE DEVELOPMENT AND REFINING OF SPATIAL-TEMPORAL REPRESENTATIONS:

The starting point in the work on the development of spatial orientations is the children's awareness of the scheme of their own body, the determination of directions in space, orientation in the surrounding space, the determination of the sequence of objects or their images.
The next task in terms of complexity is the isolation of one of the links in the chain of homogeneous objects, images, graphic signs. I often use the following game tasks and exercises:

« What is missing in these pictures? "," What objects are hidden in the pictures? "," Labyrinths "," Proofreader "," Set the sequence "," Placing a set of toys according to verbal instructions "," Placing a set of toys based on visual instructions ", "Whose shadow?", "Find the shard", "Funny mime", "Find out objects by dotted images", "Name images, crossed out with additional lines", "Name images with missing details", "Show and name images superimposed on each friend "," What numbers is a man "," Determine the direction "," Patches "," Find errors in the sequential image "," Game of the week ",

TARGET: to form ideas about the size, shape, size of an object, the perception of direction, distance, a holistic perception of an object, phenomenon.

CORRECTIVE EXERCISES TO PROMOTE MEMORY DEVELOPMENT:

"Memorizing 10 words", "A series of signs, objects", "What has changed", "Disorder", "Pick up another word"

TARGET: training of voluntary auditory, visual, motor memory.

CORRECTIVE EXERCISES TO PROMOTE THE DEVELOPMENT OF THINKING PROCESSES:

"Cut pictures", "Exclusion of excess", "Find similarities and differences", "By what criteria can you combine objects", "4 extra", "What grows on what", "Name the opposite signs", "Learn letters from a mirror image "," Show the correct letter in a mirror image "," What letter is hidden in the pictures "," Show and name all the numbers in a certain numerical sequence "," Jumble "," Classification based on two signs "," Comparison of objects "," Comparison plot pictures "," Determination of the artist's mistakes "," Formation of conclusions "(which figure is missing in a row, labyrinths)

TARGET: the formation of methods of synthesis, analysis, generalization, exclusion, the development of visual-figurative, practical-effective, verbal-logical thinking, the establishment of intersubject connections and relations, classification, inference.

CORRECTIVE EXERCISES TO PROMOTE ATTENTION:

"Find 10 differences", "Find a fragment of a drawing", "Unravel the message", "Find identical objects", "Select images of objects among geometric shapes", "Determine whose silhouette", "Find a similar image", "Arrange objects in their own way places "

TARGET: development of volume, switchability of attention, its concentration, the ability to establish connections between objects, phenomena, relations.

CORRECTIVE EXERCISES FOR THE DEVELOPMENT OF CONNECTED SPEECH:

"Grouping of objects according to a common criterion", "Selection of objects for a given generalizing concept", "Excluding words that do not belong to this concept", "Making sentences based on a sample", "Making sentences with a given word", "Making sentences with words, having the opposite meaning "," Verbal drawing "," Formulation of sentences by key words ", etc.

TARGET: the formation of speech activity, the organization of speech practice, the teaching of speech activity, the formation of concepts.

CORRECTIVE EXERCISES FOR THE DEVELOPMENT OF MOTOR AND SENSORICS:

"Drawing the symmetrical half of the image", "Exercises for reproducing the statics of movements (praxis of posture)," Exercises for the development of the dynamic organization of movements "," Finger games "(with speech accompaniment; spreading and bringing the palms together; alternating hand positions; without speech accompaniment) , "Exercises using object-practical activities" (construction from cubes, sticks according to the model and from memory; unfolding and folding of collapsible toys; folding from matches; working with mosaics; winding threads on a spool, ball; unfastening - fastening buttons, lacing; coloring, sculpting, cutting; tracing of contours; finishing of object images).

CORRECTIVE EXERCISES FOR THE DEVELOPMENT OF HEARING-VISUAL-MOTOR COORDINATION:

"Exercise for the reproduction of rhythmic structures", "Recognition of the rhythm based on the visual model", "Reproduction of the rhythm".

CORRECTION EXERCISES AT PHONETIC LEVEL:

"Articulatory gymnastics", "Reading syllabic tables" (reflected reproduction, sequential reading, disassembled reading), "Recognition of sounds", "Determination of the presence of sound", "Selection of words for a given sound", "Adding a missing sound to a word", "Chain words "," Find mistakes in a poem "," Change words by sample "," Pure phrases "," Syllabic loto ".

TARGET: the development of sound analysis of words, the development of phonemic perception, the differentiation of phonemes with similar characteristics.

Children are interested in tasks that require active mental activity and long-term concentration of attention, for example, to compose a task for a drawing, a proposal according to a given scheme, color a drawing in accordance with color designations, color a drawing with a preliminary solution of examples, solving numerical "chains", folding pictures from fragments, making a drawing from geometric shapes based on a sample.

So, the choice of exercises aimed at correcting mental functions, personal qualities is determined by the specific learning conditions, psychophysical characteristics of students, the presence of visual and technical means, should meet the goals and objectives of a particular lesson.

REMAINING WITHOUT PARENTAL CARE, AND ASSISTANCE TO CHILDREN OF THIS CATEGORY IN MAKING THE BASIC EDUCATIONAL PROGRAM OF PRIMARY GENERAL EDUCATION
The educational process of the initial stage of education is built in accordance with the age, psychological capabilities and characteristics of children, which offers possible necessary corrective work with students, which should ensure:

identification of special educational needs of orphans and children left without parental care due to deficiencies in their physical and (or) mental development;
implementation of individually oriented psychological, medical and pedagogical assistance to orphans, taking into account the peculiarities of psychophysical development and individual capabilities of children (in accordance with the recommendations of the psychological, medical and pedagogical commission);
the opportunity for children and children left without parental care to master the basic educational program of primary general education.

Purpose of the program

The program of correctional work in accordance with the Standard is aimed at creating a system of comprehensive assistance to orphans and children left without parental care, in mastering the basic educational program of primary general education, correcting disabilities in the physical and (or) mental development of students, and their social adaptation. The program of correctional work provides for the creation of special conditions for education and upbringing, allowing to take into account the special educational needs of orphans and children left without parental care through individualization and differentiation of the educational process. The program of correctional work may provide for various options for special support for orphans.

The degree of participation of support specialists, as well as organizational forms of work, can vary.

Program objectives

Timely identification of pupils experiencing difficulties in adaptation in the institution and the team;

Determining the special educational needs of orphans and children left without parental care, taking into account their physical and mental characteristics;

Determination of the features of the organization of the educational process of boarding school No. 15 in accordance with the individual characteristics of the child, the structure of developmental disorders and the degree of its severity;

Creation of conditions conducive to the development by pupils of the basic educational program of primary general education, their psychological rehabilitation and adaptation;

Implementation of individually oriented psychological, medical and pedagogical assistance to pupils, taking into account the characteristics of mental and (or) physical development, individual capabilities of orphans (in accordance with the recommendations of the psychological, medical and pedagogical commission);

Development and implementation of individual curricula, organization of individual and (or) group lessons for pupils with severe disabilities in physical and (or) mental development,

Providing opportunities for training and education of orphans in the subjects of additional education and receiving additional educational correction services;

Implementation of a system of measures for the social adaptation of orphans and children left without parental care;

Providing advisory and methodological assistance to orphans and children left without parental care on medical, social, legal and other issues.

- Consistency... The principle ensures the unity of diagnosis, correction and development, that is, a systematic approach to the analysis of the features of development and correction of disorders in orphans and children left without parental care, as well as a comprehensive multi-level approach of specialists of various profiles, interaction and consistency of their actions in solving problems child; participation in this process of all participants in the educational process.

- Continuity. The principle guarantees an orphan child and a child left without parental care, the continuity of assistance until the problem is completely solved or an approach to its solution is determined.

- Individuality. The principle presupposes the creation of individual conditions for receiving education by orphans and children left without parental care, with various disabilities in physical and (or) mental development.

Areas of work

The program of correctional work at the stage of primary general education in the State Educational Institution “Boarding School No. 15 of the circus profile for orphans and children left without parental care named after Y. Nikulin” includes interrelated areas. These directions reflect its main content:

- diagnostic workensures the timely identification of orphans in need of correctional measures, their comprehensive examination and preparation of recommendations for providing them with psychological, medical and pedagogical assistance in the conditions of boarding school No. 15;

- correctional and developmental workprovides timely specialized assistance in mastering the content of education and correcting deficiencies in the physical and (or) mental development of pupils in a general educational institution; promotes the formation of universal educational actions among students (personal, regulatory, cognitive, communicative);

- advisory work ensures the continuity of special support for orphans and children left without parental care, on the implementation of differentiated psychological and pedagogical conditions for education, upbringing, correction, development and socialization of pupils;

- outreach is aimed at explanatory activities on issues related to the peculiarities of the educational process for this category of children, with all participants in the educational process - pupils (both with and without developmental disabilities) and pedagogical workers.

Content characteristic

Diagnostic work includes :

Timely identification of pupils in need of specialized assistance;

Early (from the first days of a child's stay in an educational institution) diagnosis of developmental deviations and analysis of the causes of adaptation difficulties;

Comprehensive collection of information about an orphan child based on diagnostic information from specialists in various fields;

Determination of the level of the actual and the zone of proximal development of the pupil, the characteristics of his health, identification of his reserve capabilities

Studying the development of the emotional-volitional sphere and personal characteristics of pupils;

Study of the social situation of development and the conditions of family upbringing of an orphan child before entering boarding school №15;

Studying the adaptive capabilities and level of socialization of an orphan child and a child left without parental care;

Systemic versatile control of specialists over the level and dynamics of the pupil's development;

Analysis of the success of correctional and developmental work.

Correctional development work includes :

Selection of correctional programs / techniques, methods and techniques of education, optimal for the development of orphans and children left without parental care, in accordance with their special educational needs;

Organization and conduct by specialists of individual and group correctional and developmental classes necessary to overcome developmental disorders and learning difficulties;

Systemic impact on the educational and cognitive activity of the child in the dynamics of the educational process, aimed at the formation of universal educational actions and the correction of developmental deviations;

Correction and development of higher mental functions;

Development of emotional-volitional and personal spheres of an orphan child and psycho-correction of his behavior;

Social protection of the pupils of the boarding school №15 in cases of unfavorable living conditions under psycho-traumatic circumstances.

Advisory work includes:

Advising teachers on the choice of individually-oriented methods and techniques for working with students in need of correctional measures;

Advisory assistance to teachers and educators on the choice of upbringing strategy and methods of correctional education for an orphan child.

Outreach work includes :

Various forms of educational activities (lectures, talks, information stands, printed materials) aimed at explaining to the participants in the educational process - educators, teachers, teachers of additional (circus education) - issues related to the peculiarities of the educational process and accompanying orphans and children, left without parental care;

Conducting thematic speeches for teachers and educators to explain the individual and typological characteristics of this category of children.
The main tasks for achieving the goals:

1. Improvement of movements and sensorimotor development:

Development of fine motor skills of the hand and fingers;

Calligraphy skills development;

Development of articulatory motor skills.

2. Correction of certain aspects of mental activity:

Development of visual perception and recognition;

Development of visual memory and attention;

Formation of generalized ideas about the properties of objects (color, shape, size);

Development of spatial orientation representations;

Development of ideas about time;

Development of auditory attention and memory;

Development of phonetic-phonemic representations, formation of sound analysis.

3. Development of basic mental operations:

Relative analysis skills;

Grouping and classification skills (based on mastering basic generic concepts);

Ability to work according to verbal and written instructions, algorithm;

Ability to plan activities;

Development of combinatorial abilities.

4. Development of different types of thinking:

Development of visual-figurative thinking;

Development of verbal and logical thinking (the ability to see and establish logical connections between objects, phenomena and events).

5. Correction of disorders in the development of the emotional and personal sphere (relaxation exercises for facial expressions, dramatization, reading by roles, etc.).

6. Development of speech, mastering the technique of speech.

7. Expansion of ideas about the world around and enrichment of the vocabulary.
8. Correction of individual knowledge gaps.
Organization and main directions of individual-group correctional classes.

It is planned not so much to achieve a separate result (for example, to learn the multiplication table), but to create conditions for improving the child's developmental opportunities as a whole.

Correctional classes are conducted with students as the teacher, psychologist and speech therapist identify individual gaps in their development and training.

When studying students, the following indicators are taken into account:

1. Physical condition and development of the child:

Dynamics of physical development (anamnesis);

Hearing, vision;

Features of the development of the motor sphere, disorders of general motor skills (general tension or lethargy, inaccuracy of movements, etc.);

Coordination of movements (features of gait, gestures, etc.);

Features of performance (fatigue, exhaustion, absent-mindedness, satiety, perseverance, pace of work; an increase in the number of errors by the end of the lesson or with monotonous activities; complaints of headache).

2. Features and level of development of the cognitive sphere:
- peculiarities of perception of size, shape, color, time, spatial arrangement of objects;

Features of attention: volume and stability, concentration, the ability to distribute and switch attention from one type of activity to another, the degree of development of voluntary attention;

Memory features: accuracy, constancy, the possibility of long-term memorization, individual characteristics of memory; the predominant type of memory (visual, auditory, motor, mixed);

Features of thinking: the level of mastering the operations of analysis, comparison, synthesis (the ability to highlight essential elements, parts, compare objects in order to identify similarities and differences; the ability to generalize and draw independent conclusions; the ability to establish cause-and-effect relationships);

Features of speech: pronunciation defects, vocabulary volume, formation of phrasal speech, peculiarities of grammatical structure, level of formation of intonation, expressiveness, clarity, strength and pitch of voice);

Cognitive interests, curiosity.

3. Attitude towards learning activities, features of motivation:
- peculiarities of relationships, the pupil's reaction to comments, assessment of his activities; awareness of their failures in school, attitude to failures (indifference, difficult experiences, the desire to overcome difficulties, passivity or aggressiveness);

Attitude towards praise and blame;

Features of self-control, the ability to exercise control over one's own activities according to a visual sample, verbal instructions, an algorithm;
- the ability to plan their activities.

4. Features of the emotional and personal sphere:

Emotional-volitional maturity, depth and stability of feelings;

The predominant mood (gloom, depression, malice, aggressiveness, isolation, negativism, euphoric cheerfulness);

Suggestibility;

The presence of affective outbursts, a tendency to refusal reactions;

Phobic reactions (fear of darkness, confined space, loneliness, etc.);

Attitude towards oneself (disadvantages, opportunities);

Features of self-esteem;

Relations with others (position in the team, independence, relationships with peers and elders);

Features of behavior during working hours and after school hours;

Behavior disorders, bad habits.

5. Features of assimilation of knowledge, abilities, skills provided by the program:
- general awareness in the circle of everyday concepts, knowledge about oneself and about the world around;

Formation of reading, counting, writing skills according to age and class;

The nature of errors in reading and writing, counting and solving problems.

Studying the individual characteristics of pupils allows you to plan the timing of correctional work.

Individual and group remedial classes are conducted by the main class teacher.

During individual lessons, an educator, speech therapist, psychologist work with free students.

In accordance with the Curriculum, in the elementary grades, 2 hours a week are allocated for correctional classes (afternoon).

The duration of classes with one student or group should not exceed 20 minutes. A group can include 3-4 students who have the same gaps in the development and assimilation of the school curriculum or similar difficulties in educational activities. Working with an entire class or large numbers of students in these sessions is not allowed.

When organizing correctional classes, it is necessary to proceed from the child's capabilities. The goal and results should not be too distant in time from the beginning of the assignment, they should be significant for students, therefore, when organizing a corrective action, it is necessary to create additional stimulation (teacher praise, competition, etc.).

At a time when the child still cannot get a good grade in the lesson, it is important to create success situation in an individual-group lesson. For this purpose, a system of conditional qualitative and quantitative assessment of the child's achievements can be used. When preparing and conducting correctional classes, it is also necessary to remember about the peculiarities of perception by orphans and children left without parental care, educational material and the specifics of their motivation for activities. Effective use of various kinds of game situations, didactic games, game exercises, tasks that can make educational activities more relevant and meaningful for an orphan child.
PROGRAM IMPLEMENTATION STAGES

Correctional work is carried out in stages. The sequence of stages and their targeting create the necessary prerequisites for eliminating disorganizing factors.

The stage of collecting and analyzing information

(information and analytical activities).

The result of this stage is an assessment of the contingent of students to take into account the peculiarities of the development of children, to determine the specifics and their special educational needs; assessment of the educational environment in order to meet the requirements of software and methodological support, material and technical and personnel base of the institution.

Stage of planning, organization, coordination

(organizational and executive activity).

The result of the work is a specially organized educational process that has a correctional and developmental focus and a process of special support for orphans and children left without parental care, under specially created conditions for training, education, development, and socialization of the category of children in question.

Specialists who work with students create at this stage programs of correctional and developmental work, which are a variable part of the general program.

Diagnostic stage of the correctional and developmental educational environment (control and diagnostic activity).

The result is a statement of the compliance of the created conditions and the selected correctional, developmental and educational programs with the special educational needs of the orphan child.

Stage of regulation and adjustment (regulatory and corrective activities).

The result is the introduction of the necessary changes in the educational process and the process of accompanying orphans and children left without parental care, adjusting the conditions and forms of education, methods and techniques of work.

PROGRAM IMPLEMENTATION MECHANISM

One of the main mechanisms for the implementation of correctional work is the optimally built interaction of specialists from boarding school No. 15, which provides systematic support for orphans and children left without parental care by specialists of various profiles in the educational process. This interaction includes:

Complexity in identifying and solving the child's problems, providing him with qualified assistance from specialists in various fields;

Analysis of the personal and cognitive development of the child;

Drafting individual programsgeneral development and correction of individual aspects of the educational-cognitive, speech, emotional-volitional and personal spheres of the pupil.

The most common and effective forms of organized interaction of specialists at the present stage are councils and escort servicesboarding schools No. 15, which provide multidisciplinary assistance to an orphan child, as well as an educational institution in solving issues related to adaptation, education, upbringing, development, and socialization of this category of children.

As another mechanism for the implementation of correctional work, it should be designated social partnership, which presupposes professional interaction of boarding school # 15 with external resources (organizations of various departments, public organizations and other institutions of society). Social partnership includes:

Cooperation with educational institutions and other departments on the continuity of education, development and adaptation, socialization, health preservation of orphans and children left without parental care: DGP, TsPPRK "Krestyanskaya Zastava", TsPRK "Rainbow of Life", MCTZM "Perspektiva", etc. ...

Cooperation with public organizations, charitable foundations, etc.

REQUIREMENTS FOR THE PROGRAM IMPLEMENTATION CONDITIONS

Psychological and pedagogical support:

Providing differentiated conditions (optimal mode of study loads, individual forms of education and specialized assistance);

Providing psychological and pedagogical conditions (taking into account the individual characteristics of the child; observing a comfortable psycho-emotional regime; using modern pedagogical technologies, including information, computer technologies to optimize the educational process, increase its efficiency, accessibility);

Providing specialized conditions (introducing special sections into the content of training aimed at solving the problems of the development of an orphan child, using special methods, techniques, teaching aids focused on the special educational needs of this category of children; differentiated and individualized education, taking into account the specifics of the development of orphans) ;

Ensuring health-preserving conditions (health-improving and protective regime, prevention of physical, mental and psychological overload of pupils, compliance with sanitary and hygienic rules and norms);

Ensuring the participation of all pupils in the conduct of educational, cultural and entertainment, sports and health and other leisure activities;

Software and methodological support

In the process of implementing the program of correctional work, correctional and developmental programs, diagnostic and correctional and developmental tools necessary for the implementation of the professional activities of a teacher, a teacher-psychologist, a social teacher, a teacher-speech therapist can be used.

Staffing

Correctional work should be carried out by specialists of appropriate qualifications with specialized education, and by teachers who have completed compulsory coursework or other types of professional training within the framework of the designated topic.

In order to ensure the development of the main educational program of primary general education by orphans and children left without parental care, the correction of the shortcomings of their physical and (or) mental development, pedagogical rates (speech therapists, teachers psychologists, social educators, etc.) and medical workers. The level of qualifications of employees of an educational institution for each position held must correspond to the qualification characteristics of the corresponding position, it is necessary to improve the qualifications of these employees.

Logistics support

The material and technical support consists in the creation of an appropriate material and technical base, allowing to provide the correctional and developmental environment of the boarding school №15.

Information Support

A prerequisite for the implementation of the program is the creation of an open information educational environment of boarding school 15 using modern information and communication technologies.

Creation of a system of wide access for pupils, educators, teachers to network sources of information, to information and methodological funds, suggesting the availability of methodological manuals and recommendations in all areas and types of activities, visual aids, multimedia, audio and video materials

Working programm.

Explanatory note.

Conclusion: HBONR

(mild general speech underdevelopment

Working with children with speech impairments)

Purpose of the work program:

Timely identification of those in need of specialized assistance;

Creation of conditions conducive to the study, correction and further development of students' speech in the condition of a speech center.

General tasks of the work program:

Prevention (prevention) of difficulties in learning and adaptation of children at school.
Development and improvement of fine motor skills of hands.
Development of articulatory motor skills (static, dynamic organization of movements, switching movements, volume, tempo, accuracy, coordination).
Development of auditory perception and attention.
Development of visual perception and memory.
Development of rhythm.
Formation of pronunciation skills and abilities.
Correction of violations of isolated sounds; automation of sounds in words, phrases, sentences, coherent speech; differentiation of sounds.
Correction of the syllable structure of the word.

10. Formation of skills of sound analysis and synthesis.

Improving the lexical and grammatical means of the language
Development of communication skills.
Correction of dysgraphia, dyslexia.

The work on speech correction, despite a certain specificity, is based on general pedagogical principles:

1. The principle of development, which stands in the analysis of the objective and subjective conditions for the formation of the child's speech function.

A comprehensive examination of the child from these positions makes it possible to identify the leading speech defect and the resulting deficiencies in mental development. In the future, when planning correctional work, this is taken into account.

2. The principle of a systems approach, which involves the analysis of the interaction of various components of speech.

This principle is realized in the process of interconnected formation of phonetic-phonemic and lexical-grammatical components of the language. Correction of violations of pronunciation of sounds and syllabic structure of the word allows you to achieve the desired clarity and intelligibility of speech. At the same time, the development of phonemic perception prepares the basis for the formation of a grammatical and morphological system of word formation and inflection.

3. The principle of communication of speech with other aspects of mental development, which reveals the dependence of the formation of individual components of speech on the state of other mental processes.

The identification of this connection underlies the influence on those psychological characteristics of children that directly or indirectly impede the effective correction of speech activity.

4. The principle of visibility.

5. The principle of gradual transition from easy to difficult.

6. The principle of taking into account age characteristics.

Taking into account the peculiarities of children, the most effective method is play. All correctional work is carried out through didactic games and exercises.

Group characteristics

Children of this category experience persistent difficulties in mastering the primary education program of a general education school due to the insufficient formation of the speech function and psychological prerequisites for mastering full-fledged educational activity.

I. Violations of the phonetic-phonemic component of the speech system.

Defective pronunciation of 2-5 sounds, extending to one or two groups of opposition sounds. In some children who have undergone preschool correctional education, the pronunciation of sounds may be within normal limits or not clearly intelligible ("blurred").
Insufficient formation of phonemic processes.

a) insufficient formation of the prerequisites for the spontaneous development of the skills of analysis and synthesis of the sound composition of the word;

b) insufficient formation of the prerequisites for the successful mastery of literacy;

c) difficulties in mastering writing and reading (the presence of specific dysgraphic errors against the background of a large number of various others).

II. Violations of the lexical and grammatical component of the speech system.

The vocabulary is limited by the framework of everyday life, it is qualitatively defective (illegal expansion or narrowing of the meanings of words; errors in the use of words; confusion in meaning and in acoustic property).
The grammatical structure is not sufficiently formed. There are no complex syntactic constructions in speech, there are multiple grammatisms in sentences of simple syntactic constructions.

As a result, children of this category have:

a) insufficient understanding of educational tasks, instructions, instructions of the teacher;

b) difficulties in mastering educational concepts, terms;

c) difficulties in forming and formulating one's own thoughts in the process of educational work;

d) insufficient development of coherent speech.
III. Psychological features.

Precarious attention.
Lack of observation in relation to linguistic phenomena.
Insufficient development of the ability to switch.
Insufficient development of verbal and logical thinking.
Insufficient ability to memorize mainly verbal material.
Insufficient development of self-control, mainly in the field of linguistic phenomena.
Insufficient formation of arbitrariness in communication and activity.

Corollary:

a) insufficient formation of psychological prerequisites for mastering full-fledged skills of educational activity;

b) difficulties in the formation of educational skills (planning the forthcoming work; determining the ways and means of achieving the educational goal; controlling the activity; the ability to work at a certain pace).

Sections of the program

Development sound side of speech ... Formation of full-fledged ideas about the sound composition of a word based on the development of phonemic processes and the skills of analysis and synthesis of the syllabic-sound composition of the word. Correction of pronunciation defects.
Development of vocabulary and grammatical structure of speech:

clarification of the meanings of the words available to children and further enrichment of the vocabulary both through the accumulation of new words related to different parts of speech, and due to the development in children of the ability to actively use various methods of word formation;
clarification of the meaning of the syntactic structures used; further development and improvement of the grammatical formulation of speech by children mastering word combinations, the connection of words in a sentence, models of sentences of various syntactic structures.

Formation of coherent speech:

development of skills for building a coherent statement; programming the meaning and semantic culture of the statement;
the establishment of logic (coherence, consistency), accurate and clear formulation of thought in the process of preparing a coherent statement; selection of linguistic means adequate to the semantic concept for constructing an utterance for various purposes of communication (proof, reasoning, transfer of the content of the text, plot picture).

Development and improvement of psychological prerequisites for learning:

sustainability of attention;
observation (especially to linguistic phenomena);
ability to remember;
ability to switch;
skills and techniques of self-control;
cognitive activity;
arbitrariness of communication and behavior.

Formation of full-fledged educational skills:

planning of upcoming activities: (acceptance of the educational task; active comprehension of the material; highlighting the main, essential in the educational material; determining the ways and means of achieving the educational goal);
control over the course of their activities (from the ability to work with samples to the ability to use special techniques of self-control);
work at a certain pace (the ability to quickly and efficiently write, count; analyze, compare, contrast, etc.);
application of knowledge in new situations;
analysis, assessment of the productivity of their own activities.

Development and improvement of communicative readiness for learning:

the ability to listen carefully and hear the speech therapist teacher, without switching to extraneous influences; subordinate your actions to his instructions (i.e. take the position of a student);
the ability to understand and accept an educational task posed in a verbal form;
the ability to fluently use verbal means of communication for the purpose of clear perception, retention and focused performance of the educational task in accordance with the instructions received;
the ability to purposefully and consistently (in accordance with the assignment, instructions) perform educational actions and adequately respond to the control and assessment of the speech therapist teacher.

Formation of communication skills and abilities adequate to the situation of educational activity:

answers to questions in strict accordance with the instructions, assignment;
answers to questions in the course of educational work with adequate use of the acquired terminology;
answers with two or three phrases in the course and results of educational work (the beginning of the formation of a coherent statement)
application of instructions (schemes) in the preparation of a detailed statement in the course and results of educational work
the use of learned educational terminology in coherent statements;
contacting a speech therapist or a groupmate for an explanation;
explanation of instructions, educational tasks using new terminology;
a detailed report on the sequence of the implementation of educational work, summing up the results of the lesson;
formulation of tasks when performing collective types of educational work;
conducting a differentiated survey and evaluating the answers of their comrades (in the role of a leader of various types of educational work);
observance of speech etiquette when communicating (request, dialogue: "Tell me please", "Thank you", "Be kind", etc.);
drawing up oral coherent statements with elements of creativity (fantasy).

Classes with children are held:

Individually - 20-25 minutes

In a group form - 45 minutes
The forms of control are:

Written work

Reading short stories

EV Mazanova "Documentation, planning and organization of correctional work"

A. V. Yastrebova "Correction of speech disorders among students of a comprehensive school"

INSadovnikova "Violations of written speech and their overcoming in younger students"

№	Topic	purpose	UUD	Number of hours
	Reading words, sentences, texts with the letters W, W	Promote the development of literate speech.
	Reading words, texts with learned letters.
	Letters Ж, Ж, denoting a consonant sound (Ж).		Differentiate sounds (w, w), consolidate the concept of voiced and voiceless consonants .. Introduce objects that answer the questions "who?" So what?".
	Reading words and sentences with letters J. Sh. Spelling of combinations of zhi - shi	To teach the ability to work with text, correctly write combinations of zhi - shi.
	Letters Ё, ё, denoting two sounds (th o)		Promote the development of literate speech. To consolidate knowledge about the hardness and softness of consonants.
	Letters Y, d, denoting a consonant sound (th).	Introduce children to new sound and letters.	Promote the development of literate speech. Form the skills of syllabic, correct, expressive, fluent reading.
	Sound (s), letter J. Repetition and generalization.	Continue to introduce children to the sound and the letter Y.	Learn to correlate sound with a symbol and a letter; develop kinesthetic sensations and optical representations; enrich and clarify the vocabulary of children.
	Letters X, x, denoting consonants (x), (x).		Learn to make sound-letter analysis; work on the development of coherent speech, develop attention, logical thinking.
	Reading sentences and texts with the letters X, x.	Promote the development of literate speech.	Form the skills of syllabic, correct, expressive, fluent reading.
	Repetition and generalization of what has been learned.	Summarize knowledge about hard and soft consonants.	Form the skills of correct, expressive, fluent reading.
	The letters U, u, denoting two sounds (y y).	Introduce children to the new letters for two sounds.	Promote the development of literate speech, develop phonemic perception, sound and syllabic analysis skills, clarify and enrich children's vocabulary.
	Reading sentences, texts with the letters Yu, Yu. The letter Yu is an indicator of the softness of a consonant sound.	Improve reading skills.
	Letters C, c, denoting a consonant sound (c).	Introduce children to new sound and letters.	Promote the development of literate speech. Observe the peculiarities of writing the letters I, Y after Ts.
	Reading sentences and texts with the letters C, c.	Promote the development of literate speech.	Form the skills of syllabic, correct, expressive, fluent reading.
	The letters E, e, denoting sound (e).	Introduce children to new sound and letters.	Develop attention, phonemic hearing, memory, thinking, sound analysis and synthesis skills, auditory and visual attention.
	Reading words, sentences with the letters E, e.	Promote the development of literate speech	To form the knowledge of children that the vowel letter E is not written after the consonants CH, W, C, Zh.
	Letters Щ, Щ, denoting a consonant sound (ш).	Introduce children to new sound and letters	To develop the skills of syllabic analysis and synthesis, to develop logical thinking, to form the skills of working with generalizations, to develop visual memory, attention and perception.
	Building reading skills.	Promote the development of literate speech.	Form the skills of syllabic, correct, expressive, fluent reading.
	The letters Ф, ф, denoting consonants (ф), (фь).	Introduce children to new sound and letters.	To teach to differentiate the studied sounds, to enrich the vocabulary of children, to develop phonemic hearing and perception, to form the skills of phonemic analysis, to teach how to work with deformed text.
	Reading words, sentences with the letters F, f.	Form the skills of correct, expressive, fluent reading.	Develop attention, phonemic hearing, memory, thinking.
	Acquaintance with the letter "solid sign"	Introduce a new letter that does not denote a sound, which serves to separate the pronunciation of a consonant and a vowel sound.	Develop attention, phonemic hearing, memory, thinking.
		Form an idea of \u200b\u200bwhen to write the separating hard mark and the separating soft mark.	Develop attention, phonemic hearing, memory, thinking.
	Hard and soft dividing marks.	Form the skills of correct, expressive, fluent reading.	Develop attention, phonemic hearing, memory, thinking.
	Bread is the head of everything.	Form the skills of correct, expressive, fluent reading.	Develop attention, phonemic hearing, memory, thinking. To cultivate a respect for bread.
	How good it is to be able to read!	to consolidate knowledge about the studied letters.	To form the desire to master reading skills as best as possible, to become active readers
	The letters L, H, M, R, Y are always voiced consonants.	Strengthen children's knowledge of voiced consonants.	Form children's ideas that the letters L, H, M, R, Y designate always voiced consonants.
	Reading texts with learned letters.	To consolidate all the studied material, check the reading technique.	Form the skills of correct, expressive, fluent reading.

Working programm.

Explanatory note.

Conclusion: Cognitive impairment
The main goals of the work

1. Creation of conditions for solving age-related development problems, support and, if necessary, help in solving these problems.

2. Providing assistance to the teaching staff as a whole, and to each teacher individually, in improving knowledge about effective ways to optimize school education.

3. To contribute to the creation of psychologically favorable conditions for the full development of students and to ensure the psychological health of school-age children.

Work tasks
1. Development and implementation of a complex of thematic psychological trainings, each of which is aimed at supporting and solving development problems;

2. Creation of a favorable psychological climate for the development of students, the implementation of opportunities and reserves for the development of early school age;

3.Improving the general psychological culture of students;

4. Organization of productive interaction between participants in the educational process, provision of timely psychological assistance by teachers, students and their parents;

5. Creation of conditions for productive and harmonious communication with peers and adults;

6. To contribute to the full development and adaptation of students at every stage of school life;

7. Prevention and correction of deviations in the development, behavior and activities of students.
Group characteristics

Children from this group experience disorders in mastering the primary school program due to insufficient formation of the cognitive and emotional spheres, high anxiety.

Attention disorders.

The child is unable to concentrate, involuntarily switches his attention from one object to another.

II... Memory impairment.

The child is not able to reproduce more than 40% of information during auditory and visual memorization.

III. Thinking disorders.

Violation of the transition from visual-effective to visual-figurative and verbal-logical.

Classes with children are held:

In a group form - 35 minutes

Planned results:

At the end of the program, children are planned to fully adapt to school life, the absence of anxiety and high learning motivation. High indicators of the cognitive sphere.

Monitoring results:

Since the work of a psychologist presupposes a non-judgmental attitude towards each child, the results of the program are revealed through diagnostics.

Program-methodical materials

Elena Guryeva
Correctional work of the teacher with children with speech disorders

In order to talk about the correctional-speech direction of work, we need to understand the basic concepts of this topic.

Over the past two decades, the statistics of identified speech deviations has increased tenfold. The largest group - up to 60% of all preschool children - today are children with speech disabilities.

If a child is silent, does not speak on his own, or the formation of speech does not correspond to age, he uses a primitive set of words with "porridge" in his mouth or speaks an incomprehensible "bird" language, he belongs to non-speaking, speechless children who need corrective help.

General speech underdevelopment - various complex speech disorders in which the formation of all components of the speech system related to its sound and semantic side is impaired in children.

Correctional workIs a system of special pedagogical techniques and measures aimed not only at correcting individual violations, but at shaping the personality as a whole. Correctional work is an addition to the main educational process, contributes to the more effective development of the child, the disclosure and implementation of his abilities in various areas.

The term has been used since the end of the 19th century, initially - only in relation to mentally retarded children; in modern domestic defectology is interpreted more broadly: it is a single educational process, which includes training, upbringing and development.

The purpose of correctional and developmental work - promoting the development of the child, creating conditions for the realization of his inner potential, assistance in overcoming and compensating for deviations that hinder his development. Achieving this goal is possible only if correctional and developmental work is built taking into account the age characteristics of children and the characteristics associated with the nature of the violation of ontogenesis.

Features of correctional and developmental work:

Creating a positive psychological atmosphere;

All of us, parents, and all of us took our children to kindergartens and schools, so we understand that as soon as you cross the threshold of an educational institution, you can feel the atmosphere of relaxedness or closeness, calm concentration or anxious tension, sincere fun or gloomy alertness.

To create conditions for a psychologically comfortable stay of a child in kindergarten, it is necessary:

Accept every child as he is, regardless of his personality traits;

When communicating with a child, educators must use a whole range of communication skills and abilities necessary for pedagogical communication; the educator should try to see the individuality of each child, realize his emotional state, respond to experiences, take the position of the child, and inspire confidence in himself.

The communication style of kindergarten staff must be built on the basis of cooperation and respect.

Tasks are performed in a playful way;

The leading and main activity of the preschooler is play. This is a kind of processing of the received impressions. It is in the game that the thinking, emotions, communication, imagination, consciousness and speech of the child develop most intensively. It is in the game that children learn to control and evaluate themselves, to understand what they are doing.

Tracking the results of the child's development is carried out at each lesson;

So we can assess the degree of advancement of the preschooler in the educational program, if necessary, revise the educational route.

To achieve a developmental effect, repeated repetition and performance of tasks is necessary.

Lack of concentration and rapid dispersal of attention, excessive mobility and emotional problems lead to the fact that it is difficult or impossible for them to immediately complete tasks on their own and achieve the desired results. Therefore, the training material is subject to multiple consolidation.

General principles and rules of correctional work:

1. An individual approach to each student. It is known that every child is unique. The individual characteristics of the child affect the assimilation of skills and abilities, the attitude towards others. When organizing the educational process, one should proceed from the child's capabilities - the task should lie in the zone of moderate difficulty, but be accessible.

2. Preventing the onset of fatigue. Using the alternation of mental and practical activities, presenting the material in small doses, using interesting and colorful didactic material and visual aids.

3. The use of methods that activate the cognitive and speech activity of children. It is important to use training, without coercion, based on interest, success, trust, through the implementation of tasks that are accessible in terms of pace and nature.

4. Manifestation of pedagogical tact. Constant encouragement for the slightest success, timely and tactical assistance to each child, the development in him of faith in his own strength and capabilities.

Among the skills that need to be formed in preschoolers, the skills and abilities of coherent speech deserve special attention, since the further development of the child and the acquisition of educational knowledge in the school system depend on the degree of their formation.

The level of speech that these children have - vocalizations, onomatopoeia and sound complexes, emotional exclamations, even individual indistinct everyday words - allows us to say that the child does not have the skills of coherent speech.

For various reasons, there are more and more babies with a lag in speech development. Most often, delayed speech development is not an independent disease, but a consequence of deviations in the development of the brain and central nervous system.

More often than not, impaired sound pronunciation, which is most noticeable during the first communication with a child, is not the only manifestation of abnormal speech development. Other speech and non-speech functions are also impaired.

This includes the developmental features of hand-eye coordination, spatial representations, fine motor skills, a sense of rhythm, perception, attention, memory, and thinking. In addition, these children have no need for communication and pre-speech means of communication are not developed; auditory attention and perception, phonemic hearing and articulation apparatus, which ensure the formation of the sound side of speech, are not formed.

In the development of speech, the primary role is played by the processes of non-speech, direct cognition, carried out through the senses: perception, attention, imagination, memory and thinking. And precisely, the lack of formation and underdevelopment of each of these processes can lead to a delay in the formation of speech as a means of communication.

It is important to understand that a child's brain is quite plastic, neuropsychic functions are in the process of continuous development and maturation, therefore, corrective work with children suffering from general speech underdevelopment is ultimately aimed at stimulating the brain and developing mental functions. Completing assignments forces the child to analyze, compare and generalize. The child develops the ability to think. Regardless of the development of which component of the speech function (speech or non-speech) the fulfillment of a particular task is directed, it is necessary that it be selected taking into account the individual intellectual and speech capabilities of the child. Too difficult task will cause a rapid loss of interest, and too easy will not allow expanding the cognitive abilities of the child, compensating for the lag in the development of certain functions.

At the first stage, it is necessary to combine the word with the image of each object, its action, quality, property. This is an examination of the subjects studied, carried out on a sensory basis; operating with objects, pictures. For example, if a child is given an instruction: take a cube, and the child does not know what it is; put the red cube on the green one, and he does not understand the meaning of the words red, green, but if he does not know the meaning of the preposition on, his actions will be non-targeted. In all these cases, the instruction actually remains unfulfilled.

In order for a word to evoke a certain image in memory, the child must already perceive this object clearly enough. For example, with the word cup, the child should remember exactly the cup, and not the glass, as is often the case with children of the studied category. The same stage must be passed when assimilating the designations of actions - verbs (put, pour, designation of qualities (colors, shapes, definition of values) and properties - with adjectives (glassy, \u200b\u200bhot).

Thus, the absence or underdevelopment of speech is a systemic disorder that has a certain structure: the connection between speech and non-speech symptoms, and includes the following components:

Development:

1. Motor skills (general, manual, finger, mimic, articulation);

2. Non-speech mental functions (NPF)

Auditory and visual perception, attention, memory;

Optical-spatial relations and representations (orientation of the child relative to himself in space, in the scheme of his body);

3. Speech functions:

Phonetic (sound pronunciation);

Phonemic (the ability to distinguish between phonemes (sounds) of the native language);

Lexical structure of speech (vocabulary);

Grammatical structure of speech (inflection and word formation);

Semantic (semantic).

Consequently, all the work of the teacher is the performance of tasks aimed at correcting all these components of the structure of the speech defect.

Correctional speech tasks:

1. Continuous improvement of articulatory, fine and general motor skills.

2. Development of correct speech breathing.

3. Consolidation of pronunciation of sounds delivered by the speech therapist.

4. Development of phonemic representations.

5. Purposeful activation of the used vocabulary.

6. Correct use of the formed grammatical categories.

7. Development of attention, memory, logical thinking, as one of the functions of speech in games and exercises.

8. Formation of coherent speech.

These speech correction tasks can be solved:

In the course of specially organized education of children in the form of classes;

Joint activities of an adult with children;

Free independent activity of children.

Correct speech of adults is an important component of the environment. “Before embarking on the responsible task of developing the speech of your pupils ... you should take care of the development of your speech,” reminds educators Elizaveta Ivanovna Tikheeva (Russian and Soviet teacher, a leading specialist in preschool education). It should be clear, extremely intelligible, well-intoned, expressive. When referring to children, complex inverted constructions, repetitions, introductory words that complicate the understanding of speech should be avoided.

Methodological requirements for the speech of adults

Speech must be absolutely correct, literary;

In form and tone, speech should always be impeccably polite;

The structure of speech should be consistent with the age of the children: the smaller the child, the simpler the syntactic structure of the speech addressed to him should be;

The speech of adults should meet such criteria as accuracy, clarity, simplicity, emotional expressiveness, imagery, measured tempo and sufficient (but not excessive) loudness.

Certain requirements must be observed in relation to correcting mistakes in children's speech: they must be done in a tactful, gentle manner and only with the confidence that the correction will reach the consciousness of children. “It is by no means impossible to correct hastily, in passing, in the midst of work, when children are passionate about something,” warns EI Tikheeva. "At best, such amendments are wasted, at worst, they annoy children."

The process of teaching children with general speech underdevelopment has a number of features, and depends on many factors, one of them is knowledge about the severity and structure of the speech defect. Description of the reasons (etiology, structure and manifestations of general speech underdevelopment belongs to the field of special knowledge, but this knowledge is important for the educator, without them full-fledged correctional and educational work is impossible. Without sufficient information about the speech and intellectual characteristics of children with speech disorders, it is difficult to establish trusting relationship with an individual child, take into account his emotional state, separating elements of pedagogical neglect from the manifestations of neurological symptoms, properly organize the educational process and create a subject-developing environment.

The job description of the teacher of correctional groups should include all aspects of working with children with speech pathology.

The teacher should know:

Psychological and pedagogical characteristics of children with OHR

Educational program for the upbringing and training of preschool educational institutions and an adapted program of correctional direction;

To perform the functions assigned to him, the educator must:

To carry out - correctional work on the instructions of the teacher - speech therapist (defectologist);

Organize work to ensure a developing environment in the group, participate in its transformation in accordance with the age needs of children, their level of development and the requirements of the programs being implemented;

One of the main conditions for the quality of correctional and speech influence is the teacher's sincere interest in its results, the desire to help the child and the constant willingness to provide him with the necessary help and support in cases of difficulty. Most children have a super-vulnerable nervous system and are sensitive not only to the content, but also to the form, intonational design of the speech addressed to them. Therefore, the child's attitude to the measures of the offered pedagogical assistance and the motivation to accept it depend on the level of professional skill, general and speech culture, tact, patience of the educator, but also at the same time - on his perseverance, consistency in work.

The earlier correctional and educational work is started, the more successfully the defect is overcome.

So where to start planning educational work in groups for children with GSD? First of all, a child with speech pathology should be adapted to new, unusual living conditions for him, to new rooms in group rooms, bedrooms, and so on, that is, to create psychological comfort, which we talked about earlier.

The organization of a subject-spatial developmental environment is very important in the formation of higher mental functions in a child with problems in the development of speech. When organizing a subject-developing environment in a group room, we are guided by the age and psychological characteristics of preschoolers with general speech underdevelopment. It is necessary to focus on the development of the vocabulary, on the assimilation of concepts. The situation in the group should be aimed at activating the speech of children, speech communication and speech creativity. You should not overload the corners, as this makes it difficult for the child to choose games - it is better to change the equipment once a week, make changes to the developmental environment, depending on the lexical topic studied during the week.

Didactic material in the speech center:

Material for the development of articulatory motor skills (object pictures, supports; articulatory patterns of the scheme; articulatory gymnastics in albums for a certain sound; articulatory gymnastics in verses and pictures; cotton swabs, cotton pads)

Aids for the development of respiration (colorful balls; sultans; paper snowflakes; turntables - pencils; foil bells on a string, etc.)

Aids for the development of fine motor skills (dry pool; massage rollers, balls, clothespins, stencils; finger games; various materials for drawing up letters)

Material on onomatopoeia (noise instruments; sound boxes; children's musical instruments: a grand piano, an accordion, drums, a pipe, a tambourine, a rattle, bells, rattles; subject, subject pictures for expressing sounds and automating them; sounds of vowels and consonants (houses for solid and soft sounds); individual textbooks for sound-letter analysis; word schemes; sound tracks, sound ladder; albums on the syllable structure of the word)

Games and textbooks for automating sounds (small toys; subject pictures; plot pictures; various types of theaters; albums for each sound; speech therapy albums for automating various sounds; phrase-mongering, poems, nursery rhymes, tongue twisters; sound characteristics scheme; word scheme)

Vocabulary and grammar games (subject pictures on lexical topics)

Games for the development of coherent speech (series of plot pictures; different types of theater; catchphrases, poems, nursery rhymes, tongue twisters; library of children's books, etc.)

Literacy material - (magnetic board; sets of magnetic letters; cash registers of letters and syllables; cubes "ABC in pictures", "Learn to read", "Smart cubes", "Syllabic cubes").

The subject-spatial developmental environment creates opportunities for expanding the interaction of the preschooler with adults and peers and allows all children of the group to be included in the cognitive activity at the same time. Informal communication with peers and a teacher during game interaction has a positive effect on the development of a child's speech and his intellectual development in general, since it is carried out in the form of a game that is interesting to the child, giving him complete freedom of action.

In this case, the educator does not stop the children, does not suppress their desire to speak, but rather supports the initiative, expands the content of the conversation with questions, arouses interest in the topic of the conversation, deepens the child's understanding of the topic as a whole and the individual words used, and involves other children in the conversation.

If necessary, the teacher tactfully corrects the child's speech. It must be remembered that the teacher's speech is a model for children with speech disorders. Correcting the mistake, the teacher gives a speech pattern and invites the child to pronounce the word correctly. It is important that children, under the guidance of a teacher, learn to hear grammatical and phonetic errors in their speech and correct them on their own. For this, the educator draws the child's attention to his speech, encourages him to correct mistakes on his own.

Initially, when the speech of children is indistinct, illegible, distorted, it is not recommended to demand detailed statements from children. As speech defects are corrected, it becomes possible to demand from children more complete answers, stories: developing the skills of dialogical speech, over the development of the structure of a phrase, over the formation of the ability to compose a story based on a series of plot pictures, from a plot picture, from memory, descriptive, comparative stories.

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

Since the children of these classes, to varying degrees, have problems and impairments of perception, memory, logic - i.e. higher mental functions, then a particularly important role is played by clarity when explaining new material, reference tables, cards - cheat sheets that students should have on their desks.

It is important to think over independent work. Independent work cannot be given in the form that is given in ordinary classes. I make up tasks, such as: add, finish, finish recording. For a better perception of the material, it is important to set practical tasks that show the connection with life.

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

During class work, the work of those centers of the brain that are blocked, i.e. do not act, they take over the cells of the nervous system. And since there is a great load on the nervous system, children need a frequent change of activities in the lesson.

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

Teaching is based on the basic didactic principles:

a) consistency;

b) sequence;

c) prospects;

d) continuity;

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

When teaching, it must be borne in mind that the thinking of such children is specific. Although elements of abstract thinking are common to all children, these children have limited opportunities in this area, so the main task of teaching a language is the development of speech.

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

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

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

Features of correctional work with children,

having mental disabilities

Municipal educational institution secondary school No. 4 is located at the address: Belgorod region, Alekseevka, st. Komsomolskaya, 51. It is located in a typical building in 1976.

Today the school has 23 classrooms, 2 laboratories, 1 specially equipped classroom for classes with children with developmental disabilities, a medical office, a psychologist, speech therapist, social teacher, a sensory room, 2 workshops, 2 gyms, a canteen.

The school has the necessary set of technical means and educational equipment for the organization of the educational process, a computer science and ICT room is equipped, and there is a local network.

Central heating, water supply, power supply meet the standards.

The school is located in a favorable socio-cultural environment. The founders of the school: the Department of Education and Science of the Administration of the Municipal District "Alekseevsky District and the City of Alekseevka" of the Belgorod Region.

There are 42 teachers in the secondary school № 4, 38 teachers have higher education.

The number of students is 438 people. In the secondary school № 4 also among students of healthy children, 8 children with disabilities are studying, therefore work is carried out with them on psychological correction,which is a set of influences aimed at correcting, compensating for deficiencies, deviations in the mental development of the child.

Psychological correction is a directed impact on certain psychological structures in order to ensure the full development and functioning of the child. This is a reasonable impact on the inner world of a person, in which the psychologist deals with specific manifestations of desires, experiences, cognitive processes and actions of the child.

The age of schoolchildren with mental disabilities ranges from 7 to 14 years.

To begin with, we note that the diagnosis of mental disabilities in children begins already in kindergarten, where a psychologist, interacting with educators, identifies children with mental disabilities and informs parents about this.

When determining the main goals and objectives of psychological correction, a social teacher first of all takes into account the provision on the creation of a zone of proximal development of the personality and activity of the child as the main content of correctional work. In this regard, psychological and pedagogical correction is built by it as a purposeful formation of psychological new formations that make up the essential characteristic of age. Exercises and training of the child's psychological abilities already do not make corrective work effective, since learning in this case follows development, improving abilities only in a quantitative direction.

In the course of psychological correction of children with mental disabilities, the following types of work are carried out:

1. Game therapy is used not only for corrective purposes, but also for preventive and psycho-hygienic purposes. There are two forms of play therapy: individual and group. If the child has communication problems, then group therapy is more beneficial than individual therapy. Various play material is used in game therapy:

Family games;

Puppet games;

Construction;

Exercise games.

2. Art therapy is a specialized form of psychotherapy based on art - visual and creative activities. Its goal is the development of self-expression, self-knowledge of the child through art.

Art therapy is used as a means of communication between a social teacher and children at a symbolic level. Images of artistic creation reflect all types of subconscious processes, including fears, internal conflicts, memories, dreams. The art therapy technique is based on an inner belief - "I", which is reflected in visual images when a person draws, sculpts (spontaneously). The place of classes for art therapy is a specially equipped classroom, where children can make noise, move freely, and the social teacher does not interfere with their activity.

3. Group psychotherapy is based on the conditions in which the activity of children will be manifested. The room should be equipped with various tools, materials, objects that stimulate individual activity. Therefore, a social teacher conducts group psychotherapy in a specially equipped classroom, in which each child is given the opportunity to do what he wants, but at the same time he should not limit the activities of other children. All children - members of the group are not bound by rules or conditions for the performance of activities and control. The lesson in group psychotherapy stipulates that the emergence of group dynamics in the children's group is a negative phenomenon that prevents everyone from self-disclosing. Every child must achieve results at the cost of their own efforts, their own resources and capabilities.

Correction of the intellectual development of a child at primary school age MOU SOSH № 4 includes the tasks of developing the perception of sensory abilities, visual-figurative thinking and sign-symbolic function, initial forms of voluntary attention and memory. Children with mental retardation need full correction and compensation for their developmental defects, the maximum approximation of all mental development to a normal state. An early start of correctional work plays a decisive role in preventing mental development disorders, which will prevent secondary deviations in the development of the child.

In connection with the peculiarities of development, mentally retarded children need a purposeful teaching influence of a social teacher, because they practically do not have spontaneous assimilation of social experience, especially at the age of 7-10 years. For the organization of education and upbringing, it is necessary to develop in such children an interest in the environment. Therefore, didactic games are held with children, which attract attention, interest, in the process of which children develop a positive emotional attitude to the activity.

Games and exercises, in which children act by the method of tests, develop their attention to the properties and relationships of objects, and form a holistic perception. For the correct and timely inclusion of speech in the communication process, it is necessary at first to become familiar with the subject, with its quality, the ability to teach the child to distinguish these properties from other objects, recognize and perceive them, and only then give the word as a model.

For correction, it is important to develop tactile-motor perception, which also begins with recognition, and ends with the formation of ideas. Of no less importance is the development of auditory perception, which helps a mentally retarded child to navigate in the surrounding space, creates an opportunity to act on a sound signal, distinguish many important objects, etc. The correct development of holistic perception prepares some aspects of causal thinking. When a child correctly imagines an object with its parts, he can realize the cause of the violation of the whole. The path from perception to thinking influences the development of visual-figurative and logical thinking. The correct and timely organization of work on the formation of all types of thinking is of particular importance, since a violation of intelligence is the main defect in the development of such children.

The main directions and tasks of the correction of mentally retarded children within the framework of the individual development program of secondary school № 4:

1. Formation of emotional contact with an adult and a peer, teaching the child how to assimilate social experience, the formation of emotional communication with an adult and the implementation of elementary instructions, the development of attention, the development of imitation, the assimilation of actions according to the model.

2. Development of visual-motor hand coordination for preparation for writing, performance of labor tasks, development of grasping, development of correlative actions, imitation of hand movements, development of finger movements, development of hand movements.

3. Sensory development. Formation of visual correlation, perception of shape, size, color, formation of a holistic image of an object, perception of space and orientation in it, development of tactile-motor perception, development of auditory perception, development of non-verbal hearing, speech hearing.

4. Development of thinking, the transition from perception to thinking, to generalization, the transition from perception to visual-figurative and elements of logical thinking, the development of elements of causal thinking, visual-figurative thinking.

5. Speech development. The development of verbal communication (business elementary communication), the development of the cognitive function of speech (expansion, clarification and generalization of the meaning of words).

At the primary school age, the personal sphere begins to actively form. The main directions of the correction of the personal sphere in preschool age is the correction and prevention of negative behavioral traits, the occurrence of which is due to the critical periods of ontogenesis.

Prevention of negative behavior during periods of age crises:

Crises of age-related development - the emergence of negative behavioral traits;

Correction of emotional development, correction of existing disorders of emotional and mental development;

Prevention of neurotic development, emotional distress;

Correction of the motivational-need sphere - by developing the required motives and needs;

Behavior correction;

Correction and development of individual typological properties and personality traits.

Along with correctional tasks, it is necessary to allocate preventive tasks for parents. Experience shows that in consulting practice, in a number of cases, the formulation of proper correctional tasks turns out to be inappropriate due to the absence of significant deviations from typical variants of normative development. Therefore, in this case, the social teacher is faced with the task of determining preventive measures to prevent possible deviations in the development of the child. The active involvement of parents in participating in correctional work is dictated by two circumstances:

1. The system of relations between the child and close adults, the peculiarities of communication, methods and forms of joint activity constitute the most important component of the social situation of the child's development, in many respects determine the zone of his proximal development. The full realization of the goals of correction is achieved only in the event of a change in the child's life relationships, which requires purposeful and conscious efforts from adults as active "builders" of these relationships.

2. The widespread involvement of parents, educators and teachers in the implementation of targeted corrective action on deviations in the mental development of the child is due to the still clearly insufficient level of development of the psychological service system in our country.

An important component of working with parents in the work of a social teacher is informing them about the peculiarities of the child's development, about the probabilistic forecast of development and the development of specific recommendations. Providing parents with complete and objective information about the peculiarities of the child's development, taking into account parental attitudes and the characteristics of the social situation, is a mandatory stage in the provision of psychological assistance in the counseling process.

The formulation of a conditionally variable forecast of child development in the form of possible forecasts for the near future performs a number of functions:

Reveals the problematic alternative field to the parents;

Provides motivational readiness of parents to participate in joint work with a social teacher to develop specific recommendations and their implementation;

Makes the search for goals and means of correction more reasonable and "conscious";

Allows you to extend some of the recommendations to the prevention of developmental disabilities.

The practical result of correctional work should be the development of recommendations for overcoming and preventing deviations and negative trends in the development of the child. It is important that parents themselves become active participants and authors of the formulated recommendations. Only in this case can one count on the right choice in raising children. At the same time, the leading activity here belongs to a social teacher who has the necessary professional competence to make the right decision and choose the way to implement it.

Entering the primary classes of the secondary school of secondary school No. 4 child:

Firstly, must have intact motor skills or a state of the musculoskeletal system in which the main motor functions could be performed relatively easily (take and hold an object, manipulate it, move freely, sit, lie down, get up, chew, swallow), - second, children should have access to everyday activities carried out jointly with an adult and with his help;

Children should not be dangerous to others. This is a specific requirement. The child must understand the words "no", "no";

Children should have the necessary supply of elementary ideas about the environment. The allocation of the requirement is determined by the fact that the entire process of primary school education is based on the knowledge that children have;

Children need to understand what is being said and have their own. Firstly, education and upbringing are "verbal", and secondly, children must understand the simplest verbal instructions, such as: bring, close, eat, give, etc., without which it is impossible to organize a successful educational and educational process in the secondary school No. 4;

Children should be somatically healthy, since the productivity of the educational process is largely determined by the level of physical health.

The main goal of school correctional education is to create conditions for the development of the emotional, social and intellectual potential of the child, the formation of his positive personal qualities. One of the important conditions that determine the adequate organization of correctional educational work is relatively easy adaptability in the children's team, both in the academic and social terms. The team is considered as one of the most important means of pedagogical influence, but only if the child's psychophysical development is in accordance with the level of development of the team. Otherwise, one can observe the manifestation of negativism in a child, his closure, a decrease in self-esteem, self-doubt, consolidation of negative character traits and behavior. In addition, the child must be able to serve himself in the social and everyday life at an elementary level, since there is simply not enough time to help each child.

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Report: Features of correctional work in children with OHP. Correctional work Characteristic features of correctional work

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