ОСОБЛИВОСТІ ПІДГОТОВКИ МОЛОДШИХ ШКОЛЯРІВ З ТЯЖКИМИ ПОРУШЕННЯМИ МОВЛЕННЯ ДО РОЗВ’ЯЗУВАННЯ АРИФМЕТИЧНИХ ЗАДАЧ НА ЛОГОПЕДИЧНИХ ЗАНЯТТЯХ

Abstract

This article proposes the results of performed work, which aims are to prepare junior schoolchildren with severe speech disorders to solve arithmetic problems in speech therapy classes. Our previous research has found that children with severe speech disorders had difficulty solving arithmetic problems. In the process of preparing junior schoolchildren with severe speech disorders to solve arithmetic problems in speech therapy classes, we observed specific errors at the level of: pronunciation of sounds, words; sentence construction; text translation. To overcome them, we used correction tasks. They were offered to children to perform only when they saw in them a mistake of a certain type, and therefore did not include these tasks in the text of the lesson, and offered them as tips in the working mode. The duration of these correction tasks is 1-2 minutes. The purpose of their use is the awareness of children with severe speech disorders of mistakes and formation of their skills of independent control over their own speech. In order to overcome errors, we offered different tasks based on analytical systems: visual, auditory, tactile-kinesthetic, changing them each time. The final analysis of the features of speech therapy classes has shown that in order to overcome specific errors in oral and written speech among pupils with severe speech disorders during speech therapy classes was effective to use not only tasks for speech development, but also corrective exercises that were involved in different situations depending on the manifestation. In particular, to correct the phonetic side of speech, pupils with severe speech disorders were taught to focus on analytical systems: auditory – associating speech sounds with different sounds of the environment; tactile-kinesthetic – feeling vibration; visual – imagining the articulatory image and associating the sound of speech with visual support. In the future, based on the concise tips of a speech therapist (figurative, gestural, facial expressions, etc.) children were offered to correct mistakes. And when the tips were taken away, they were applied only when needed to individual pupils with severe speech disorders.