Plan of interaction between a speech therapist teacher and educators. Interaction in the work of a speech therapist teacher and educators (generalization of the experience of the problem group)

The ability to write and the process of writing a text itself is a complex, inherently psychological process that psychologists put on a par with such a person’s ability as speech and perception of information, in its spontaneous and systemic form, as well as human motor abilities.

Under medical term- agraphia doctors mean a disorder in the very process of writing, due to, but all movements of the arm and hand are preserved. Intelligence, mental abilities are also fully preserved, as well as already acquired writing skills.

The disease itself arises and develops as a result of a lesion in a patient of the left side of the cerebral cortex in right-handers or the right hemisphere in left-handers.

Types of disorder - their features

There are the following types of graphics:

Pure or amnestic- in this case, the patient has a failure in writing when the text is written from dictation or it is written from a sound original, and when copying, the ability to write is more or less preserved. Often in its course it is combined with, acting as its vivid symptom, and in the severe form of its course, it manifests itself in the mirror spelling of words. In the latter case, a mirror subspecies of pure agraphia develops.
Apraxic form of pathology- manifests itself as an independent disease or may be a manifestation of an ideational one. The child is simply unable to figure out how to hold the pen, and subsequent movements do not help. correct spelling letters and words, their sequence. This form of the disorder is diagnosed with any type of writing, both under oral dictation, and with self-copying of the text.
Aphatic form of violation is formed when the left temporal cortex in the structure of the brain is affected, which causes problems with auditory and speech memory, as well as a phonemic variety of hearing.
Constructive form of disorder- develops with a constructive variety of pathological changes in the brain.

What parts of the brain are affected

With damage to the left temporal cortex in the brain, an aphasic form of pathology develops, which provokes a violation in the auditory-speech type of memory and damage to the phonemic type of hearing.

If disorders are diagnosed in the work of the posterior sections of the 2nd frontal gyrus, located in the patient's dominant hemisphere, then doctors diagnose a pure form of agraphia that is not associated with other pathologies and diseases.

If the patient writes in a mirror order, a mirror subspecies of the disorder develops, and this form of pathology is most often diagnosed in left-handed people, in intellectually retarded patients, in case of a failure in the process of interaction between the hemispheres of the brain.

Dysgraphia is a special case of agraphia

Symptoms of the pathology may vary - it depends on the root cause of the development of the disease. Children diagnosed with dysgraphia are smart, with high level intelligence, they can keep up with other school subjects, but they make a lot of mistakes in their notebooks, confusing the spelling of such letters as P and Z, E and b.

Where to look for the reason?

Doctors call the main reason that provokes the development of agraphia.

provoke this disorder may also include the following factors:

or development or ;
negative effect on the body and brain of toxins;
inflammatory processes provoked.

Often the cause of the development of this pathology is a birth injury - at a younger age, the child cannot speak, does not learn to write, at an older age, a failure in writing in its course is combined with the inability to express one's thoughts with the help of oral speech.

Also, a failure in the ability to write can also be a sign of the development of another pathology, the course of an underlying disease, for example, during development - this violation indicates the development of a lesion on the verge of the temporal and parietal lobes of the brain. In children or adults, the phonemic perception of information and its interpretation into graphic symbols are disturbed.

As medical statistics show, children more often suffer from agraphia, who have underdevelopment of oral speech, development of language, vocabulary did not reach their age level of development.

Complete the clinical picture

The most striking manifestation of the disease is a complete and irreversible loss of the ability to write. There is a strong disturbance in the structure of the word itself, letters are omitted, the patient is unable to connect syllables, but the intellect remains intact, and previously developed writing skills are not impaired.

A child or an adult cannot write a text from dictation or simply rewrite it from the original, the mirror placement of letters, words and whole sentences manifests itself.

Establishing diagnosis

The process of diagnosing the violation itself is not difficult. At the very beginning, the doctor conducts a detailed examination of the patient, conducts, studies an example of the patient's text. In practice, it is more difficult to diagnose the root cause that leads to the development of this disease.

At the beginning, the brain is examined and the lesion is identified and, as a result, the cause of the disorder. To do this, the doctor conducts a survey of the patient and parents, if it is a child, then additional methods of neurological examination are used - or, an x-ray examination of the skull.

Doctors also use in the process of diagnosing,.

Treatment and correction

First of all, the patient is registered with a neurologist, a course of medication is prescribed, and writing skills are re-trained according to a specially designed program.

In it, first of all, the goal is to overcome inertia in the links responsible for the structure of the syllable, the choice of words and the restoration of all language functions, speech - both its written form and oral. With an adult and a child, specialists conduct both individual and collective classes, only in this way a positive effect is achieved.

The patient is under the control of a psychiatrist and a speech therapist, where he takes a course of psychiatry and speech therapy lessons. As an example, rhythmic exercises that will help restore the work of the cerebral cortex.

Exercise therapy also has a positive effect on the level mental development patient, since the relationship between movement, physical and motor activity and mental training of one or another affected part of the brain has been scientifically proven.

Music and singing help develop the motor skills of the vocal cords, muscles and ligaments of the larynx. game on musical instruments helps to develop finger motor skills, which also has a beneficial effect on the work of the cerebral hemispheres.

Treatment practices a course of treatment with a speech therapist - logo-rhythm and musical exercises render the most positive result in the treatment of agraphia.

The main thing when the first problems with writing appear is not to start the disease, but you need to contact a specialist. Among which are a speech therapist or a neurologist, a psychotherapist. You should never take risks and you need to contact the doctors in a timely manner. Only in this way can the pathology be eliminated in a timely manner.

AT primary school In general education schools, there are children whose process of mastering writing and reading is impaired. Partial breakdown processes of reading and writing are denoted by the terms dyslexia and dysgraphia. Their main symptom is the presence of persistent specific errors, the occurrence of which in students of a general education school is not associated with a decrease in intellectual development, or with severe hearing and vision impairments, or with irregularity. schooling. Dyslexia and dysgraphia usually occur together. A complete inability to master writing and reading is called agraphia and alexia, respectively. The causes of dysgraphia and dyslexia are associated with a violation of the interaction of various analyzer systems of the cerebral cortex.

Dysgraphia manifests itself in persistent and repetitive writing errors. These errors are usually grouped according to following principles: displacement and replacement of letters; distortion of the sound-syllabic structure of the word; spelling disorders individual words in a sentence - breaking a word into parts, merged spelling of words in a sentence; agrammatism; mixing letters by optical similarity.

Violation of writing in the form of dysgraphia is closely related to the insufficient readiness of mental processes that are formed during the development of oral speech. It is during the period of mastering oral speech that generalized concepts of the sound and morphological composition of the word are created on a purely practical level, which subsequently, when the child moves to literacy and spelling, contributes to their conscious assimilation. To master literacy and the phonetic and morphological principles inherent in Russian writing, a child must be able to separate the sound side of a word from the semantic one, analyze the sound composition of a word clearly pronounced in all its parts. For fluent oral speech, it is often sufficient to clearly pronounce only those sounds that are necessary for understanding the word (semantic sounds). Those sounds that are less related to the listener's understanding of the word are pronounced less carefully and definitely in natural speech. Too clear articulation of all the sound elements of the word contradicts the orthoepic requirements of the language. At the same time, in the process of normal speech ontogenesis, a child acquires a fairly accurate idea of the sound composition of a word, including its unclearly pronounced elements. This turns out to be possible due to linguistic generalizations that develop with the constant comparison of words with each other. In the process of correlating sound elements that reflect the difference between lexical and grammatical meanings words, the child's cognitive processes are being prepared for understanding the relationship between orthoepy and spelling. Successful mastery of writing is preceded not only by the accumulation of a sufficient vocabulary, but also by the presence in speech experience of a conscious analysis of words according to adequate signs of correlating orthoepy and spelling. So, the child must be aware that the words fly in, fly in have the same root. The normal formation of oral speech is accompanied by the accumulated experience of cognitive work both in the field of elementary sound generalizations and in the field of morphological analysis.

Children with speech underdevelopment do not master this level of linguistic generalization and, accordingly, are not ready to master such a complex analytical and synthetic activity as writing.

Currently, it is customary to distinguish several types of dysgraphia.

Articulatory-acoustic dysgraphia. With this form of dysgraphia, children experience various distortions of sound pronunciation (phonetic disorders) and insufficiency phonemic perception speech sounds, differing in subtle acoustic-articulatory features and (phonetic-phonemic disorders). Articulatory-acoustic dysgraphia manifests itself mainly in the substitutions of letters that correspond to the substitutions of sounds in the child's oral speech. Sometimes substitutions of letters remain in the child's letter even after they are eliminated in oral speech. According to R. E. Levina (1959), this is because children with speech pathology do not develop generalized concepts about the sound and morphological composition of the word during the period of mastering oral speech. Normally, it is the creation of these generalizations that allows students to primary school consciously move on to the acquisition of literacy and spelling.

Acoustic dysgraphia. In children with this form of dysgraphia, the processes of phonemic perception are not well formed. This is manifested in the substitutions and mixtures of letters, which denote sounds that differ in subtle acoustic-articulatory features. For example, substitutions and displacements of letters denoting whistling and hissing sounds; voiced and deaf; soft and hard; sounds r and l; substitutions of letters denoting vowel sounds. In addition, children may have a lack of development sound analysis and synthesis, which manifests itself in writing in the form of the following specific errors: omissions, insertions, permutations, repetitions of letters or syllables. The omissions of letters indicate that the child does not isolate all of its sound components (“snks” - sledges) in the composition of the word. The permutations and repetitions of letters and syllables are an expression of the difficulties in analyzing the sequences of sounds in a word (“korvom” - a carpet, “sugar” - sugar). Insertions of vowels are more often observed with consonant clusters, which is explained by the overtone that appears when the word is spoken slowly during writing and resembles a reduced vowel (“girl”, “Alexandar”).

Dysgraphia associated with impairment language analysis and synthesis. This form of dysgraphia is due to the fact that students do not isolate stable speech units and their elements in the speech flow. This leads to the continuous spelling of adjacent words, prepositions and conjunctions with the subsequent word ("on a tree"); to the separate writing of parts of the word, more often the prefix and the root (“and dut”).

Agrammatical dysgraphia. This form of dysgraphia is more clearly traced than others due to the lack of development of the grammatical side of oral speech in children. In writing, grammatical connections between words are violated, as well as semantic connections between sentences.

Optical dysgraphia is associated with underdevelopment of spatial representations, analysis and synthesis of visual perception.

This is manifested in the replacements and distortions of letters similar in outline (d - b, t - w, and - w, p - t, x - w, l - m), incorrect arrangement of letter elements, etc. This type of dysgraphia includes the so-called "mirror writing".

A child with dysgraphia usually has difficulty developing graphic skills, resulting in uneven handwriting. Child's difficulty in choosing desired letter give a characteristic casual look to the letter. It is full of corrections and corrections.

Dyslexia as a partial disorder of the process of mastering reading is manifested in numerous repeated errors in the form of substitutions, permutations, omissions of letters, etc., which is due to the unformed mental functions that ensure the process of mastering reading. Mistakes in dyslexia are persistent.

There are the following forms of dyslexia

phonemic dyslexia. It is observed in children with unformed functions of phonemic perception, analysis and synthesis. Children in the process of reading confuse letters denoting sounds that are similar in acoustic and articulatory parameters. With the underdevelopment of the functions of phonemic analysis and synthesis, letter-by-letter reading, distortion of the sound-syllabic structure of the word (inserts, omissions, permutations) are observed.

Semantic dyslexia is due to the unformed processes of evucosyllabic synthesis and the lack of differentiated ideas about syntactic links inside the offer. Such children master the technique of reading, but they read mechanically, without understanding the meaning of what they read.

Agrammatical dyslexia is observed in children with unformed grammatical side of oral speech. When reading sentences, grammatical errors are observed.

Mnestic dyslexia is associated with a violation of the establishment of associative links between visually letters and an auditory way of sound, i.e. children cannot remember letters and match them with the corresponding sounds.

Optical dyslexia is caused by the same mechanisms as optical dysgraphia. When reading, letters similar in outline are mixed and interchanged by children. Sometimes "mirror reading" can be observed.

Children with dysgraphia and dyslexia need speech therapy classes, which use special methods for the formation of writing and reading skills.

Clinical-psychological-pedagogical characteristics of children with speech disorders

Children with speech disorders usually have functional or organic deviations in the state of the central nervous system.

The presence of an organic brain lesion determines that these children do not tolerate heat, stuffiness, riding in transport, long swings, they often complain of headaches, nausea and dizziness. Many of them have various motor disorders: imbalance, coordination of movements, undifferentiated movements of the fingers and articulatory movements (i.e., unformed general and oral praxis).

Such children are quickly exhausted and fed up with any kind of activity (i.e., they get tired quickly). They are characterized by irritability, increased excitability. Motor disinhibition, cannot sit still, fiddle with something in their hands, dangle their legs, etc. They are emotionally unstable, the mood changes quickly. Often there are mood disorders with the manifestation of aggression, obsession, anxiety. Much less often they have lethargy and lethargy. These children tire quite quickly, and this fatigue accumulates during the day towards the evening, as well as towards the end of the week. Fatigue affects general behavior child, on his well-being. This can manifest itself in increased headaches, sleep disturbance, lethargy, or, conversely, increased motor activity. It is difficult for such children to maintain perseverance, efficiency and voluntary attention throughout the lesson. Their motor disinhibition can be expressed in the fact that they show motor restlessness while sitting in class, get up, walk around the classroom, run out into the corridor during the lesson. During the break, children are overly excitable, do not respond to comments, and after the break they can hardly concentrate on the lesson.

As a rule, such children have instability of attention and memory, especially speech, low level understanding of verbal instructions, insufficiency of the regulatory function of speech, low level of control over own activities, violation cognitive activity, low mental performance.

The mental state of these children is unstable, and therefore their performance changes dramatically. During the period of psychosomatic well-being, such children can achieve quite high results in their studies.

Children with functional deviations in the state of the central nervous system are emotionally reactive, easily give neurotic reactions and even disorders in response to a remark, a bad mark, a disrespectful attitude from the teacher and children. Their behavior may be characterized by negativism, increased excitability, aggression, or, on the contrary, increased shyness, indecision, fearfulness. All this as a whole testifies to the special state of the central nervous system of children suffering from speech disorders.

The system of special institutions for children with speech disorders

In addition to special kindergartens for children with speech disorders, there are special (speech therapy) groups in kindergartens general type, as well as speech therapy points in general kindergartens. At general education schools, there are points of correctional and pedagogical assistance, where a defectologist provides assistance to children with speech disorders and learning difficulties. In addition, there are special schools for children with severe speech disorders.

Regardless of the type of institution, speech therapy assistance received by persons with speech disorders is carried out only under the conditions of a comprehensive medical, psychological and pedagogical impact. It involves the inclusion in the process of rehabilitation work of a number of specialists (speech therapist, doctor, psychologist) according to the needs of a child or adult with speech pathology.

Since speech is a complex mental function, a deviation in its development and its violation, as a rule, are a sign of serious changes in the state of the central nervous system. This means that not only speech suffers, but all higher mental functions in general. Children with speech pathology tend to have greater or lesser learning difficulties. At the same time, the vast majority of children with speech disorders study in general education schools. Since the pronounced symptoms speech disorders in school age may already be absent, teachers often associate difficulties in teaching such children with the shortcomings of education, low control by parents, and social neglect. However, these children require special attention from teachers.

First of all, children who have learning difficulties and, especially in mastering the process of writing and reading, should be referred to a defectologist. In addition, these children need a more favorable (facilitated) learning regimen. This mode is characterized by a decrease in the level of requirements for assimilation program material, but the organization of the training regime. First of all, they need special psychological support from the side of the teacher. This is expressed in encouragement, soft tone of remarks, encouragement, etc. The tasks that are set for the class as a whole in educational process, for such children should be detailed, instructions should be more detailed, that is, be accessible for understanding and implementation.

In cases where a child has persistent writing and reading errors, he should not be forced to repeat the same tasks over and over again. In this case, the child needs specialized speech therapy assistance using corrective methods teaching writing and reading.

When communicating with students with learning difficulties, the teacher should pay great attention to the quality of his speech, since the quality of perception will depend on this. educational material children. The speech of the teacher should be slow, measured, consist of short and clear sentences, emotionally expressive. And most importantly, general background The behavior of the teacher and the appeal to the children (facial expressions, gestures, intonation) should be benevolent, arouse in the child a desire to cooperate.

If there are stuttering children in the class, it is recommended not to replace the oral answers of these children with written ones; oral interviews should be conducted on the spot, without calling to the board, and also without starting the survey with stuttering children. If the child has a pronounced fear of speech, it is recommended to interview the stutterer after the lesson. At the same time, the teacher's soft, benevolent attitude towards the child will help improve the quality of his speech.

According to our observations, the most an important factor affecting this process is the massiveness of residual-organic symptoms. Therefore, children with organic infantilism turn out to be less prosperous in such cases than children with cerebrosthenic infantilism.

Specific writing disorders

In the existing literature on writing disorders in children, there is no unity both in terms of terminology and in determining the nature of these conditions. As with dyslexia, in the West, to determine specific spelling disability (dissorthografia), a quantitative criterion has been adopted: a lag in writing skill by two or more standard errors (or one and a half to two classes) from the level of assimilation of other subjects in the absence of significant intellectual, visual or hearing impairments (ICD-10). The qualitative characteristics of errors are not given importance for classifying the disorder as specific. Errors play a significant role in assigning disortography to one of the subtypes. According to E. Boder (1973), for example, the following subtypes are distinguished: dysphonetic (inversions of order or location predominate among errors), deseidetic (errors in the form of phonetic spelling instead of traditional, i.e. how they hear and write) and mixed dysphonetic-dyseidetic.

In the Russian speech therapy literature, the definitions of specific writing disorders have not been sufficiently developed to date. Here are some examples. “Dis-graphy is a specific violation of the writing process” [Lalaeva R.I., 1989], without any specific criteria for delimitation. "Partial disorder of writing processes... Their main symptom is the presence of persistent specific errors... not associated with either a decrease in intellectual development, or with severe hearing and vision impairments, or with the irregularity of schooling" [Sadovnikova I. N., 1995] . The latter definition seems to be more meaningful, but the diagnostic criteria are predominantly negative, excluding (the so-called "exclusion criteria"). The only positive criterion is the presence of specific errors in the letter. According to existing practice, it is the only working criterion in Russia. However, in this case, the question remains unclear: what errors can be legitimately considered specific and how do they differ from non-specific ones? The last question of a conceptual, theoretically substantiated answer is usually not given. Almost all authors confine themselves to listing specific errors and describing the alleged mechanisms of their occurrence. The range of errors listed in various works, differs quite significantly. From our point of view, it is legitimate to call specific only the disorder itself and its mechanisms, and not writing errors. Exactly the same errors are often found in healthy children on early stages learning, but then quickly disappear [Ananiev B. G., 1955]. With dysgraphia, they become persistent.