Life prospects of children with speech impairments. Features of socialization of children with severe speech impairments. Characteristics of children with various developmental disabilities

In modern society, the problem of parent-child relationships and the personal characteristics of children with speech impairments is of particular relevance, as it determines the future prospects of children with developmental disabilities. The family is the main social institution for the formation of the personality of a child with developmental disabilities, therefore the specifics of intra-family relationships, which determine the development of the child’s personality, make it possible to judge the child’s future, his prospects as an individual.

The problem of parent-child relationships is considered by teachers, sociologists, psychologists, and psychotherapists. At the same time, various areas of child-parent relations are touched upon: the characteristics of raising a child and the attitude of parents towards him, the characteristic features of the child’s personality as a result of family influences, the personality characteristics of parents, and more.

The personal characteristics of children with impaired speech development have not been sufficiently studied. Among the few works devoted to the study of the characteristics of personal development in speech disorders, one can name the works of V.M. Shklovsky, V.I. Seliverstova, L.A. Zaitseva, L.E. Goncharuk, G.A. Volkova and some others.

The relevance of this area of ​​research is obvious, since without deep knowledge of the psychological characteristics of children with speech impairments, it is difficult to imagine the further successful development of the scientific and practical foundations of speech therapy and, in particular, the creation of adequate effective means of special training and education for this category of children.

In domestic special pedagogy and psychology, a large number of studies have been conducted on the development of children with speech impairments, which examine the features of their cognitive sphere, the specifics of various types of activities, and aspects of speech development.

Children with speech impairments are children who have deviations in speech development with normal hearing and intact intelligence. Speech disorders are diverse; they can manifest themselves in impaired pronunciation, grammatical structure of speech, poor vocabulary, as well as impaired tempo and fluency of speech.

According to the severity, speech disorders can be divided into those that are not an obstacle to learning in a public school, and severe disorders that require special training.

Speech disorders are very diverse, their diversity depends on the complexity of the anatomical and physiological mechanisms involved in the formation and course of the speech act; from the close interaction of the human body with the external environment; from the social conditioning of speech, both in relation to its form and content.

The question of whether specific forms of impairment determine specific personality characteristics has not yet been fully resolved, that is, whether the personality of a child with speech impairments differs from the personality of a child with hearing impairments, vision impairments, etc.

When studying the personality of children with developmental disabilities, similar personality traits were discovered, most often of a negative nature.

IN AND. Seliverstov identifies the following indicators of the degree of fixation of children with their defect:

1) Zero degree of fixation on one’s defect. Children do not feel disadvantaged by the consciousness of the inferiority of speech or even do not notice its shortcomings at all. They willingly come into contact with peers and adults, acquaintances and strangers. They have no elements of embarrassment or touchiness;

2) Moderate degree of fixation on one’s defect. Children experience unpleasant experiences in connection with the defect, hide it, compensating for the manner of verbal communication with the help of tricks. However, children’s awareness of their own shortcomings does not result in a constant, painful feeling of their own inferiority, when every step, every action is assessed through the prism of their own defect;

3) A pronounced degree of fixation on one’s defect. Children are constantly fixated on their speech defect, deeply experience it, and make all their activities dependent on their speech failures. They are characterized by withdrawal into illness, self-abasement, morbid suspiciousness, obsessive thoughts and a pronounced fear of speech.

The family educates and develops the child’s mental, physical, moral, and ethical aspects of personality.

Child-parent relationships constitute the most important subsystem of family relations as an integral system and can be considered as continuous, long-term and mediated by the age characteristics of the child and parent. Child-parent relationships, as the most important determinant of the mental development and process of socialization of a child, can be determined by the following parameters:

The nature of the emotional connection: on the part of the parent - emotional acceptance of the child (parental love), on the part of the child - attachment and emotional attitude towards the parent. A feature of parent-child relationships compared to other types of interpersonal relationships is their high significance for both parties;

Motives of education and parenthood;

The degree of involvement of the parent and child in the parent-child relationship;

Satisfying the child’s needs, the parent’s care and attention to him;

Style of communication and interaction with the child, features of the manifestation of parental leadership;

A way to resolve problem and conflict situations; supporting the child's autonomy;

Social control: requirements and prohibitions, their content and quantity; control method; sanctions (incentives and reinforcements); parental monitoring;

The degree of stability and consistency (inconsistency) of family education.

Integrative indicators of parent-child relationships:

Parental position, determined by the nature of the emotional acceptance of the child, the motives and values ​​of upbringing, the image of the child, the image of oneself as a parent, models of role parental behavior, the degree of satisfaction with parenting;

The type of family education, determined by the parameters of emotional relationships, the style of communication and interaction, the degree of satisfaction of the child’s needs, the characteristics of parental control and the degree of consistency in its implementation;

The image of the parent as a teacher and the image of the child’s family education system.

The role of the image of a parent and a child in a child-parent relationship is orientation in the specified system of relationships in order to achieve consistency and cooperation in solving problems of joint activity and providing the necessary conditions for the harmonious development of the child.

Parents who have a child with speech pathology should not protect him from communicating with peers who have normal speech. It is important to support the baby’s interest in verbal communication in every possible way.

We describe the identified parenting styles in Table 1.

Thus, family relationships and support from parents are important for the development of a child’s personality. For a child with special needs, this relationship becomes even more important.

Table 1. Relationship between child-parent relationships and the type of personal development of the child

So, the goal of our work is to study the relationship between parent-child relationships and the personal characteristics of children with speech impairment.

Object of study: personal characteristics of children with speech disorders. Subject of the study: the relationship between parent-child relationships and the personal characteristics of children with speech impairment.

We hypothesized that:

1) in a family with an overprotective type of parent-child relationship, children have a reduced level of personal anxiety, a high degree of social activity, a low level of aggressiveness and high self-esteem;

2) in a family with emotional rejection of parent-child relationships, there is a high level of personal anxiety, a low degree of social activity, a high level of aggressiveness and low self-esteem;

3) with an emotionally positive attitude of parents towards the child, the child has a low level of personal anxiety, a high degree of social activity, a low level of aggressiveness and high self-esteem;

4) if the parents have an emotionally negative attitude towards the child, the child has a high level of personal anxiety, a low degree of social activity, a higher level of aggressiveness and low self-esteem;

5) if the parents have an indifferent attitude towards the child, the child has a high level of personal anxiety, a high level of social activity, a high level of aggressiveness and high self-esteem.

Based on theoretical analysis, to study the relationship between parent-child relationships and the personal characteristics of children with speech impairment, we used the following set of methods:

1) Methodology “Drawing of a non-existent animal” (DNA);

2) Dembo-Rubinstein self-assessment technique;

3) Scales aimed at studying the personal characteristics of Stott’s observation chart;

4) Methodology “Analysis of family relationships”.

Children aged 5-6 years (senior preschool age) with speech impairment and their parents took part in our study as an experimental sample. There are 20 children and 40 parents in total.

The study was conducted on the basis of the state institution “School-kindergarten No. 62 for children with speech disorders” in Ust-Kamenogorsk. Duration of the study: November 2009 – March 2010.

In the course of an empirical study, we found that, according to the “Drawing of a non-existent animal” method, more than half of children with speech impairments have pronounced personality characteristics, such as anxiety, fear and low self-esteem (55% of children with pronounced factors each).

These features indicate that the subjects are characterized by feelings of their own inferiority, experiences associated with the fears they experience, and uncertainty in interacting with other children and adults.

Such children may be very worried about their defect and the associated discomfort in communication, which is expressed in anxiety and low self-esteem.

In further analysis, we will determine whether the parent-child relationship plays a role in the manifestation of these qualities.

45% of children showed manifestations of defensive aggressiveness, which suggests that they are characterized by the use of defensive reactions in communication and a tendency to physically display offense (they can hit the offender or bite).

35% of respondents expressed inflated self-esteem, which shows us that the personality of such children is independent of the structure of the speech defect.

And only 30% of the total number of respondents have the characteristic of verbal aggressiveness. Such children tend to defend themselves against attacks from other children by using unpleasant expressions, hurtful words and curses.

Thus, the “Drawing of a Non-Existent Animal” technique allows us to conclude that the psychological personality characteristics we selected for analysis are not present in all children.

Most often, children with speech impairments experience fear, anxiety and low self-esteem, which, in general, indicates lack of self-confidence and lack of self-love.

According to the Dembo-Rubinstein “Ladder” technique, children with speech impairments of preschool age have inflated self-esteem, which is typical for children with developmental disabilities as a manifestation of compensation.

Conflicting data on the levels of self-esteem in children as a result of these methods can be explained by the fact that it is still difficult for preschool children to differentiate between the real self and the ideal self. On this basis, it seems to us more correct to trust more the data of the RNL methodology.

Our “Stott Observation Map” technique allows us to draw the following conclusion: children with speech impairments experience difficulties in communicating with adults and children. At the same time, it is more important for them to have a good attitude from both adults and children; only 5% of children are hostile towards children and adults and are aggressive in communication.

Children with speech impairments experience great difficulties in terms of emotional stability, for example, 60% have severe behavioral disinhibition, 50% have emotional instability, 30% have depressive tendencies.

The children we studied experience difficulties in new situations, they are less sociable compared to healthy peers, they have a desire to withdraw into their own world, isolate themselves from external influences, they are shy and self-conscious.

Thus, children with speech impairments experience difficulties in emotional-behavioral terms and communication with children with a high interest in a friendly, accepting attitude towards them on the part of other children and adults.

Let’s move on to the data from the “Analysis of Family Relationships” method.

With hyperprotection, mothers tend to accept their child as the center of family life. The existence and life of the spouse is subordinated to the interests of the child.

The minimality of sanctions means that such mothers try to avoid punishing the child with all their might or do them extremely rarely and most often simply reproach the child for his offenses.

The insufficiency of the child’s responsibilities comes down to the fact that the child does not help around the house, does not have his own responsibilities, and is little active in everyday life.

Preference for childish qualities in a child shows that mothers strive with all their might to keep the child in his childhood; this is a sign of pandering hyperprotection, in which the child is allowed to show whims, impulsiveness in behavior, and be playful.

Mothers who are unsure of their educational competence also show conniving hyperprotection in raising a child, while the child subjugates the parent and makes decisions about how to behave, what to buy, etc., while the parent feels helpless in raising and strives to satisfy the child's needs.

Projecting one's own undesirable qualities onto a child is a sign of emotional rejection and abuse of the child.

When conflicts between parents are brought into the sphere of education, a conflict is observed between the parents’ styles of raising a child. That is, one parent considers the use of the other parent’s chosen parenting style unacceptable and openly expresses his opinion in front of the child, which negatively affects the results of education, since the child can learn to manipulate parenting styles in a form that is convenient for him.

The preference for masculine qualities in a child by mothers says that they want to see signs of a certain gender in their children; if they do not coincide with the real gender of the child, this may indicate emotional rejection of the child; if they coincide with the real gender, this may indicate pandering hyperprotection. Thus, indulgence indicates pampering of the child, the desire to satisfy all the slightest needs of the child at all costs. And when the sphere of parental feelings expands, the child is perceived as more than a child, the mother wants him to take the place of the father in the family, strives to fill the emotional misunderstanding between the parents with the baby’s love for himself. This feature of relationships is also a sign of hyperprotection.

Thus, analyzing the predominance of intra-family relationships in the group of mothers of children with speech impairments, we can see two main tendencies in upbringing - pandering hyperprotection and emotional rejection with harsh sanctions.

No such features of upbringing as hypoprotection were identified, that is, there is no indifferent attitude towards the child, no ignoring him, and no unstable parenting style, in which mothers would change their upbringing traditions from case to case.

Now let’s look at the features of intra-family relationships from the perspective of the child’s fathers. The dominant type of parental attitude on the part of fathers is the lack of demands and prohibitions on the child - in 50% of families. That is, in this case, dads demonstrate their gentleness in upbringing, indulging in hyperprotection, the desire to pamper the child, perhaps this is due to pity for the child because of his defect.

In second place in terms of frequency of occurrence in the group of dads are such relationship features as insufficient responsibilities of the child and educational uncertainty of dads (30% of occurrence).

Again, these signs indicate the dominance of indulgent hyperprotection in the family, which indicates that the child is the center of the family’s universe, all parental activity is aimed at satisfying his whims and slightest desires.

We already know that hyperprotection manifests itself in the desire of a parent to show excessive love and attention to a child, to take care of him and not allow him to grow.

The excessiveness of sanctions indicates a harsh parenting style, the desire of such dads to raise children, even to the point of using physical means of education.

The instability of the parenting style is manifested in the simultaneous desire for opposite styles - either the father overindulges the child, buys him expensive toys, forgives everything, then, as if as compensation, he begins to show excessive unjustified severity. Dads either adore their child, then suddenly become emotionally cold in their interactions with him.

Thus, in the analysis of the prevailing styles of parenting by dads, we also see two trends - most dads raise their children in conditions of hyperprotection, another part of male parents strives for harsh parenting styles with emotional coldness towards the child.

The Pearson correlation coefficient allows us to conclude that there is a close correlation between the parent’s tendencies towards emotional rejection of the child, excessive sanctions and the child’s negative attitude towards the world, the desire for asociality, and withdrawal from communication.

As a result, we established a relationship between the personal characteristics of a child with speech impairments and child-parent relationships in the family.

That is, children with speech impairments are characterized by emotional instability, a tendency to low mood levels, they experience difficulties in communication, communication, and establishing new relationships.

It has been established that with a negative attitude towards a child, excessive sanctions, and demands on the child, the child exhibits social disturbances and a decreased background mood.

We examined such personal characteristics as self-esteem, aggressiveness, anxiety, fears, depression, emotional restlessness and social characteristics of children (attitudes towards adults and children, asociality and trust in society).

As a result of the study, we found that children with speech impairments often experience difficulties in relationships with other children, emotional disturbances, a tendency to depression, anxiety, fears; they strive for the love of adults, but are shy and afraid of new contacts.

Child-parent relationships develop according to the type of hyperprotection, which condones hyperprotection in most families - the child becomes the center of the family, his wishes are fulfilled. The second trend is that emotional rejection of the child is established in a smaller number of families, while excessive demands and harsh sanctions are characteristic.

The level of self-esteem is associated with reduced sanctions from the father.

Thus, we have found that with aggressive tendencies on the part of parents, the child becomes more withdrawn and loses trust in adults and children, which partially confirms our hypothesis.

LITERATURE

1. Self-esteem and level of aspiration of junior schoolchildren with severe speech impairments. Abstract of the dissertation for the degree of candidate of psychological sciences.

2. Speech therapy. Stuttering (Reader). - M.: EKSMO-Press, 2001. - 416 p.

3. Pravdina O.V. Speech therapy. Textbook manual for defectologist students. fact-tov ped. int. Ed. 2nd, add. and processed - M.: Education, 1993.- 272 p.

4. Kovrigina L.V. The problem of personal development of children with severe speech impairments. - M., 1993.- 272 p.

5. Sorokin V. M. Special psychology: Textbook. Manual / Under scientific. ed. L.M. Shipitsyna. - St. Petersburg: “Speech”. 2003. - 216 p.

6. Kosyakova O.O. Logopsychology. – Rostov n/d: Phoenix, 2007. – 254 p.

7. Akrushenko A.V. Developmental and developmental psychology. Lecture notes. / A.V. Akrushenko, O.A. Larina, T.V. Karatyan.- M., 2008.- 234 p.

8. Karabanova O.A. Psychology of family relationships and the basics of family counseling: Textbook. / O.A. Karabanova. - M.: Gardariki, 2005. - 320 p.

9. Olifirovich N.I., Zinkevich-Kuzemkina N.A., Velenta T.F. Psychology of family crises. – St. Petersburg: Rech, 2006.- 463 p.

10. Belopolskaya N.L. Psychological diagnostics of the personality of children with mental retardation. - M., 1999. - 456 p.

11. Bratus B.S. Personality anomalies. - M., 1988. - 265 p.

12. Zeigarnik B.V., Bratus B.S. Essays on the psychology of abnormal personality development. - M., 1980. – 864 p.

13. Lebedinsky V.V. Mental development disorders in children. – M., 1985. – 425 p.

14. Maksimova N.Yu. Course of lectures on child pathopsychology. / N. Yu. Maksimova, E. L. Milyutina. - Rostov-on-Don, 2000. - 376 p.

16. Petrova V.G. Who are they, children with developmental disabilities / V.G. Petrova, I.V. Belyakova. - M., 1998. – 166 p.

17. Pozhar L. Psychology of abnormal children and adolescents - pathopsychology. - M., 1996.- 432 p.

Sh.Z./. SUBJECT AND TASKS OF LOGOPSYCHOLOGY

Logopsychology is a branch of special psychology that studies the mental characteristics of a person with primary speech disorders.

The subject of logopsychology is the study of the unique mental development of people with various forms of speech pathology.

Tasks of logopsychology.

1. Study of the specifics of mental development in primary speech disorders of varying severity and etiology.

2. Study of the characteristics of personal and social development in children with speech pathology.

3. Determining the prospects for the development of children with speech disorders and effective means of upbringing and education.

4. Development of differential diagnostic methods that make it possible to distinguish primary speech underdevelopment among similar ones By external manifestations of conditions (autism, hearing impairment, mental retardation, complex developmental disabilities).

5. Development of methods for psychological correction and prevention of speech disorders in childhood.

Logopsychology is based on the principle of the relationship between speech and other aspects of mental development put forward by domestic psychologists (L. S. Vygotsky, A. V. Zaporozhets, A. R. Luria, R. E. Levina, etc.), which asserts its leading role in mediating mental processes.

The theoretical origins of logopsychology are in the studies of L. S. Vygotsky, revealing the complex structure of the child’s abnormal development, according to which “a defect in some analyzer or an intellectual defect does not cause an isolated loss of one function, but leads to a whole series of deviations.”

So, the primary defect is not fully developed And e or damage The destruction of various parts of the speech system in the absence of special corrective measures will inevitably cause a number of secondary and tertiary deviations: underdevelopment of all aspects of speech; limited sensory, temporal and spatial representations; memory deficiencies; lack of focus and concentration; reducing the level of generalizations; insufficient ability to draw conclusions and establish cause-and-effect relationships. These features, as well as the insufficient level of development of communication skills in the child, which is associated with

Speech problems can lead to difficulties in communicating with other people, disruption of his social ties with the outside world, and a feeling of rejection and loneliness.

To obtain a holistic picture of the structure of a violation of logo-psychology, it is necessary to rely on pathopsychology, on knowledge of the patterns of development of higher mental functions in developmental pathologies, on general and special psychology, developmental psychology, neuropsychology, and psychodiagnostics. There should be a close connection with speech therapy and knowledge about speech disorders, their mechanisms, severity, structure, as well as neuro-linguistics. Knowledge of medical sciences: pediatrics, neuropathology, etc. is also important for logopsychology.

Ш.3.2. HISTORICAL EXCURSION

Logopsychology is one of the least developed branches of special psychology. Traditionally, speech disorders have been the subject of study in speech therapy.

The prospects for development, obtaining further education, and the possibilities for social and labor adaptation of graduates of special schools are very different. They depend on many reasons. These include the nature and severity of the defect, the presence of additional deviations, as well as the individual characteristics and abilities of the teenager, the organization of his education and upbringing, the influence of the immediate social environment, mainly family and relatives. Currently, the unfavorable environment that develops around a teenager—unemployment, the presence of criminal structures, the spread of alcoholism, drug addiction, etc.—is of significant importance. All this complicates the realization of positive life prospects.

Some graduates of schools for children with visual and hearing impairments, general speech underdevelopment or stuttering, mental retardation, and musculoskeletal disorders continue their education. However, it can be difficult for them to apply the acquired knowledge later, since they need to successfully compete with normally developing peers who have received the same specialties. So often, regardless of education, graduates, with the help of parents, acquaintances or the school, get hired for any job. However, the fact that they strive to work, and not live on pensions or beg, speaks for itself. As for the mentally retarded, some of the young people who are most intact in terms of mental, activity and motor skills enter special vocational schools that train workers in simple professions, or special groups at vocational schools, or undergo apprenticeship courses at various enterprises, and then find employment. The majority work in various, mostly unskilled jobs in enterprises or agriculture.

Graduates suffering from complex defects, after graduating from school, study in isolated cases. However, there are individual examples of deaf-blind persons receiving higher education, even defending Ph.D. dissertations and becoming scientists (O.I. Skorokhodova, A. Suvorov, etc.).

So, most graduates of special schools and classes work without continuing their education. These people work in various sectors of the national economy - in factories, workshops, workshops of special enterprises, private firms, on their own land plots, etc. Some young people with impaired vision sing in choirs, including church ones.

Many improve their skills in the process of work, achieving significant success.

The prospects are sadder for deeply mentally retarded young men and those who suffer from complex defects. They live and work as hard as they can in institutions organized by the Ministry of Social Protection or are supported by their relatives.

Summarizing observations and a number of studies, we can conclude that many children with developmental disabilities, growing up, adapt socially. Some of them live in families, showing care and attention to their loved ones. Others create their own families and raise children. The majority strives to do feasible work, which gives them the opportunity to feel like useful and necessary people and to assert themselves socially. The intense correctional and educational work carried out in special schools produces positive results, although, of course, there are also unfortunate cases.

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The search for ways to improve the education system for people with disabilities, which distinguishes the current stage of development of society, is caused by significant socio-economic transformations of our state, the reorganization and renewal of the special education system based on the principles of humanization and democratization, recognition of the right of every child to an education that corresponds to his cognitive capabilities and meets requirements of the time.
An analysis of the theory and practice of education for children with special needs indicates that education in special (correctional) educational institutions, on the one hand, creates special conditions for meeting the needs of students in this category for pedagogical and medical services, and, on the other hand, prevents their social integration, limits life chances, and complicates the path to a fulfilling life. In general educational institutions (EIs), the general and specific goals of education for this category of children, aimed at correcting and compensating for developmental deficiencies by pedagogical means, social rehabilitation, instilling in them a sense of self-esteem, and the formation of adequate forms of social behavior, cannot always be fully realized. It should be noted that spontaneous integration is underway: problem children end up in mass schools not because adequate conditions have been created there for their education and upbringing, but because parents are not fully aware of the child’s problem.
The organization of integrated education requires the creation of a favorable social situation for the development of children with speech disorders and ensuring their equality in receiving educational services. The need to create special conditions for the education and upbringing of children with deviations in speech development in a general education school is dictated by the lack of special (correctional) institutions at their place of residence or the reluctance of parents to transfer children with severe speech disorders (SSD) to special institutions due to their remoteness. Teaching staff of general education schools are not ready for teaching activities with students who have special educational needs, and are not able to independently change technologies and approaches to teaching academic subjects and raising children in this category. Until now, the education and upbringing of the majority of children with deviations in speech development is carried out in secondary schools without observing all the conditions of integrated education (organizational, pedagogical, personnel, material and technical, etc.), without providing them with comprehensive psychological, medical and social assistance from specialists - speech therapists, educational psychologists, neuropsychologists.
Studying the problem of integrating children with speech development disorders into a general education school, analyzing the current state and prospects of education, forecasting the development of special education are the most important factors in improving the quality of education and the openness of educational prospects for children with speech pathology.
Issues of the complex structure of speech impairment and the sociogenic needs of the child, compensation and correction of existing deviations, personal-activity and integrative approaches to learning are reflected in the studies of P.K. Anokhina, L.S. Vygotsky, K.S. Lebedinskaya, A.N. Leontyeva, A.R. Luria, V.I. Lubovsky, N.N. Malofeeva, M.S. Pevzner, E.S. Slepovich et al.
Currently, there is a large number of studies that substantiate the possibility of integrated education, subject to early detection of disorders in the child, reliance on his potential capabilities and ensuring the correctional orientation of the educational process (L.P. Grigorieva, N.M. Nazarova, O.S. Nikolskaya, L.I. Solntseva, E.A. Strebeleva, L.I. Tigranova, S.G. Shevchenko, L.M. Shipitsina, N.D. Shmatko); revealing the main provisions and theoretical models of educational integration (O.A. Denisova, V.Z. Kantor, L.M. Kobrina, A.N. Konopleva, A.G. Litvak, N.N. Malofeev, N.M. Nazarova , M.I. Nikitina, G.N. Penin, V.I. Seliverstov, E.A. Strebeleva, L.M. Shipitsyna, N.D. Shmatko).
At the same time, the insufficient theoretical and practical development of the scientific, methodological and organizational content foundations of integrated education, the need to create a holistic model for the effective integration of students with speech impairments into general education schools, and the high percentage of children with speech impairments have become the basis for identifying and studying this problem.
According to the results of the study “First-grader - 2007”, conducted in all schools in the city of Vologda, it was revealed that only 45% of first-graders are fully ready for school in terms of speech development. This situation is typical for Russia as a whole. According to the Institute of Developmental Physiology of the Russian Academy of Education, about 60% of children aged 6–7 years have speech development disorders.
43% of children admitted to 1st grade in Vologda have partially formed speech readiness (impaired sound pronunciation, mild phonemic underdevelopment). High-quality speech therapy support for this group of students from the first days of school is the key to the children’s success in mastering school programs. Corrective and developmental work with first-graders should become a priority activity of every speech therapist teacher.
Conditional speech readiness was detected in 10% of first-graders. Their speech disorders (general speech underdevelopment, dysarthria, stuttering, complex speech diagnoses) will serve as a serious obstacle to successful learning at school. It is this group of children (230 first-graders) who need to organize integrated education in a general education school.
Based on the position on the activity and environmental conditioning of the development of children with psychophysical disorders, it can be assumed that the identification and application of adequate ways, forms, and means of integrated learning will help students fully master school programs, interpersonal communication skills, improve the processes of habilitation and rehabilitation, and contribute to the formation socially adapted personality.
Educational integration of children with severe speech impairment (SSD) will be possible and effective if the following conditions are met:
creating a regulatory framework with the definition of objective grounds for financial, personnel and logistical support for integrated training;
provision by a speech therapist and neuropsychologist of a variety of diagnostic, correctional and educational services determined by the needs of students with speech disorders included in the educational environment of normally developing peers;
the use of special programs that reflect a comprehensive focus on correcting existing deviations in speech development, updating compensatory mechanisms, and the practical and social orientation of the educational process.
A condition for the effective use of adequate conditions for the integration of children with speech disorders is timely, qualified diagnosis of school problems. Existing methods for studying the difficulties of children with SLI in mastering knowledge in a general education school - medical, pedagogical, psychological - are unable to solve the problem of the reasons for the increase in the number of children who are unsuccessful or poorly performing in school, even with speech therapy support.
Neuropsychological analysis of the state of basic mental processes can provide significant material for identifying factors that cause difficulties in the formation of educational skills. In addition, it makes it possible to highlight the methods by which these difficulties can be eliminated.
In this regard, to substantiate correctional and developmental work in the conditions of integrated education for children with speech disorders, an empirical study was conducted, the purpose of which was to study the neuropsychological characteristics of the mental sphere of children of primary school age who do not perform well in the Russian language and reading. The study confirmed that children of primary school age who do not perform well in the Russian language and reading have insufficiently developed neuropsychological factors that ensure the processes of writing and reading: auditory modality-specific, spatial, kinetic, voluntary regulation of mental activity.
A standardized neuropsychological study using the method of A. V. Semenovich was carried out with 54 students 3–
4 classes of a general education school aged 9 to 10 years, from which control and experimental groups were formed, homogeneous in age and gender. Significant differences between the groups were revealed in neurological status, speech diagnoses and preschool preparation of the children participating in the experiment.
The practical part of the examination was carried out according to the method of A.V. Semenovich, adapted for children of primary school age with some changes. In particular, the study of writing and reading was carried out on the material proposed by A.N. Kornev. A total of 57 subtests were conducted, grouped into 10 examination blocks: development of motor functions; state of tactile and
somatognostic functions; study of visual gnosis, spatial representations, auditory gnosis, memory, state of speech functions, intellectual functions; studying the level of development of writing and reading skills.
When conducting a neuropsychological examination, a research protocol was drawn up for each child, in which all the results of the examination, the child’s reactions to the proposed tasks were recorded in detail, and the time for completing the task was recorded. At the data processing stage, all received information was translated into scores and entered into summary tables with scores for each subtest for each group (according to the scoring system proposed by A.V. Semenovich).
Further work on processing and analyzing the results of the experimental study showed the following. The children in the experimental group had the least developed mnestic processes (range of values ​​from 1.3 points to 3 points), writing
– 1 point to 2.66, reading – from 1.4 to 2.5 points.
According to the degree of development of mental functions, 4 groups of subjects were identified. Group I – children who successfully completed all tasks (the entire control group), which confirms the relationship between the development of the HMF and the success of learning. Group II – 52% of children in the experimental group who completed tasks at the lower limit of the norm. It can be assumed that the law of “transition of quantity into quality” finds its expression here, when each component of the mental sphere is at the lower limit of age norms, which together determines the failure of these children’s education. Group III – 33% of experimental children
mental group, in which the level of development of mental functions as a whole is below the limit of age norms, which impedes the successful education of children at school. IV group –
15% of schoolchildren failed to complete the proposed experimental program in several areas of research, which reveals failure in studies as a consequence of the immaturity of many mental functions.
The average values ​​for each mental function in the control and experimental groups of subjects are fundamentally different. The mental sphere of children in the control group has good indicators in all respects. In the children of the experimental group, all mental functions were insufficiently formed to varying degrees. Basic mental functions, such as motor, tactile, and somatognostic parameters of the psyche, are more fully formed. Spatial representations and perceptual mental functions are formed at the level of the lower normative limit. The greatest deficiency is
higher mental processes: memory, speech and its derivatives - reading and writing.
Thus, a neuropsychological functional syndrome analysis of the age-related dynamics of test performance made it possible to reveal weak and strong links in the development of higher mental functions. For children with insufficient development of neuropsychological factors that ensure the processes of writing and reading, additional formative or remedial developmental training is recommended to develop mental functions that are lagging behind in development.
Consequently, the most important condition for the effectiveness of educational integration is a comprehensive systemic correctional and pedagogical work carried out by the entire “team” of school teachers and specialists - the psychological and medical-social support service of the educational institution. The leading role in this process is given to the speech therapist, whose task is to provide special (corrective) assistance to children with speech disorders who have learning difficulties.
The activities of a speech therapist in a secondary school are based on a number of federal, regional and local acts. Among the documents of the Ministry of Education, the main one is the instructional letter dated December 14, 2002 “On the organization of the work of a speech center in an educational institution,” which defines the main organizational and pedagogical conditions for the work of a speech therapist at school. Instructive letters and regulations on the activities of compensatory education classes (CTE), special (correctional) classes (SCC) of types V, VII, school psychological-medical-pedagogical council (PMPk) determine the forms of work of a speech therapist.
The goal of speech therapy correction is the successful mastery of school programs through the development and improvement of children’s oral and written speech: the formation of correct pronunciation,
phonemic, morphological, lexical, syntactic
ideas on the basis of which correction of writing and reading and development of coherent speech are carried out.
Traditionally, the activities of a speech therapist teacher in an educational institution are implemented in the following stages: diagnostic-projective stage, its goal is to assess the current level of speech development of the child, to find out the causes of the identified problems; determine the content and methods of correctional work in the zone of proximal development; correctional pedagogical stage, the purpose of which is to eliminate gaps in the development of oral and written speech and the resulting difficulties in the program material; stage of reflection – assessing the effectiveness of speech therapy correction.
The professional competence of a speech therapist teacher (availability of special defectological education, constant advanced training through course training, active participation in the work of methodological associations, self-education, etc.) ensures correct diagnosis, optimal group recruitment, consistency and complexity in correctional pedagogical work; interaction with medical staff of schools and clinics, educational psychologist, teacher-defectologist, social teacher, class teacher, general education teachers, subject teachers through the school council, city PMPK, etc.
The expedient use of material and technical resources: a speech therapy room with an area that meets sanitary and hygienic standards, offices of other specialists of the comprehensive support service, special equipment - is a necessary condition for the effective integration of children with speech disorders into a comprehensive school.
The structural and content conditions for the educational integration of children with speech disorders include: organizational and pedagogical, psychological and pedagogical, educational, social-adaptive, personal development, therapeutic and health conditions.
Organizational and pedagogical conditions are implemented through the use of the basic curriculum and programs for special (correctional) classes of type V for children with special needs; through reflection
in terms of school work and in terms of intra-school control of the educational process of children with speech disorders; through the creation of a protective regime (compliance with hygienic conditions - low noise level, sufficient lighting, appropriate sizes of furniture, etc.; educational and organizational factors - lower occupancy of integrated education classes, rational lesson schedule, load distribution by day of the week, first shift; psychological and pedagogical comfort at school and in the classroom, etc.).
Providing psychological and pedagogical conditions for integration consists of constructing pedagogical activities in the classroom and outside of class time, taking into account the neuropsychological, psychophysiological characteristics of children, their individual capabilities; creating an atmosphere of tolerance in the classroom, group, school; in the implementation of a personality-oriented style of communication between teachers and students; accompanied by the educational process by specialists through the functioning of the school PMP consultation, the development of individual child development routes, correctional and developmental programs.
The implementation of educational and educational conditions for integration can be traced through the features of the correctional and developmental lesson, reflected in the special requirements for the organization, structure, criteria for the effectiveness of the lesson, and for the teacher’s evaluation activities; through the potential of extracurricular activities (programs of correctional and educational work to develop educational motivation, tolerant relationships, healthy lifestyles; psychological and pedagogical competence of parents).
Social-adaptive and personal development conditions for the integration of children with speech disorders are reflected in socio-psychological trainings and programs, social and family pedagogy programs, in individual and group
adaptive classes, classes on the general somatic and sensorimotor development of the child.
An obligatory component of educational integration is medical, health-improving and preventive conditions - organization of treatment of somatic, neuropsychic diseases by medical specialists, restorative treatment, vitaminization under the supervision of a school health worker, organization of physical therapy classes and classical massage; diagnostics, health monitoring, etc.
Thus, the holistic model of educational integration is aimed at the implementation of general pedagogical, correctional and developmental, preventive, health, career guidance, rehabilitation, and socializing tasks; is based on system-integrated and person-oriented approaches; reflects the structural, functional and social orientation of the educational process, the organization of training taking into account the psychophysiological capabilities of integrated students; is a set of holistic, consistent, structured, subordinate, interconnected components of the educational process.

Bibliography
1. Current problems of neuropsychology of childhood: textbook. allowance / L. S. Tsvetkova, A. V. Semenovich, S. N. Kotyagina and others; edited by L. S. Tsvetkova. – M.: Moscow. Psychological and Social Institute; Voronezh: MODEK, 2001.
2. Bezrukikh M.M. Learning difficulties in primary school: Causes, diagnosis, comprehensive assistance. – M.: AST, 2004.
3. Denisova O.A. Complex multi-level psychological and pedagogical space as a condition for sociocultural integration of persons with sensory impairments: dis. ... Dr. ped. Sci. – M., 2007.
4. Kobrina L.M. System of integrated education and upbringing of children with developmental disabilities in a comprehensive rural school: dis. ... Dr. ped. Sci. – M., 2006.
5. Konopleva A.N. Structural and content features of integrated education for children with psychophysical disorders: dis. ...cand. ped. Sci. – Minsk, 2001.
6. Kornev A.N. Writing and reading disorders in children. – St. Petersburg: Rech, 2003.
7. Polonskaya N.N. Neuropsychological diagnostics of children of primary school age. – M.: Academy, 2007.
8. Semenovich A. V. et al. Neuropsychological diagnostics and correction in childhood. – M.: Academy, 2002.
9. Yastrebova A.V., Bessonova T.V. “Instructional and methodological letter on the work of a speech therapist at a secondary school.” – M., 1996.

THE PROBLEM OF TEACHING CHILDREN WITH SPEECH IMPAIRMENTS IN THE CONTEXT OF THEIR SPECIAL EDUCATIONAL NEEDS

© 2012 G. V. Chirkina

doc. ped. Sciences, Professor e-mail: chirkina_gv@mail. ru

Institute of Correctional Pedagogy RAO Moscow

The transition to integrative forms of teaching children with developmental disorders and their inclusion in the general education system necessitate the development of innovative approaches to teaching children with developmental disorders, taking into account the individual needs and capabilities of each child. The special federal state standard for the education of children, being developed in Russia (authors of the project: N. N. Malofeev, O. S. Nikolskaya, O. I. Kukushkina) is aimed at modernizing the structural, functional, content and technological components of the education process for children with disabilities ( OVZ). This article is about one of the categories of children with disabilities - children with various forms of speech disorders.

Keywords: speech impairment, special needs education, academic achievement

The experience of organizing speech therapy assistance in Russia and the assessment of its effectiveness have convincingly shown that predicting the possibilities of integrating a child with a speech disorder into the general education environment is determined not only by the diagnosis and form of the disorder, but by the complex interaction of a group of factors reflecting the personal, intellectual, psychophysical development of each child, as well as intensity and adequacy of corrective measures in the preschool period.

We come to the need to highlight a new parameter during a diagnostic examination that significantly influences the variability of learning and the choice of standard option - the special educational needs of a child with a particular speech disorder (the English-language close version is special educational needs, SEN).

Taking into account new realities, the requirements for the professional competence of a speech therapist are significantly expanding and increasing. Not only an in-depth diagnosis of the manifestations of a speech disorder, but also a systematic psychological and pedagogical analysis of the child’s special educational needs becomes important.

It is known that a child with a primary speech disorder, as a rule, receives a qualifying education depending on the degree of its severity in a general education or special school. The task of predicting academic success in mastering the general education program and choosing individual conditions for remedial education for students with speech impairments becomes a priority.

The draft Special Standard (SFGOS) highlights the section “Children with Speech Impairments,” which offers scientifically based options for realizing the right of each such child to education, regardless of the region of residence, the severity of speech impairment, or the ability to master the academic program. This takes into account the generally accepted fact that the group of schoolchildren is extremely heterogeneous.

Speech disorders in school-age children range from mild manifestations of speech insufficiency (for example, defects in the pronunciation of speech sounds with normal development of the main components of speech activity) to deep (severe) disorders of speech/language ability, interfering with verbal communication and affecting various aspects of mental development.

A significant part of speech disorders leads to specific difficulties in learning, since chronic poor performance in writing (and often in combination with reading difficulties - dyslexia) forms a persistent negative reaction to learning at school.

Profound violations of various aspects of speech, limiting the ability to use linguistic means of communication and generalization, cause specific deviations on the part of other higher mental functions (attention, memory, imagination, verbal-logical thinking), negatively affect the emotional-volitional and personal sphere, which in general complicates the picture of the child’s speech disorder. The qualitative specificity and severity of such secondary-order deviations are associated with the form and depth of the speech disorder, as well as with the degree of maturity of the speech system and higher forms of behavior of the child at the time of the action of the pathological factor.

For schoolchildren with speech impairments, significant intragroup differences in the level of speech development are typical.

In accordance with the severity of speech disorders and the level of speech development, groups of children with speech disorders that are most significant for the organization of their education are conditionally identified.

A pronounced general underdevelopment of speech (severe degree) is characterized by the rudimentary state of an active vocabulary, consisting of a small number of commonly used words, onomatopoeia, and babbling words; the meanings of these words are unstable, understanding of speech outside the situation is limited; phrasal speech consists of one- or two-word sentences. Children with severe dysarthria, rhinolalia (especially in the case of end-to-end bilateral clefts of the lip and palate), children with sensory and sensorimotor alalia have pronounced communication barriers that disrupt the establishment of verbal interaction with others. Children in this group often have complex disorders in the form of a combination of speech, motor and mental disorders, which causes significant difficulties in mastering speech and learning activities [Levina 2005]. Unfortunately, at present, this category of children of school age is often not provided with adequate learning conditions; some of them are improperly educated in other types of special schools or periodically receive only speech therapy assistance. It is for them that the proposed project legislatively substantiates the real possibility of achieving the highest possible life competence and accessible academic success under an individual rehabilitation program.

Moderate speech underdevelopment is characterized by increasing speech capabilities of children. They are distinguished by the ability to use sentences consisting of two or three, sometimes four words; vocabulary significantly lags behind the age norm, there are limited opportunities for children to use not only a subject dictionary, but also a dictionary of actions and signs; There are gross errors in the use of grammatical structures. Children have impaired pronunciation of various groups of consonant sounds, the syllabic structure of words and phonemic processes are not sufficiently formed. In this regard, children find themselves unprepared to master sound analysis and synthesis, written speech,

experience great difficulty in mastering school subjects.

Speech underdevelopment of children of the third group is characterized by extensive phrasal speech with pronounced elements of lexico-grammatical and phonetic-phonematic underdevelopment. Deficiencies in vocabulary, grammar and

sound pronunciations are clearly manifested in various forms of monologue speech (retelling, composing a story based on one or a whole series of paintings, a description story). These disorders make it most difficult to master the disciplines of the linguistic cycle.

A special group among children with speech disorders is represented by schoolchildren with mildly expressed underdevelopment of speech (mild degree), which manifests itself in the process of learning at school. Difficulties in understanding and using words with abstract meaning and phrases with figurative meaning are typical. Persistent difficulties in using words with complex structures are revealed, and grammatical errors persist. The uniqueness of coherent speech lies in the violation of its logical sequence, omissions or repetition of individual episodes. Difficulties in planning initiative statements and selecting appropriate linguistic means are noted. Schoolchildren with such disabilities make up the bulk of underachieving or low-achieving students, mainly in their native language and reading.

Many children with speech underdevelopment are characterized by a low level of development of the basic properties of attention, insufficient concentration of attention, and limited possibilities for its distribution.

Speech retardation also negatively affects memory development. With relatively intact semantic and logical memory, such children have noticeably reduced short-term memory and memorization productivity compared to their normally speaking peers.

The connection between speech disorders and other aspects of mental development determines some specific features of thinking. Having complete prerequisites for mastering mental operations accessible to their age, children, however, lag behind in the development of logical thinking and, without special training, have difficulty mastering analysis, synthesis, and comparison.

Children with speech underdevelopment, along with general somatic weakness and delayed development of locomotor functions, are characterized by some lag in the development of the motor sphere.

Thus, the severity of a speech disorder depends on the degree (level) of severity of speech underdevelopment and on the form of speech pathology, which causes a significant variety of psycho-speech abnormalities in younger schoolchildren.

Currently, the population of children with speech disorders starting school has changed significantly both in terms of speech development and in the level of preparedness for systematic education. The changes are due to a number of positive and negative factors:

The influence of the positive results of the differentiated system of speech therapy care in various types of educational and medical institutions, which made it possible to minimize the impact of the primary speech defect on the general mental development of the child and his learning ability;

Widespread introduction of early and preschool speech therapy assistance based on early diagnosis of children at risk for speech pathology;

Improving the quality of speech therapy activities through the use of modern methods;

The increased prevalence of organic (congenital, including) forms of speech disorders, often in combination with other (multiple) disorders of psychophysical development.

In this regard, there are currently two main trends in the change in the population of students with speech impairments.

One trend is to minimize the manifestations of speech disorders by school age. In particular, the manifestations of a speech defect in many children with disorders such as phonetic-phonemic underdevelopment, general speech underdevelopment, rhinolalia, and dysarthria are smoothed out.

At the same time, the number of children who have sufficiently formed the psychophysical basis of speech (auditory gnosis, articulatory praxis) and the main components of language (phonetics, phonetics, vocabulary, grammar) is increasing, but they do not know how to freely use these means, do not expand communicative practice, which creates serious problems in the process of school adaptation, learning and socialization.

Another trend is determined by the increasing severity of the structure of speech disorders in schoolchildren. The majority of students in a special (correctional) school of type V have a combined speech defect, in which multiple disorders of the language systems and complex partial analyzer (auditory, visual and speech motor) disorders are detected.

Thus, due to the heterogeneity of the composition of children with speech impairments, a wide range of differences in the content of school education should be provided, corresponding to the capabilities and needs of all categories of children, regardless of their ability to master the qualifying level of education.

Special educational needs of children with speech impairments

A significant proportion of children with speech impairments receive preschool, primary general, basic general and secondary general education in state and municipal general educational institutions, subject to the provision of speech therapy assistance in preschool age or in the primary grades in parallel with their studies in a comprehensive school. In these cases, they are provided with full inclusion (training on a general basis and elimination of speech impairment); training according to a partially adapted program with the constant assistance of a speech therapist and consultation with the class teacher in order to minimize the manifestations of general speech underdevelopment, dyslexia, and dysorthography.

Children with severe speech (communication) impairments (for example, severe stuttering, rhinolalia, dysarthria, etc.), which prevent them from mastering the general education program on a general basis, are educated in specialized institutions (special (correctional) schools of type V), in conditions that provide step-by-step speech therapy correction and modification of the general education program in accordance with their capabilities, as well as targeted teaching aids and textbooks.

In these cases, constant monitoring is carried out of the effectiveness of the academic component of education, the development of students’ life competence, the level and dynamics of development of speech processes, based on the individual characteristics of the primary speech defect.

Disturbances in the formation of speech activity of primary schoolchildren negatively affect all mental processes occurring in the sensory, intellectual, affective-volitional and regulatory spheres. Some speech disorders, in terms of severity of manifestation, can be pronounced, covering all

components of the language system; others manifest themselves limitedly and to a minimal extent, for example, only in the sound side of speech (in deficiencies in the pronunciation of individual sounds), and they, as a rule, do not affect speech activity as a whole. However, a significant proportion of schoolchildren have peculiarities of speech behavior

Disinterest in verbal contact, inability to navigate a communication situation, and in the case of severe speech disorders - negativism and severe difficulties in verbal communication.

The social development of most children with speech impairments is not fully formed due to insufficient mastery of speech behavior and inability to choose communication strategies and tactics for solving problem situations.

Nevertheless, the integration of a child with impaired speech development into the environment of peers is not as problematic as for other categories of children with disabilities.

Socialization and integration of children with speech impairments (SD) is a completely feasible task, provided that the educational needs of schoolchildren in this category are taken into account.

The special educational needs (SEN) of children with speech impairments include both general ones, characteristic of all children with developmental disabilities, and specific ones.

To timely take into account the SEN of children with speech development disorders, the following is necessary:

Early identification of children at risk (together with medical specialists) and the appointment of speech therapy assistance at the stage of detecting the first signs of deviations in speech development;

Organization of a mandatory stage of speech therapy correction in accordance with the identified violation before starting school; continuity of the content and methods of preschool and school education and upbringing, which should be focused on normalizing or possibly completely overcoming deviations in speech and personal development;

Receiving primary education in an institution of a mass or special type, adequate to the educational needs of the student and the severity of his speech underdevelopment;

Creating conditions that normalize analytical, analytical-synthetic and regulatory activities based on providing an integrated approach to the study of children with speech disorders and correction of their disorders: coordination of pedagogical, psychological and medical means of influence with close cooperation of a speech therapist, teacher, psychologist and doctors of various specialties;

Receiving a range of medical services that help eliminate or minimize the primary defect, normalize general and speech motor skills, the state of higher nervous activity, and somatic health;

The ability to adapt the curriculum when studying the philological block, taking into account the need to correct speech disorders and optimize students’ communication skills;

Flexible variation of two components - academic and life competence in the learning process by expanding/reducing the content of individual thematic sections, changing the number of training hours and using appropriate methods and technologies;

Individual pace of learning and advancement in the educational space for different categories of children with speech impairments;

Constant (step-by-step) monitoring of the effectiveness of the academic component of education and the development of students’ life competence, the level and dynamics of development of speech processes based on the characteristics of the primary speech defect;

The use of special methods, techniques and teaching aids, including specialized computer technologies, teaching aids, visual aids, ensuring the implementation of “workarounds” for corrective influence on speech processes, increasing control over oral and written speech;

The ability to study at home and/or remotely in case of severe forms of speech pathology, as well as in case of combined disorders of psychophysical development;

Prevention and correction of sociocultural and school maladaptation by maximizing the expansion of the educational space, increasing social contacts, teaching the ability to choose and apply adequate communication strategies and tactics;

Psychological and pedagogical support of the family with the aim of its active involvement in correctional and developmental work with the child; organizing partnerships with parents.

Requirements for the structure of the basic educational program of primary education for students with speech impairments

The mosaic nature of speech disorders in school-age children makes it necessary to differentiate this category of children in accordance with their special educational needs when designing an educational route and determining the planned results of mastering the educational program.

The first version of a special standard for children with speech impairments (qualification level). The main contingent of students in this option are children with phonetic-phonemic underdevelopment (PPI), a much smaller number are children with mild general underdevelopment of speech (GSOSD), as well as with a combined speech defect (for example, OSD and mild dysarthria). At the same time, all components of language are impaired to a greater or lesser extent in each child.

The main organizational form of providing speech therapy assistance to children of this subgroup is the speech therapy center of a general education institution, within which the correction of oral and written speech disorders that impede the full assimilation of the program, especially subjects of the philological block, is carried out.

Along with speech therapy centers, the organization of speech therapy classes as part of a general education school is recognized as a successful form of integration of children with speech disorders into the general education environment. The system of work in such classes is aimed at eliminating speech disorders in close connection with learning and ensures that gaps in previous speech development are overcome, as well as promptly preventing possible difficulties in mastering sections of the program (especially when teaching writing and reading).

Mandatory conditions for the implementation of teaching children according to the first version of the standard are constant speech therapy support for children with speech disorders, coordinated work of a speech therapist with a primary school teacher, taking into account individually developed recommendations for the selection of educational material and assessment of success. Education according to the first (qualified) option provides the greatest opportunities for integrating a child with speech impairments into the general education environment.

The second version of the special standard (also qualified) is recommended for children with severe speech impairments, the overcoming of which requires special pedagogical conditions and special systematic corrective influence. These are children suffering from OHP (second, third level) caused by alalia, dysarthria, rhinolalia. Such assistance is provided in special secondary schools of type V (for children with severe speech impairments).

As a result of training according to the second option of the qualification level, a child with speech impairments also receives the full knowledge and learning skills provided for by the Standard of Primary General Education.

This is achieved by organizing training according to a special training program for children with severe speech impairments; lengthening the duration of training, including a number of special educational subjects (pronunciation, speech development) and enriching the educational process with mandatory individual and frontal speech therapy classes aimed at developing speech, cognitive, communicative and creative abilities of students. All educational and educational activities of a special (correctional) school of type V are structured so that in all lessons and extracurricular activities work is carried out on the development and correction of children’s speech, that is, speech therapy and the learning process are closely related in content and developmental orientation.

This contingent of students is characterized by insufficient development of life competencies, and primarily due to pronounced limitations in the communicative function of speech. Most children have full prerequisites for intellectual development, which, due to the presence of communication barriers, cannot be fully realized.

The third version of the special standard (non-qualifying) is advisable to recommend for teaching children with a complex structure of speech impairment (for example, OHP (level I) in a child with open rhinolalia, or severe dysarthria (anarthria), manifestations of cerebral palsy; OHP (level II) in a child with rhinolalia, complicated by stuttering). This category includes children who have primarily sensory developmental deficits that make communication and learning difficult. Children included in this group have pronounced communication barriers that interfere with the ability to establish verbal interaction with others. As a rule, these children did not receive timely preschool help and are characterized by mental deprivation and behavioral characteristics. They are enrolled in special classes, which are created in a special (correctional) educational institution of type V with the goal of the maximum possible social adaptation, involvement in the process of social integration and personal self-realization.

The academic component of education in this case is significantly reduced, but special attention is paid to the development of writing and reading as effective means of compensating for severe speech dysfunction. The goal of developing children's life competence is to involve them in speech and social interaction with parents and peers through the intensive development of forms and methods of nonverbal and verbal communication, depending on the structure of the defect.

The content of education in a special class is determined by an individual educational program, developed on the basis of the educational program of a given institution, taking into account the characteristics of the psychophysical development and capabilities of students, adopted and implemented by the correctional institution independently. The basis for choosing an individual program

is the conclusion of a consultation based on an in-depth medical and psychological and pedagogical examination.

In this case, the child can receive an education, the level of which is determined by his individual capabilities. The pragmatic component of the academic component is significantly strengthened, and the area of ​​life competence necessary for its life support is expanded to the maximum. The main content of education is the formation of practical skills necessary in typical social and everyday situations, and the mastery of everyday speech skills. The availability of appropriate didactic material and the use of alternative and augmentative forms of communication are of great importance.

The central criterion that determines the possibilities of advancement along two identified lines of development - the academic component and life competence - is the degree and quality of mastery of verbal communication. In this regard, the task of the stage-by-stage development of verbal communication is implemented to varying degrees and by different methods in all three selected versions of the standard.

The implementation of the main theoretical positions of the Federal State Educational Standard justifies a new approach to organizing the educational process related to the need to take into account the various starting opportunities for children with speech impairments to master the qualification level. The qualification level sets the mandatory learning outcomes that speech therapists working at a speech center in a general education school and in a special school of type V for children with speech disorders should be guided by.

This ensures that a significant portion of schoolchildren with speech impairments of varying severity eliminate the manifestations of speech pathology and at the same time equivalence of primary education received in different learning conditions to the level of general education training specified by the state standard.

Focusing on the mandatory results available to children with speech impairments, with the simultaneous use of a set of speech therapy techniques logically integrated into the learning process, makes it possible to most fully reveal the student’s potential abilities and create positive motivation for learning.

The most important condition for mastering the basic educational program of primary general education is the differentiation of students with speech impairments according to the degree of readiness for them to master educational (speech, including) material.

Teaching in a comprehensive school one of the main academic subjects - the Russian language - for children with speech impairments is a very difficult didactic task, since they initially have the necessary prerequisites for its acquisition - full phonemic perception, a normal level of lexical and grammatical development - impaired or not formed to varying degrees. , coherent speech. Limited speech practice and low communicative activity are typical.

Thus, the previous poor linguistic experience of children with speech impairments does not allow them to begin mastering a number of academic subjects on a general basis. It is necessary to include in the content of training specific lessons and speech therapy sessions, which are mandatory

a special program and curriculum aimed at overcoming the existing speech-language deficit and enriching speech experience in various forms of speech activity. In this case it is necessary:

■ coordinate the special educational needs of students with speech impairments with the ability to master program content in the Russian language, mathematics, etc.;

■ identify the real level of speech readiness for mastering the Russian language and determine the relevant areas of correctional work and the corresponding pedagogical conditions (general education school, speech therapy class as part of a general education school, type V secondary school);

■ study the parameters of the individual learning ability of children with various educational needs and, in accordance with this indicator, determine the content and ratio of frontal and individual methods of correction work to eliminate manifestations of speech underdevelopment.

Let us reveal these provisions using the example of the main subject of primary school - “Language and speech practice”.

The main goal is to solve a complex of communicative and cognitive tasks necessary for mastering the main program content of a given academic subject. To do this you should:

Fill the gaps in the speech development of students - eliminate pronunciation defects, manifestations of phonological deficits, agrammatism, expand the vocabulary, that is, create the necessary basis for metalinguistic operations necessary for mastering the theoretical course of the Russian language as an academic subject;

Intensify speech practice, develop dialogic and monologue speech based on enriching and clarifying the vocabulary and practical use of the basic patterns of the grammatical structure of Russian speech.

Thus, for students with speech impairments, the “native language” as an academic subject is an integrated discipline, including courses “Pronunciation” and “Speech Development” specific to a special (correctional) general education school of type V, as well as general education subjects “Teaching literacy” ", "Native language", "Literary reading".

In the language teaching system, the “Pronunciation” section provides communication practice and is propaedeutic in relation to teaching writing and reading, which represent the most common causes of school failure.

The “Pronunciation” section is cross-cutting and involves focusing on the level of development of the sound side of speech and phonemic perception achieved at the previous stage of training, developing skills for clear, correct pronunciation of speech sounds and improving phonemic perception; consolidation of skills in pronunciation and discrimination of sounds, pronunciation of words of different syllabic structures, sentences, intelligibility, pace and fluency of speech, adequate use of intonation means of expressive clear speech.

The “Speech Development” section is aimed at developing the main types of speech based on enriching knowledge about the surrounding reality:

Oral (speaking and listening; conversational-dialogical, descriptive-narrative) and written - writing and reading;

For practical mastery of the basic laws of the grammatical structure of speech, the formation and development of the lexical structure of speech;

Development of coherent speech, corresponding to the laws of logic, grammar, composition, performing a communicative function;

Creating a positive attitude and sustainable motives for learning the native language, awareness of the importance of the Russian language as the state language of the Russian Federation;

Bringing the learning process closer to the communication process, students understanding that language is a phenomenon of national culture and the main means of human communication;

Formation of basic mental processes and functions that are most responsible for the full development and correction of students’ speech activity.

The “Literacy” section includes:

1) developing the skills of correct reading in compliance with intonation, understanding of what is being read and literate writing;

2) prevention of dysgraphia and dyslexia;

3) development of fine motor skills of the hands and coordination of movements;

4) fostering hard work, perseverance, skills in organizing learning space, and a positive attitude towards learning activities.

“Literary reading” is aimed at:

1) on the formation of technical components (correctness, speed, method, expressiveness) of reading and its semantic side;

2) prevention and elimination of written language disorders through reading as an effective correctional tool;

3) understanding of literature as a phenomenon of national and world culture, a means of preserving and transmitting moral values ​​and traditions;

4) awareness of the importance of reading for personal development, the formation of the need for systematic reading;

5) mastering the technique of reading aloud and silently, elementary techniques of interpretation, analysis and transformation of literary, popular science and educational texts using elementary literary concepts;

6) the ability to independently select literature of interest; use reference books to understand and obtain additional information.

The completeness of the assimilation of mathematical material by children with speech impairments is determined by the interaction and degree of development of the speech, activity and cognitive components of mathematical readiness. The study of mathematical readiness reveals difficulties in mastering mathematical material, which can be both common to all children with special needs and specific, depending on the prevailing deficiency of one or another component of mathematical readiness.

The most important prerequisites for teaching a systematic course in mathematics are a sufficient level of development of sensory-perceptual and intellectual functions, the child’s full speech development, and the presence of a certain stock of elementary mathematical concepts. To fill these gaps, a propaedeutic course is being introduced, which includes targeted work on the formation of mathematical speech in the process of mastering mathematical operations.

In the educational process in primary school in type V SCOU, an integrative communicative-speech goal should be realized, that is, the formation of speech interaction in the unity of all its functions (cognitive, regulatory, control-evaluative, etc.) in accordance with various situations.

To the greatest extent, verbal communication skills are formed in the lessons of the linguistic cycle (speech development, reading, pronunciation, Russian

language) and in individual speech therapy sessions. At the same time, there is a close connection with other subject disciplines (mathematics, natural history, drawing, etc.), on which the learned speech actions and tactics are consolidated.

The parameters for assessing the success of learning should reflect the development of educational skills within the academic component in comparison with the level of development of communicative competence based on the starting capabilities of communication in various forms of speech disorders, which makes it possible to obtain a holistic assessment of the quality of education of a child with speech disorders.

The SFGOS project defines the main content areas of education for children with special education needs within each category of children with speech impairments, in connection with the solution of correctional tasks aimed at eliminating various manifestations of immaturity of oral and written speech.

The extremely diverse composition of students with speech impairments in terms of severity, impact on the educational and communicative capabilities of children requires constant improvement of the system of mass and special education, the development of a variable training standard, differentiated and individual forms of organizing educational and speech therapy work, the possibility of modeling the educational program and training routes for each specific child. The quality of education for children with disabilities should be consistent with the requirements for the education of children with normal development.

Now speech therapists have a new strategic task - the implementation in practice of the new productive concept of the SFGOS Project, developed at IKP RAO.

Bibliography

Levina R.E. Speech and writing disorders in children: selected. tr. M.: Arkti, 2005. 222 p.

Malofeev N.N., Goncharova E.L., Nikolskaya O.S., Kukushkina O.I. Special federal state standard for general education of children with disabilities: basic provisions of the concept // Defectology. 2009. No. 1

Malofeev N.N., Nikolskaya O.S., Kukushkina O.I. Children with developmental disabilities in a comprehensive school: general and special requirements for

learning results // Defectology. 2010. No. 5.