ORGANIZATION OF CORRECTIVE AND SPEECH THERAPY WORK TO ELIMINATE SPEECH DISORDERS IN CHILDREN WITH VISUAL IMPAIRMENT
Svetlana F. Brovkina
3rd year student of the faculty of preschool, primary and special education
Belgorod State National Research University,
Belgorod
Scientific supervisor
Alexander V. Markov
senior lecturer
Foreign languages department
NRU BSU
Abstract. The article is devoted to the organization of corrective and logopedic help to children with visual impairment. The article describes the specificity of education and upbringing of this group of children, as well as the methods of teaching visually impaired children. It reviews the requirements for didactic material for children with visual impairments; highlights the main points in planning speech therapy work with children who have different levels of speech development. The article may be useful to kindergarten teachers, teachers, speech therapists and parents.
Key words: speech impairment, children with visual impairment, teaching methods, perception, speech development, corrective and speech therapy work, phonemic hearing, grammatical structure, the level of speech development, emotional-volitional sphere.
Recently, the number of children with various visual pathologies has increased. Studies by L.S. Vygotsky, L.I. Plaksina, L.I. Solntseva note the negative influence of visual impairment on a child's mental development, emotional-volitional sphere and personal qualities. Speech development in such children lags far behind the norm, as visual analyzer disorders fatigue children more quickly, which affects performance and the success of all types of activity.
The work of a speech therapist with children with visual impairments requires knowledge of ophthalmology, visual pedagogy, knowledge of appropriate teaching methods, and the use of visual aids. Successful implementation of speech therapy work is facilitated by a speech therapist's knowledge of the child's visual diagnosis and the stage in their treatment and rehabilitation period, individual visual capabilities (visual acuity) and the level of development of visual perception.
When teaching nonverbal means of communication to children with visual impairments, the main didactic tool is an adult (the visual impairment teacher, educator, parents) who becomes a model for expressing gestures, postures of one or another condition. A great load also falls on the child who has to control the correctness of his or her actions on a narrowed sensory basis (the hand acts and controls at the same time) or to rely on the assessment of the adult. In this connection, it is useful to work on development of visual and aural perception as the basic compensatory functions.
The specifics of teaching and education of children with visual impairments are manifested in the following:
Taking into account general regularities and specific features of children's development.
Formation of methods and ways of learning, playing, working activity on a narrowed sensory basis.
Differentiated and individual approach to the children.
Redistribution of the material, change of terms of its passage, dosage of loads.
Application of special forms and methods of training, original aids and adequate corrective visual aids, optics and typhlo-technical means expanding cognitive abilities of children.
Special design of groups and classrooms.
Creation of special sanitary and hygienic conditions, organization of therapeutic and recreational work. 8.
Individual correctional work of the cognitive, motor, sensory, speech and emotional-volitional spheres.
When organizing speech therapy sessions with children with visual impairments, special attention is paid to the possibility of using the available vision, relief pictures, "magic bags" with a set of toys, cubes and beads for marking sounds, building syllables, words and sentences are used.
Great importance in working with these children in order to form ideas about the diversity of the world of objects is given to natural visualization. Play should be an obligatory element of lessons, as children with profound visual impairments form prerequisites for play activity much later than sighted children.
When selecting or making visual aids, it should be taken into account that a visually impaired child's ability to distinguish images depends on the acuity of central vision, so speech therapists need to
Clearly highlight the general outline of the image.
Reinforce the color contrast of the image.
To distinguish by contour, lines of different thickness, color the main and secondary parts in the image.
Reduce the number of secondary parts.
To select multiplanar subject images, where the foreground, middle and background are clearly allocated.
The perception of colored images stimulates the visual response, activates visual functions, and creates a positive emotional mood in the child.
When planning speech therapy work with children who have the first level of speech development, their good speech base is taken into account, and the main attention is paid to work on improving the phonetic side of speech. Exercises and games are conducted that contribute to the development of auditory attention. Considering that children with visual impairments suffer significantly in the formation of speech-motor images by imitation, we use techniques of mechanical production of sounds, accessible comparisons of the articulation of sounds with images of objects, kinesthetic sensations, etc., elements of amusement are used.
When planning speech therapy work with children who have the second level of speech development, all of the sections used for children in the first group are taken into account and retained. But special attention is paid to vocabulary work and the development of phonemic analysis and synthesis.
In implementing the plan for teaching children with the third and fourth levels of speech development, speech therapists (in agreement with the speech therapists and educators) introduce elements aimed at correcting object-practical, play and cognitive activity. Improvement of motor skills, coordination, orientation in space should be integral.
In work with children with visual impairment, the auditory, tactile, motor analyzers and the kinesthetic sense are involved, since with low visual acuity and lack of formation of visual analysis, a child cannot concentrate attention on the oral image of sounds, and information about the position of articulatory organs from verbal settings is not always correct and accurate.
The importance of visual aids in the correction of pronunciation in children with visual impairment is determined not only by the inaccuracy of visual perceptions of the movements of the articulating organs during work on the sound, but also by the fact that the verbal instruction does not connect the child with the desired movement, as he/she did not see it clearly enough and did not perform the movements according to instructions, so it is necessary to use profiles made of plasticine or a relief drawing in the work.
Working with children who have phonetic-phonematic underdevelopment, in addition to the production of sounds, includes the development of the phonemic system, which includes phonemic perception and phonemic analysis and synthesis.
The main stages of developmental work on the formation of auditory perception in children with visual impairments:
Preparatory, the task of which is to develop prerequisites for phonemic processes.
The main stage, which involves carrying out activities to overcome violations of phonemic processes.
The main methods of teaching visually impaired children should be play methods, since visually impaired children have impaired visual perception and learning activities are formed later, the main methods of teaching can be visual and play.
Work on lexico-grammatical structure is based on compensation of gaps in sensory perception of the surrounding reality, which stem from visual impairment.
Stage 1. Assimilation by children directly of the phenomenon itself with the help of explanations.
Stage 2. Learning to understand the verbal notation of the phenomenon.
Stage 3. Speech practice, in which verbal expressions related to the learned phenomena are consolidated.
Correct perception of objects and phenomena is facilitated by a preliminary verbal outline of the object being examined, by setting questions that direct students' attention to highlighting essential features, properties and qualities, by presenting objects in a certain system of relationships. In connection with the accumulation of object representations new words are learned. Enrichment of the vocabulary is also carried out by introducing children to different ways of word formation.
Work on grammatical forms begins with simple sentences, continues with compound sentences, and ends with the development of coherent speech. The main form of work on coherent speech is free independent statements of the student.
Persons with visual impairments from an early age need corrective assistance. Speech defects inhibit the mental development of such children, and to a greater extent than children with preserved vision. This is due to the fact that in this case speech development is delayed and speech does not perform its compensatory function, which is able to compensate for the defect to a large extent at a normal level of development. Pronunciation defects have a negative impact on speech activity, limit the already narrowed circle of communication of children with visual impairment, both of which hinder the formation of a number of personal qualities or lead to the appearance of negative properties (reticence, negativism, etc.). Hence, the need for timely corrective speech therapy work with children with visual impairments becomes clear.
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