The use of ICT in the work of a speech therapist. The use of ICT in speech therapy practice

The use of various non-traditional methods and techniques in correctional work prevents children from fatigue, supports cognitive activity in children with various speech pathologies, and increases the efficiency of speech therapy work in general.

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Use of ICTspeech therapy classes as a means of optimizing the correctional and pedagogical process

Kushu Anzhela Nalbievna

teacher-speech therapist MBDOU No. 5 "Fairy Tale"

Adygeysk

(slide 1)

AT last years there is an increase in the number of children with speech disorders and, accordingly, there is a need to find the most effective way of teaching this category of children. It is known that the use of various non-traditional methods and techniques in correctional work prevents children from fatigue, supports cognitive activity in children with various speech pathologies, and increases the efficiency of speech therapy work in general. The introduction of computer technology today is a new step in the educational process. Speech therapists not only did not stand aside, but were also actively involved in the process of widespread use of ICT in their practice. To implement correctional tasks, and most importantly, to increase the motivation of children for classes, it is necessary to use computer programs in individual, subgroup, frontal classes, since I believe that these programs can serve as one of the means of optimizing the process of speech correction.

Classes using a computer should be carried out fragmentarily, while the following conditions must be observedto preserve the health of the child, i.e. compliance with SanPiNs:

• use of new computer models
• work with a computer in one lesson for a short time (5-10 minutes) and no more than twice a week (individually, depending on the age of the child, the characteristics of his nervous system);
• carrying out gymnastics for the eyes, during work it is necessary to periodically transfer the child's gaze from the monitor every 1.5-2 minutes. for a few seconds.

inclusion in the classes of a speech therapist teacher of games aimed at the prevention of visual impairment and the development of visual-spatial relations.

The complex structure of disorders in general underdevelopment of speech determines the need for systematic systematic corrective work based on intact types of perception.

The computer, on the other hand, provides ample opportunities for using various analyzer systems in the process of performing and monitoring activities. In particular visualization of the main components oral speech in the form of images accessible to the child allows you to activate compensatory mechanisms based on visual perception. This is facilitated by the joint coordinated work of the motor, auditory and visual analyzers when performing tasks of a computer program.
And since involuntary attention is well developed in preschoolers, the educational material presented in a bright, interesting and accessible form for the child arouses interest and attracts attention. In this case, the use of computer technology becomes especially appropriate, as it allows you to provide information in an attractive way, which not only speeds up the memorization of the content, but also makes it meaningful and long-term.
Noting that new computer technologies are applied in special education primarily for the purpose of correcting violations and general development children with disabilities, the problem of communication between the child and the computer requires special attention. Often a child who realizes that he has a certain disorder is embarrassed by it, he has a fear that he will be ridiculed or misunderstood, self-doubt, his communication abilities, fear of society, which again leads to communication failures. They further strengthen psychological condition uncertainty and inability, which in turn has an adverse effect on the emotional and mental state and development of the child. Communication with a computer becomes somewhat impersonal for the child, and the baby, not being afraid, learns to trust the interlocutor.
One of the advantages of specialized computer training tools is that they can significantly improve motivational readiness children for remedial classes by modeling the correctional-developing computer environment. Within its framework, the child independently carries out his activities, thereby developing the ability to make decisions, learns to bring the work he has begun to the end. Communication with a computer arouses a keen interest among preschoolers, first as a game, and then as a learning activity. This interest underlies the formation of such important structures as cognitive motivation, voluntary memory and attention, and it is these qualities that ensure the psychological readiness of the child to study at school.

• (slide 2) Purpose of using ICTin educational process, as an innovative approach in education, provides fundamentally new opportunities for improving the educational process;
• activation of compensatory mechanisms based on preserved types of perception, development of the abilities of children with disabilities: attention, thinking, hand-eye coordination, cognitive activity, increased self-esteem in intellectual activity, confidence and ability to solve an independently set task based on self-regulation, which ensures psychological readiness for learning at school.

(slide 3)

Usage ICT in speech therapy classes allows:

• Activate cognitive activity children
• Individual approach to each child, using multi-level tasks
• Increase interest in learning (motivation)
• Implement a differentiated approach
• Effectively develop reading, writing, creative skills development
• Form habits learning activities(planning, reflection, self-control)

(slide 4)

The use of ICT is appropriate at any stage of the study of the topic and at any stage:

• When explaining (introducing) new material
• When pinning
• On repeat
• When generalizing
• On examination

When preparing and conducting lessons, a speech therapist uses electronic educational resources:

• Presentations
• Rebuses, isographs, anagrams, crossword puzzles
• Test shells
• Internet resources
• Educational flash games

Even K. D. Ushinsky said: "Children's nature requires visibility."

One of the most successful forms of preparation and provision educational material speech therapy classes can be called a multimedia presentation.

(Slide 5) Multimedia presentation is convenient and effective method presentation of information using computer programs. It combines dynamics, sound and image, i.e. factors that hold the child's attention for the longest time.English proverb reads: " I heard and forgot, I saw and remembered.

The methodological strength of multimedia lies precisely in the fact that it is easier to interest and teach a child when he perceives a coordinated stream of sound and visual images.

That . presentation:

• Depicts things quickly and intelligibly that cannot be expressed in words
• Causes interest and diversifies the process of information transfer
• Enhances the impact of the performance

To strengthen knowledge, develop interest in the subject, children are offeredcreative taskswhich are expressed:

slide 6 Directions of corrective work using ICT

"Articulation gymnastics"With the aid of " Tale of a merry tongue» we fix the correct execution articulation exercises. To work on the sound-producing component of speech, I ordered the Home Speech Therapist program (produced by Novy Disk, 2007). The program helps in automating the set sounds by providing more than 500 colorful slides-pictures. The child himself or with the help of an adult finds words-names for a certain sound. In addition, the program contains samples of the correct sound pronunciation ( isolated sound, tongue twisters, tongue twisters).

Syllabic structure.Opportunities for using ICT in developing development skills syllabic structure words in the classroom for the formation of lexical and grammatical means of language and coherent speech.

Phonemic processeschildren develop in speech games, in the preparation of sound schemes, in learning to read. But application computer games With game tasks is of particular interest. Bright images, real soundtrack, clear voice of the speaker (who directly and sincerely admires the success of the child) - all this is in the multimedia product "Development of Speech", "Learning to Speak Correctly" ("New Disc", 2008), created with the participation of experienced speech therapists . The types of tasks are varied: “listen - identify the desired sound (isolated, in a syllable, in a word)”, “distribute the pictures according to the presence of sound”, “count the syllables”.

Development of lexical and grammatical skills and coherent speech.

Preparing for literacy.To prepare for teaching literacy, the “Bukvarik-Smesharik” (“Studio Petersburg”, 2006) is effective. This computer game allows you to combine sound with a letter. Children listen to a story about the adventures of their favorite heroes, then they see the text of this story and must highlight a certain letter in all the words of the text.

The options for presenting the material are determined by the functions and capabilities of computer programs. These are text materials and cards typed in Word, presentations in PowerPoint, ready-made computer educational and developing games found on the Internet. They can be found on the website "Self-Taught", "Excellent", "Logosauria", "portal" Sun ". Internet is a new information phenomenon. The global computer network for the educational process is a powerful tool that should organically fit into the subjects of educational areas.

Internet:

• Providing opportunities for creative communication and information sharing
• Allows you to use modern technical means, exciting for the student: tutorials, educational games and tests in the subject

Conclusions: ICT can significantly increase the motivational readiness to conduct remedial classes by modeling a remedial - developing computer environment, improve the development of the studied material, and increase the effectiveness of training; the use of modern computer technologies in the classroom has a positive effect on the development of cognitive motivation, voluntary attention and memory of children, independence, concentration, perseverance, empathy, voluntary motor skills of the fingers, creative imagination, vocabulary. ICT helps to develop visual-figurative thinking.

I have been working as a speech therapist for 7 years, trying to keep up with the times. I was interested in the problem of using a computer in speech therapy classes. That's why I contacted her. One of the classes in preschool educational institutions that require additional teaching aids is speech therapy classes. It is no secret that it is speech therapy classes that require more visualization to assimilate the material than any other. This is where the computer comes to the rescue. unlimited possibilities. The computer is becoming a necessary means of teaching children with speech disorders.
In the system of correctional and developmental work using ICT, three main blocks were identified, including the following areas of activity.

1. Working with children:

• individual specialized classes using speech therapy computer technologies and a tablet PC;
• subgroup and frontal speech therapy classes using multimedia presentations;
• speech holidays and entertainment using slide shows;
• diagnostics of speech and mental functions using computer capabilities (creation of a monitoring system).

2. Working with parents:

• interactive forms of interaction using computer speech therapy programs;
• electronic information backpacks (homework assignments on portable storage devices);
• consultative and methodological support (booklets, memos processed on computer equipment);
• creative weeks (speech therapy trainings, organizational and activity game using multimedia presentations).

3. Working with teachers:

• master classes using multimedia presentations;
• workshops with viewing video sketches, videos on interactive equipment;
• presentation of experience with electronic support at various regional and district events;
• creative weeks (viewing integrated remedial classes with their subsequent analysis, speech therapy interactive trainings).

Summary of the lesson on the topic: Sound "C"in the form of a presentation. Your attention is presented with a summary of the lesson on the topic: The sound "C" in the form of a presentation.

The purpose of the lesson: automation of the sound [С] in syllables, in words, in sentences.

The presentation presents game exercises on the:

Development of phonemic hearing;

Consolidation of skills in the formation of diminutive forms; Consolidation of skills in coordinating numerals with nouns; Dividing words into syllables;

Development fine motor skills;

Development of attention, memory, and thinking.

Use of ICT

in the work of a speech therapist

Prepared by:

teacher speech therapist

Krysa M.V.

The use of ICT in the scientific and methodological activities of a speech therapist teacher

Information and computer technologies can be used in the scientific and methodological work of a speech therapist teacher, whichfacilitates the organization of the activities of a speech therapist. Have an opportunity:

preparation of all types of documentation on the organization of the correctional educational process and means Microsoft Office (working programm, planning, reports, abstracts, consultations and recommendations for teachers and parents, tasks with material for fixing at home, booklets, memos, brochures, etc.);

creation of an information bank regulatory framework, bank of information about children with speech disorders.

use of the programexcelfor drawing up graphs and diagrams, processing the results of diagnostic studies.

use of various graphic editors and programs (WinRaR, PinnacleStudioPlus, WindowsmovieMaker, AdobephotoshopCS3, Microsoftoffice) for the processing of video materials that allow presentably arrange visual material for various events held at the preschool educational institution, brochures, booklets and information stands;

In this case, ICTis a means of creating, storinginformation and processing tools.

The use of the Internet information network gives the teacher-speech therapist the opportunity toimprove your professionalskill, get to know the most last news in the field of correctional work with children;

find the right materials for work;

Present yourself on the Web by creating a website or a page on the institution's website.

Participation in Internet projects, competitions, master classes;

· increase the level of self-education and competence with the help of Internet resources, remote events.

It also became possiblecreatione-portfolioteacher.

In this case, ICT helps to systematize the accumulated pedagogical experience, summarize it, analyze the collected material, determine areas of work with teachers, parents and children.

The actual direction of introducing information technologies into the work of a speech therapist is the use of multimedia presentations, interactive exercises and games developed with the help of Power programs point,Flashand other programs.

In order for the child to manage the "tasks-games" on their own without the help of an adult, the Presentation must be translated into a Demonstrationpowerpoint, and she appears before the child in the form of a "game". And this kind of “games” can already be used in work with parents. If there is a computer at home, then mini-games can be given to parents to work out difficulties at home. This is possible because they are made in a standard program, they are easy to copy and these "mini-games" have intuitive controls.

Harmonious combination of traditional means with the use of presentations, games, interactive exercises developed with the help of the program power point, allows you to significantly increase the motivation of children to study and, therefore, significantly reduce the time to overcome speech disorders.

Material and technical base.

The use of modern technologies is impossible if there is no appropriate material and technical base that allows using ICT in working with children. These are the so-called ICT hardware: computer, laptop, multimedia projector, screen; interactive board; printer and copiers; scanner; video recorder; television; music Center; digital camera; video camera; record player. These information technology tools over the past decades have made it possible, real and convenient to collect various kinds information about the environment.

The main ICT tool for the information environment of any education system is a personala computer,the capabilities of which are determined by the software installed on it. Combining the capabilities of a TV, VCR, book, calculator, the computer comes to the child as a universal exciting toy that a speech therapist can and should use as unique opportunity for diversity and individualization of the correctional process, the development of higher mental functions; creating communicative motivation and developing communication skills; intelligence development, cognitive interests, creative abilities.

The type of computer istablet personala computer,- variety , which took shape after the presentation of the hardware and software platform In November . Equipped and allow you to work with or fingers, both with and without use and .

Another of the most common means of ICT istelevision.Telecommunications plays a very important role in people's lives: almost every family has at least one TV set. Educational TV programs are widely used around the world and are a prime example distance learning.

Collection of digital images of the world around the child preschool age leads withusing a digital camera. Gradually, he acquires ICT skills in obtaining high-quality images in parallel with ICT competence, which is expressed in the exact choice of the subject for shooting, the selection of images in accordance with the given purpose, the choice of names for images and folders where images are stored. The child receives subject competence in the field of literacy and speech development, expressed in correct spelling folder names, the ability to build your story from a photograph.

Scanneris a necessary digital tool for the educational process. It allows you to freely use existing non-digital information sources, including the visual works of the children themselves, the pictures they found, etc.

interactive boardallows the educator to enable on-screen presentation of handwritten notes, notes, etc. right in the course of the performance, highlight the bypass on the screen of individual objects and much more.

Directions of corrective work using ICT

Work on sound pronunciation: articulatory gymnastics, automation of sounds, differentiation of sounds.

Literacy education: formation of phonemic analysis and synthesis skills.

Formation of lexico-grammatical categories: vocabulary building, inflection, word formation.

Development of coherent speech: retelling (compilation) of the text based on clarity.

Formation of visual-spatial coordination: the ability to follow the movement of objects.

Correctional and wellness: use of the "mouse" manipulator and the keyboard as a simulator for the development of fine motor skills of the hands.

Timely and complete formation of speech in preschool childhood is one of the main conditions for the normal development of the child and, in the future, his successful schooling. Any delays and disturbances in the development of a child's speech are reflected in the formation of his personality and behavior, determining his future.

AT recent times, along with speech therapy groups, in preschool institutions, speech therapy centers are opened. Relatively new form organizations speech therapy assistance was not chosen by chance. The significant growth of children with speech pathology and the burden of speech therapy diagnoses with somatic and neurological symptoms has become a prerequisite for finding the most effective forms of organization and methods for correcting speech development.

Advantage speech therapy center in that it covers a greater number of children with speech disorders, however, such an organization of work has its own characteristics: a variety of speech disorders forces a speech therapist to conduct classes in an individual or individual subgroup form. Insufficient interest of parents in the final result, short correction terms and the lack of formation of voluntary attention of preschoolers led to the use of ICT in the process of speech correction at a preschool speech center. Computer technology, being a powerful tool for optimizing speech therapy impact, not only help to acquire and consolidate previously acquired knowledge, but also emotionally liberate children, activate and encourage cognitive activity.

However, when using a computer in their classes, a speech therapist must remember that the main goal of the work is to correct speech in order to realize the full communication of the child with other people, so the main part of the lesson should be devoted to direct communication between the speech therapist and the child. It should not be forgotten that computer teaching aids should complement the teacher, and not replace him. Computer technologies should be included in the structure of the traditional individual speech therapy session as additional innovative elements. In this regard, the use of a computer in a speech therapy lesson should be considered as an additional means of work for a short time.

A speech therapist can use the possibilities of ICT at all stages of the correctional process: from examining a child - a speech pathologist to the formation of coherent speech. Regular use of computer technology allows a specialist to accumulate a bank of electronic educational resources: computer speech therapy programs, computer learning games, multimedia presentations, speech therapy simulators and audio material in all areas of correctional work.

After being enrolled in a speech center, a child with a speech disorder undergoes a detailed speech therapy examination for the correct diagnosis to be made by a specialist. The procedure is quite lengthy and not always interesting.

Examination of sound pronunciation (the studied sound should be in different positions: at the beginning, end, middle of a word and in combination with a consonant);

Examination of tested sounds in phrasal speech;

Examination of the pronunciation of words of a complex syllabic structure;

· Examination phonemic perception(determining the location of a given sound in a word, selecting words for a given sound, pronunciation, reproduction of sound, syllable series, etc.);

· Examination of the grammatical structure of speech (coordination of words in phrases and sentences, understanding of gender, number and case, use of prepositions, etc.);

Examination of the state of the child's vocabulary, etc.

Every direction speech therapy examination it is impossible and should not be replaced by computer games, but some tasks can be diversified with the help of ICT. This is of great interest to children due to the realism, dynamism of the image, the use of animated images. At this stage, I use presentations - pictures for all groups of sounds.

The stage of formation of articulatory motility, strengthening the muscles of the speech apparatus and the development of a targeted air jet can last quite a long time. This is due to the need to firmly consolidate the desired motor skill. Using slide presentations with various complexes articulatory gymnastics with poetic accompaniment, will help maintain the interest and performance of the child, in this"technical" period of work on sound.

And even at the stage of sound production, where imitation and explanation play a leading role, it is possible to use computer technologies. Without visualization, mastering the articulation of sound for a preschooler presents a certain difficulty. A schematic representation of the articulation pattern of sound may not always be clear to a preschooler, but dynamic articulation profiles, where you can control the rise of the tongue and correct the wrong one yourself articulation, create a stable visual image articulation of the corrected sound.

But the widest use of computer technology is possible at the stage of automation and differentiation of the set sounds. For working out correct pronunciation the set sound requires repeated repetition of the same material. The child does not want to study, he just gets bored with the daily pronunciation of syllables, words and sentences, naming pictures in order to automate the sound, etc. And then the specialist needs to keep the preschooler’s interest in speech therapy classes for a long time, not to lose the pupil’s desire to learn how to pronounce the sound correctly . It is important to interest the child so that he himself wants to participate in the process of speech correction. And for this, classes should not be boring lessons, but interesting game. Computer games "Learning to speak correctly", "Sound and the letter C", "Home speech therapist", as well as author's games - presentations, prevent fatigue, support cognitive activity in children with various speech pathologies, increase the efficiency of speech therapy work in general.

On the Internet you can find a large number of copyright speech therapy presentations to automate and differentiate any sounds.

It is possible to use computer technologies for the formation of lexical and grammatical means of the language. Presentations - games "One - many", "Count to five", "Fourth extra", "Who is hiding?", "Call it affectionately", "Make the object small" and many others, due to the realism and dynamism of the image, the use of animation, make the process of forming lexico-grammatical categories more interesting and help to achieve the desired result.

An indispensable tool for developing a sense of rhythm, auditory attention, memory and fine motor skills are audio programs:

- "Merry Logorhythm" series "Developer from 1 to 5" by Ekaterina Zheleznova.

- "Absolute hearing" series "Developer from 1 to 5" by Ekaterina Zheleznova.

- "10 mice - finger games with music" series "Developer from 1 to 5" by Ekaterina Zheleznova

- “Five little pigs. Finger games from 2 to 6" by Ekaterina Zheleznova.

- "New speech therapy chants, musical finger gymnastics, outdoor games" N. V. Nishcheva, L. B. Gavrisheva

- “Speech therapy chants” by T. S. Ovchinnikov

It is advisable to use these audio programs not only for a speech therapist teacher, but also for educators, music directors, physical instructors, as full participants in a comprehensive correctional process in a preschool institution.

PRINCIPLES

Construction educational activities with children using ICT

requires adherence to certain didactic principles.

1. The principle of activity child in the learning process has been and remains one of the main ones in didactics. Using ICT, stimulate the cognitive activity of children, thereby increasing interest in speech therapy classes due to the novelty, realism and dynamism of the image, the use of animation effects.

2. Guidedscientific principle, help children learn real knowledge that correctly reflects reality. ICT makes it possible to present realistic, undistorted information materials (photographs, video clips, sound recordings) in a multimedia form.

3. Realizingthe principle of accessibility select visual material, forms and methods of organizing educational activities so that they correspond to the level of preparation of children, their age characteristics I take into account the specifics of children with speech disorders.

4. The principle of systematic and consistent, learning lies in the fact that the assimilation of educational material goes in a certain order, system.

5.The principle of individual learning, ICT is used for individual and group lessons and allows building correctional work taking into account individual educational needs and opportunities.

6. The principle of nurturing education, The use of information and communication technologies makes it possible to educate volitional and moral qualities in children of speech pathologists.

7. The principle of interactivity of computer facilities, the use of computer programs occurs simultaneously with the implementation of feedback in the form of animation of images and symbols and evaluation of the results.

Thus, adherence to traditional didactic principles will create a welcoming atmosphere in classes conducted using ICT.

Tasks solved in the process of using information and computer technologies in correctional and developmental classesRecently, when eliminating speech defects all big role dedicated to new technologies. So computer technologies act as a powerful and effective means of corrective action. A teacher-speech therapist who uses in his work computer equipment, it is necessary to solve problems special education:

Tasks of the familiarization and adaptation cycle:

Familiarization of children with the computer and the rules of conduct when working with it;

Acquaintance of children with computer programs;

Overcoming the psychological barrier between the child and the computer by creating a situation of success;

The formation of children's initial skills in working on a computer using the mouse.

Correctional and educational tasks:

Formation and development of speech and language means in children: sound pronunciation, prosodic components of speech, phonemic analysis and synthesis, lexical and grammatical structure of speech, coherent speech;

Formation and development of skills of educational activity;

A preschool speech center, as a form of organization of speech therapy assistance, has a number of features: a predominantly individual form of work, time-limited periods of correction and wide range speech therapy diagnoses. All this determines the expediency of using computer technologies in the correction process. In children, impaired articulatory skills are formed faster, the time for corrective work on the introduction of set sounds into speech is reduced, self-control over pronunciation is developed, vocabulary is activated, the grammatical structure of speech, coherent speech, and mental processes are improved.

The possibilities of computer technology are unlimited - new games and presentations appear every day. They cover all areas of work of a speech therapist teacher: from diagnostics to the development of the intonational side of speech. And such a variety cannot but please specialists, because the use of ICT in working with preschoolers not only greatly facilitates the work of a speech therapist, but also makes it possible to achieve much better and more stable results in the correction of speech disorders.

While working with a computer, it is necessary to periodically shift the child's gaze from the computer to the side every two minutes for a few seconds. After work is completed, visual gymnastics is mandatory. Example: exercises "Dragonfly", "Caterpillar".

Exhalation.

The exercises are designed to practice correct speech breathing, in particular, to form oral exhalation, smoothness and long exhalation. The exercise can also be used to correct the nasal tone of the voice in children with rhinolalia, dysarthria. In the process of practicing diaphragmatic breathing, a computer simulator can be used as an auxiliary tool that helps to increase the duration and develop a smooth exhalation. At the same time, work is being done on the formation of oral exhalation, the child is offered blowing games: “Blow out the candles”, “Pipe”, “Cup of tea”.

In modern conditions, speech therapists are actively mastering and using information and communication technologies that make it possible to increase the effectiveness of correctional and developmental education of children with complex speech disorders. The use of information and communication technologies opens up great opportunities for optimizing the activities of a speech therapist and creating a modern subject-developing environment for children with special educational needs.

Standard programs Microsoft Word, Microsoft Excel, Microsoft Power Point, Microsoft Publisher, Windows Media Player are used for work. Speech therapy rooms are equipped with computers, a media library is being created - a collection of educational and gaming resources borrowed from sites containing correctional and developmental information, as well as created by speech therapists of our institution:

Tabular (monitoring, differential tables, mimic tables, etc.);

Graphical (speech profiles, examination schedules, diagnostic material);

Sound (melodies without words, songs, sounds and onomatopoeia);

Video information (articulatory gymnastics, films and clips);

Animation;

Pictures;

Photo;

slide show (presentation) lexical topics and directions of correctional and developmental education);

Speech therapy programs "Games for tigers", "Preparation for school" with Luntik, etc.

Classes using a computer are conducted in accordance with the hygienic requirements for organizing training sessions using information and communication technologies, the duration of classes is 5-10 minutes (depending on the age and characteristics of the child's nervous system, but not more than 2 times a week). In individual and subgroup classes with children with general underdevelopment speeches are clarified, formed and fixed visual-spatial orientations - presentation "Naughty", "Where did you hide?", "Where is it?", "Stargazer". In the work on sound pronunciation, video films with articulation gymnastics, diagrams and models, presentations “Singing vowels”, “Consonants agreed”, “Sounds” are used. All this helps to teach children to observe the language, increases interest in the sound side of speech, the word, its semantic meaning, which creates the prerequisites for the formation of phonemic perception. Articulation models reflect the position of the organs of the articulatory apparatus at the moment of pronouncing the sound and correspond to its characteristics, i.e. play the role of visual supports, which, of course, contributes to the active development of children's own pronunciation skills, develops attention, memory, and contributes to the formation of correct articulation patterns. The correct organization of the lesson develops the necessary educational stereotypes in the child. In the first lessons, the child is only asked to observe how the teacher performs the task, commenting in detail on each action performed. After that, the child is invited to work together to complete tasks. The speech therapist explains and shows how to work with the mouse, controls the movements of the child’s fingers, encouraging them to work together with the words: “We will work together, help each other!”. Then the child independently carries out program tasks.

At the lesson, the syllabic structure of well-known and familiar words is initially worked out, then little-known and unknown words to the child. The following types of work are used:

Exercises to complete tasks with a minimum choice;

Exercises for completing tasks with complication (choice of 1 out of 10 with a change in sequence);

Exercises for composing a phrase according to the model;

Self-composing a phrase.

For the formation of word-building processes, lexical-grammatical structure and coherent speech, presentations, slide shows and computer games are used, which are used in correctional work to simulate communication situations, provide an opportunity to create your own scenarios of cartoons, fairy tales. The main thing in this method of work is the accompanying role of a speech therapist, who must introduce the child into a game situation, discuss the actions performed in the game, suggest both their own unfinished topics that children should continue, and topics for creating fabulous and real stories. The use of these programs helps to increase the effectiveness of training, the formation of educational motivation, the development of intellectual and creative abilities.

An important moment in the work of speech therapists was the use of computer diagnostics, which allows you to free up a huge amount of time spent on data processing, plotting and creating a speech profile. Using the standard programs Microsoft Word, Microsoft Excel, Microsoft Power Point, Microsoft Publisher, you can develop printed notebooks for pronunciation lessons. Thanks to their use, the density of the lesson will increase, the effectiveness of the formation, consolidation of speech, as well as general educational skills will increase.

The indisputable advantage of information and communication technologies for speech therapy practice is:

The use of a game form of learning;

Polysensory influence, i.e. auditory perception of information is combined with reliance on visual control, which makes it possible to use safe analyzers and makes it possible to create effective compensatory mechanisms;

Differentiated approach to learning;

Objectivity - fixing the initial, intermediate and final data of the state of the corrected function;

Formation of persistent motivation and arbitrary cognitive interests;

Increasing the child's self-esteem (reward system - computer heroes, sound effects);

Formation of cooperation between the child, the speech therapist teacher, teachers and parents;

Activation of work with parents, increasing the competence of parents in the correctional and developmental process;

Saving time resources.

The resources provided by information and communication technologies create conditions for professional self-development: it is the possibility of using electronic textbooks, articles in speech therapy practice, studying the results of speech therapy research by Russian scientists, familiarizing with the progressive experience of foreign specialists, exchanging information with colleagues via e-mail, participating in professional Internet - conferences, seminars and competitions.

Target: Show the role and significance of the formation of phonemic hearing and perception in children of older preschool age.

Tasks:

· Increase your own level of knowledge by studying the necessary literature on the topic of self-education, visiting the Moscow Region.Overview of information on the Internet resources on the topic under study.

· Develop a long-term plan for working with children.

· Prepare monitoring of speech therapy examination at the beginning and end of the academic year.

· To study the state of phonemic hearing and perception of older preschool children.

· Prepare and conduct consultations for teachers on the topic

“ Formation of phonemic hearing and perception in speech in children of senior preschool age”.

· Take part in PMPK, pedagogical councils and methodological associations.

· Summarize and disseminate experience in this area.

· Arrange in the office a corner "Attentive ears".

· Create as much didactic material as possible that affects the formation and development of phonemic hearing and perception in children's speech and experimentally test its effectiveness.

· With the help of didactic games, encourage children to make as much effort as possible in the work on the formation of phonemic hearing and perception.

· With the help of didactic games, arouse interest in speech therapy work.

· Instill a love for the book, develop speech with the help of children's literature.

WORKING WITH TEACHERS

Speech at the teachers' council, methodical association, conference;

Participation in professional competitions;

Participation in webinars.

In the conditions of a speech classroom, the use of copyright slide presentations by a teacher-speech therapist at teachers' councils, RMS, conferences makes it possible to present the material in an attractive way, bring the visual effect and help to learn the material faster and in full. Educators are also encouraged to use slide presentations when conducting articulation and finger gymnastics, the development of lexical and grammatical categories and coherent speech.

WORKING WITH PARENTS

Speech therapy work with preschoolers, in a speech classroom, involves the active involvement of parents in the correctional process and the consolidation of new speech skills in a family environment. The use of ICT makes it possible to increase the awareness of parents in the education and training of speech pathologists.

Speaking at meetings

Participation in creative competitions for children

Production of booklets, memos, recommendations for parents

Advisory help on the pages of a personal site

WORK ON THE PAGES OF THE PERSONAL SITE

When implementing the tasks of preventive, advisory and methodological activities, I actively use a personal website, a kindergarten website, which allows us to unite all participants in the educational process in solving the problems of correctional speech work.

Let us dwell on the features of the site that allow a speech therapist to use it in practice: publicity, which makes the materials available for reading by colleagues, parents; the ability to leave comments that are also available for reading, receive feedback from parents, colleagues, responding to comments; allows you to reflect the events taking place in the life of the team, in the life of an individual (achievements of children, the activities of a teacher); authorship. The personal site has the function of storing an electronic portfolio, an electronic library, documents, teaching materials, useful links, own developments, photos, videos.

However, it should be remembered that the use of ICT does not replace the live communication between the speech therapist and the child, the speech therapist and parents, but complements it. The use of ICT in combination with traditional methods allow the teacher-speech therapist not only to keep up with the times, fulfilling the requirements of the law, but also to optimize, systematize their work in a speech classroom, significantly increase the efficiency of the correctional educational process.

As part of the preventive work carried out by me at the preschool educational institution, a self-education plan was developed aimed at developing phonemic perceptionthrough games, play exercises and graphic symbols in children with speech disorders.The question of the need for such work arose at the intersection of two problems. On the one hand, during the annual examination of the speech of children in the middle groups, violations of phonemic perception are found in almost 70% of the examined. Among them are children who do not have gross speech disorders, and children with normal speech. On the other hand, the development of phonemic perception in the system in children aged 3-5 years according to the program of T.N. Doronova “Rainbow” is not carried out in preschool educational institutions. The question arises of what needs to be done so that by the time of the examination, the state of phonemic perception in five-year-old children would correspond to the age norm. In this regard, a set of measures was developed to help solve this problem.

The goal of the first year of implementation The plan was the development of non-speech hearing in children of middle preschool age as a prerequisite for the formation of speech hearing and phonemic processes in general.

During the first year, the following work was carried out:

· work on self-education was carried out: scientific, pedagogical and special literature on the problem of the project was studied;

· criteria for diagnosing the level of development of non-speech hearing in preschool children have been developed;

· a work plan for the implementation of the project was developed;

· the directions in which the development of non-speech hearing is carried out are determined;

· developed and implemented thematic plan conducting games that allow stimulating the development of the prerequisites for the formation of phonemic perception in children;

· a card file of didactic games for the development of non-speech hearing was compiled;

· counseling for educators early development phonemic perception as a key to successful literacy

· parents were consulted on the possibility of developing non-speech hearing at home;

Studied during the year methodical literature: Tkachenko T.A. “Preparing preschoolers for reading and writing: phonetic symbols”; Baranova V.V. "Formation of skills of sound-syllabic analysis and synthesis in preschoolers with speech disorders through visual modeling"; Karelskaya E.A. "The Use of Symbols in Working on Sounds".Independently studied the material on the sites:

Used in the work on the development of phonemic perception of the game and game techniques of various directions:

1 block of games included only those games that were aimed at developing the ability to distinguish among preschoolers non-speech sounds by way of sound.

Block 2 - games to determine the direction of sound.

Block 3 - games aimed at developing preschoolers the ability to distinguish non-speech sounds according to the tempo of sound.

Block 4 - games aimed at developing preschoolers the ability to distinguish non-speech sounds by the strength of the sound.

Block 5 - games aimed at developing the ability of preschoolers to identify equally sounding non-speech sounds.

Block 6 - games aimed at developing the ability of preschoolers to distinguish between non-speech sounds in terms of pitch.

Block 7 - games aimed at developing preschoolers the ability to distinguish non-speech sounds by the duration of the sound.

The main methods for developing auditory perception are:

· Practical - didactic games. The game method involves the use of various components gaming activity in combination with other techniques: showing, explaining, indicating, questions.

· Visual - observation, looking at pictures, toys, as well as showing a sample of the task.

· Verbal method - an explanation, an explanation of how the task should be performed.

During the games, the following were used: musical toys, boxes filled with various cereals, various household items (cellophane bags, zippers), etc.

The development of games and game exercises was based on Toolkit Lukina N.A., Nikkenen I.I. "Teach me to hear" (Development of auditory perception, attention and memory). »