NVONR Mildly expressed general underdevelopment of speech
Characteristics of children with “ MILDLY SPECIFIC GENERAL SPEECH UNDERDEVELOPMENT (GNSID)”
Children in this category experience persistent difficulties in mastering the primary education program of a general education school due to insufficient development of speech function and psychological prerequisites for mastering full-fledged educational activities.
I. Violations of the phonetic-phonemic component of the speech system.
1. Defective pronunciation of 2-5 sounds, extending to one or two groups of oppositional sounds. In some children who have undergone preschool correctional education, the pronunciation of sounds may be within the normal range or insufficiently intelligible (“blurred”).
2. Insufficient formation of phonemic processes.
As a result, children in this category experience:
a) insufficient formation of prerequisites for the spontaneous development of skills in analysis and synthesis of the sound composition of a word;
b) insufficient development of prerequisites for successful mastery of literacy;
c) difficulties in mastering writing and reading (the presence of specific dysgraphic errors against the background of a large number of various others).
II. Violations of the lexico-grammatical component of the speech system.
1. The vocabulary is limited to everyday topics and is qualitatively defective (illegal expansion or narrowing of the meanings of words; errors in the use of words; confusion in meaning and acoustic properties).
2. The grammatical structure is not sufficiently formed. There are no complex syntactic constructions in the speech; there are multiple agrammatisms in sentences of simple syntactic constructions.
As a result, children in this category experience:
a) insufficient understanding of educational tasks, instructions, instructions of the teacher;
b) difficulties in mastering educational concepts and terms;
c) difficulties in forming and formulating one’s own thoughts in the process of educational work;
d) insufficient development of coherent speech.
III. Psychological characteristics.
1. Unstable attention.
2. Lack of observation in relation to linguistic phenomena.
3. Insufficient development of switching ability.
4. Insufficient development of verbal and logical thinking.
5. Insufficient ability to memorize predominantly verbal material.
6. Insufficient development of self-control, mainly in the field of linguistic phenomena.
7. Insufficient formation of voluntariness in communication and activity.
Consequence:
a) insufficient development of psychological prerequisites for mastering full-fledged skills of educational activities;
b) difficulties in developing educational skills (planning upcoming work; determining ways and means to achieve an educational goal; monitoring activities; ability to work at a certain pace).
Education of children with special needs in a secondary school
The word “inclusion” - inclusion - comes from the verb “include” (of French origin) and means “to contain, include, embrace, have in its composition.” Nowadays, this word is becoming a term that largely reflects a new view not only on education, but also on the place of a person in society. Inclusion is the central idea of the development of modern education, affecting deep social and value changes in our society. At the heart of inclusion is the idea of an inclusive society. It means that any person (of another race, religion, culture, person with disabilities) can be included in social relations. The group of children with disabilities also includes children with special needs.
General speech underdevelopment (GSD) is a condition associated with improper formation of a child’s speech. Most often, this speech therapy disease is detected at the age of 3 years, when the child begins to actively use speech. General underdevelopment of speech is not a symptom of any disease in the child and manifests itself in most cases with insufficient verbal attention to the child from the parents. In some cases, OHP may develop against the background of late correction of oral pathology. This may be a short hyoid frenulum, a cleft of the soft or hard palate. By the age of five, children with OPD usually pronounce 10 to 20 sounds incorrectly. The natural problems of such children in older preschool age are: poorly developed analysis and synthesis of phonemes, the child cannot distinguish sounds that are similar in sound or pronunciation, often makes incorrect replacements of soft phonemes with hard ones, voiced with voiceless ones, the child may miss syllables or sounds in words. The vocabulary of children with ODD is poor. Their stories are schematic and primitive; the child does not use different parts of speech, but tries to shorten the sentence as much as possible. There are frequent inaccuracies in word agreement, omissions or substitutions of prepositions. ONR is thus a violation of all components of the language system: phonetics, vocabulary, grammar.
As a rule, a child with OHP develops memory, attention, articulatory and finger motor skills, as well as logical thinking and other processes slowly. Violation of attention and memory is manifested in such children in the following ways: they have difficulty restoring the order of objects or pictures after rearranging them, do not notice inaccuracies in joke drawings, and do not always identify objects, geometric figures or words according to a given characteristic. For example, they cannot show only squares or only red figures on a piece of paper. It is important to note that disturbances of attention and memory mostly affect voluntary activity. And concentration and memorization on an involuntary level occurs much better.
Violations of articulatory motor skills are manifested in the vagueness and weakness of the movements of the organs of articulation when pronouncing sounds. It is difficult for children to hold the bow or vice versa, they cannot reach the alveoli with their tongue, etc. All articulation disorders lead to defective pronunciation of sounds. The connection between finger motor skills and speech function was recently confirmed by research by scientists at the Institute of Physiology of Children and Adolescents. If finger movements are age appropriate, speech is age appropriate. In the vast majority of children with OHP, the fingers are inactive, movements are imprecise, and poorly coordinated. Many people hold a spoon in their fist or have difficulty grasping a brush and pencil correctly, sometimes they cannot fasten a button, lace their shoes, etc. The verbal and logical thinking of children with speech underdevelopment is somewhat below the age norm. Children cannot generalize objects into groups or construct logically connected, consistent descriptions of plot pictures. Children's judgments are usually very short, abrupt, verbally poor, and sometimes logically inconsistent. All of the above processes are closely related to speech, and sometimes it is difficult to determine what is the cause and what is the effect. The characteristic features of a child with ODD will always be immediately noticeable to any teacher or educator. This manifests itself in classes, play and everyday activities. During classes, the child quickly gets tired, begins to fidget, talk, i.e. stops understanding educational material. Or, on the contrary, he sits quietly, but does not answer questions or answers inappropriately, does not understand tasks, and sometimes cannot repeat a friend’s answer.
OSD belongs to the group of disabilities, but often children with such a speech disorder end up in regular comprehensive schools and kindergartens, because the state law on inclusive education is currently in force. In such cases, the teacher faces a number of tasks: diagnostic, preventive, correctional and pedagogical, organizational and methodological, advisory, coordinating, control and evaluation. All of them need to be implemented comprehensively. Ignoring at least one of them inevitably leads to a deterioration in the quality of work on subsequent ones and a decrease in the quality of educational and correctional work with the child as a whole. At the same time, the teacher should not forget the fairly strong potential of other participants in the correctional educational process: the teaching staff, parents, the child himself, who can significantly influence the effectiveness of the educational process.
Educating a child with special needs development disorder in a regular educational institution requires the joint and well-organized work of a teacher at an educational institution, a speech pathologist or speech therapist, and, possibly, a psychologist. Since such children often experience a number of psychological difficulties when they begin studying in a regular secondary school. The speech of a child with ODD is clearly different from the speech of a healthy child. The general education school program requires the child to be constantly active in the classroom. Children often answer orally from their seats or at the board. and this is a lot of stress for children with speech impediments. In general education schools, classes usually include a large number of children, which creates a lot of difficulties for a child with a speech disorder. First, there is a large audience to answer to. Secondly, it is a wide circle of communication. Often such children become withdrawn, shy, and do not make contact well, due to the fact that they experience obvious discomfort in the process of speech activity. This can provoke the appearance of logoneuroses due to the child’s constant worries and anxiety.
But not only the child with a speech disorder experiences problems when studying in a public school, but also the children who study in the same class with him. Mimicking, for example, can provoke conflicts in the classroom; imitation can lead to copying the speech style of a child who stutters, or his way of reading. The teacher may encounter manifestations of negativism, increased aggressiveness or vulnerability, and touchiness of some children. In the process of communication, children show increased excitability and excessive motor activity, while others, on the contrary, are lethargic, apathetic, and do not show interest in games. There are children with an obsessive feeling of fear and increased impressionability. The teacher, starting from meeting the child and throughout the entire education, must be able to establish and maintain communication and contact with such a child. Constant stimulation with positive emotions and learning experiences is important. The teacher’s task is not only to show this child the basics of communication and interaction with the team and society as a whole, but also to create a positive climate in the classroom so that the speech-language pathologist child can learn more comfortably.
Parents often cannot decide to send their child with special needs to a regular school, because they are afraid, first of all, for the negative socialization of the child in the team. They have to find additional speech therapists and psychologists who could accompany the child in the learning process and correct his disorders, which is also a certain problem for parents. Due to the peculiarities in the development of thought processes, the child will need constant assistance in learning and parental supervision. Constant additional work with the child is important.
The teacher requires extensive experience, skills and abilities in working with different children united into a single team. You need to be able to pay special attention to a child with special needs without clearly singling him out from the entire team, because all children are very sensitive. They very accurately feel the teacher’s attitude towards them and other classmates, and if they notice that they were somehow deprived of attention, were not praised, or were not noted for their success in a task like another, then they begin to have a negative attitude towards the teacher. They may refuse to work altogether, or do it without interest and passion. And by this they will show not only their emotions, but still try to attract the teacher’s attention, but now to their negative behavior.
To increase the effectiveness of correctional and developmental work, it is necessary to maintain a single speech regime throughout the day, which means:
- monitoring the speech of each child;
— correction of the child’s speech errors;
— work based on a single lexical and grammatical topic;
— practicing speech clichés during all regime moments;
- introducing a larger volume of new words into children’s speech;
- systematic work on pronunciation and speech in general (as directed by the speech therapist).
Comprehensive correction of OHP and simultaneous implementation of the mass school program is impossible in full for several reasons: a significant part of the educational time is devoted to speech therapy classes and psychologist classes. Children do not have enough knowledge and information; they are often psychologically unprepared for such a load, which is provided in secondary schools. Therefore, it is necessary to constantly diagnose academic performance, taking into account all factors of the child’s development. If necessary, simplify the curriculum and try to adapt it based on the educational capabilities of the child. Children with ODD, as a rule, are weakened, disinhibited, get tired quickly, and increasing the educational load permissible for their age is contraindicated for them. Therefore, the number of classes in some disciplines can be reduced in favor of those that he masters worse.
During the learning process, the teacher must set goals that are implemented during the educational process, namely:
- development of attention and memory - processes closely related to speech;
— improvement of verbal and logical thinking;
— development of articulatory and fine motor skills.
Only an integrated approach to overcoming ODD in children, with the active inclusion of all participants in the educational process, is as effective as possible, contributing to optimal speech correction, increasing the level of speech development, and the formation of general mental skills. Children can, as a result, master the general education program in almost the same way as ordinary children, follow the instructions and instructions of the teacher, control themselves, their general cultural level increases, and their readiness for social interaction is formed.
