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Classification of speech disorders

On the early stages of its formation, speech therapy did not have its own classification and did not even raise the question of the need for its development, since it was under great influence successes of European medicine in the field of studying speech disorders and relied on the XIX-beginning XX century classification. The modern classification includes: Clinical-pedagogical and Psychologist-pedagogical classification

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Types of speech disorders

• Types of speech disorders identified in the clinical and pedagogical classification (Khvaitsev, Pravdina, Rau)
• All types of disorders considered in this classification, on the basis of psychological and linguistic criteria, can be divided into two large groups, depending on what type of speech is impaired: oral or written

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Oral speech disorders

Speech impairment can be divided into two types:

• phonation (external) design of the statement, which are called violations of the pronunciation side of speech.
• structural-semantic (internal) design of the statement, which in speech therapy is called systemic or polymorphic speech disorders.

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Disorders of phonation design of the utterance

Disorders of the phonation design of an utterance can be differentiated depending on the broken link:

• Voice formation
• Tempo - rhythmic organization of utterance
• Intonation-melodic
• Sound organization

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• These disorders can be observed in isolation and in any combination, depending on which the following types of disorders are distinguished in speech therapy, for the designations of which there are traditionally fixed terms:
• Dysphonia (aphonia) is the absence or disorder of phonation due to pathological changes in the vocal apparatus.
• Bradilalia (bradyphrasia) - pathologically slow rate of speech
• due to the slow implementation of the articular speech program.
• Tahilalia is a pathologically accelerated rate of speech as a result of the accelerated implementation of the speech articulatory program.

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• Stuttering (Logoneurosis - fear of speech) is a violation of the tempo-rhythmic organization of speech, due to the convulsive state of the muscles of the speech apparatus.
• Dyslalia is a violation of the sound of pronunciation with normal hearing and intact innervation of the speech apparatus.
• Rhinolalia - violations of the timbre of the voice and sound pronunciation, due to anatomical and physiological defects of the speech apparatus.
• Dysarthria is a violation of the pronunciation side of speech, due to a lack of innervation of the speech apparatus.
• Anartria - the inability to carry out the sound realization of speech.

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Violations of the structural and semantic design of the statement

• Violations of the structural-semantic (internal) design of the utterance are represented by two types of speech disorders: alalia and aphasia.
• Alalia (dysphrasia, developmental aphasia) - the absence or underdevelopment of speech due to the organ damage to the speech zones of the cerebral cortex in the prenatal or early period of a child's development.
• Aphasia is a complete or partial loss of speech due to local lesions of the brain.

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Written language disorder

They are divided into 2 groups:

1. At productive type writing disorders are noted
2. In violation of receptive writing activity - reading disorders.

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Writing disorders (productive type)

• Dysgraphia - instability of the optics - the spatial image of the letter, displacement, omission of letters, sound distortion - the syllabic composition of the word and the structure of sentences.
• Agraphia - the lack of formation of writing in the course of training.

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Reading disorders (receptive speech type)

1. Dyslexia is a partial specific reading disorder.
2. Allexia - the inability to master reading in the learning process

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Psychological and pedagogical classification

Psychological and pedagogical classification arose as a result of a critical analysis of the clinical classification in terms of its applicability in pedagogical process what is the logopedic effect. Such an analysis turned out to be necessary in connection with the orientation of speech therapy to the education and upbringing of children with speech development disorders.

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Psychological and pedagogical classification is divided into 2 groups

• Group - Violation of the means of communication (FFN and ONR)
• Phonetic - phonemic underdevelopment of speech - violation of the processes of formation of the pronunciation system mother tongue in children with various speech disorders due to defects in the perception and pronunciation of phonemes.
• With phonemic disorders, speech and phonetic hearing should be developed.
• In case of phonetic disorders, work is carried out to correct violations of the articulatory apparatus, general and fine motor skills.

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Depending on the disturbed sounds, there are:

• Phonemic violations of whistling and non-whistling sounds are sigmatisms. Phonetic disorders - parasitisms
• Phonetic violations of the sounds l, l ".
• Phonetic violation of the sounds p, p "- rotacisms, parorotacisms
• Phonetic violation of the sound th - iotacisms, paraiotacisms
• Attenuation defects - all sounds are soft
• General speech underdevelopment (OHP) - various complex speech disorders in which the formation of all components of the speech system related to the sound and semantic side is impaired.
• Various complex speech disorders in which all speech components related to the sound and semantic side are impaired

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Group Disorders in the use of means of communication, which includes stuttering, which is considered as a violation of the communicative function of speech with properly formed means of communication. A combined defect is also possible, in which stuttering is combined with a general underdevelopment of speech.

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Conclusion

In this classification, reading and writing disorders are not distinguished as independent speech disorders. They are considered as part of phonetic-phonemic and general underdevelopment of speech as their systemic, delayed consequences, due to the lack of formation of phonemic and morphological generalizations, which are one of the leading features. The classification reflects consistent reliance on the principle systems approach, on the basis of which two ratios are taken into account: the ratio of violations in the system of speech activity and the ratio of violations as one of mental processes with other aspects of the child's psyche, the development of which is closely related to speech.

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O.V. Pravdina, "Speech therapy" Moscow 1937 2) L.S. Volkova, "Speech therapy" Moscow 1989 3) M.E. Khvattsev, Logopedia Moscow 1959

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The speech of the child is formed under the direct influence of the speech of the adults around him and depends on speech practice, the culture of the speech environment, on education and training.

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Features of the speech development of children with severe speech disorders have an impact on the formation of the child's personality, on the formation of all mental processes. Children have a number of psychological and pedagogical features that make it difficult for them to social adaptation and requiring purposeful correction of existing violations.

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Psychological and Pedagogical Features of Children with TNR Peculiarities of speech activity are reflected in the formation of sensory, intellectual and affective-volitional spheres in children.

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Severe speech disorders (depending on the impaired link) are divided into: absence or underdevelopment of speech (alalia) complete or partial loss of speech (aphasia) impaired pronunciation of speech (dysarthria) impaired voice timbre and sound pronunciation (rhinolalia) impaired tempo-rhythmic organization of speech ( stuttering)

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Violations of sound pronunciation and intonation-melodic organization of speech. DYSARTRIA is a violation of the pronunciation side of speech, due to organic insufficiency of the innervation of the speech apparatus. Manifestations: articulation disorders voice formation disorders change in rhythm, tempo and intonation of speech Causes: organic damage to the central nervous system as a result of exposure to various adverse factors in utero and early periods development acute and chronic infections oxygen deficiency prematurity Rh incompatibility cerebral palsy - 65-85% of children birth trauma pregnancy toxicosis, etc.

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Stages of speech therapy for dysarthria Preparatory stage: Preparation of the articulatory apparatus for the formation of articulation patterns Development of auditory perception and sensory functions Formation of the need for verbal communication Development and clarification of passive and active vocabulary Correction of breathing Correction of the voice Against the background of: Medication Physiotherapy Physiotherapy exercises Articulatory massage and articulatory gymnastics Speech therapy rhythmics Non-traditional forms of exposure (aromatherapy, cryotherapy, art therapy, etc.)

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Stage of formation of primary communication and pronunciation skills: Development of verbal communication Formation of skills sound analysis Correction of articulatory disorders (relaxation of the muscles of the speech apparatus, development of control over the position of the mouth, development of articulatory motor skills) Correction of the voice Correction speech breathing Development of articulatory praxis Correction of sound pronunciation

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Violations of sound pronunciation and intonation-melodic organization of speech RINOLALIA - a violation of the timbre of voice and sound pronunciation, due to anatomical and physiological defects of the speech apparatus. Synonyms: "nasal" - the outdated term "palatolalia" Manifestations: nasalization (air jet enters the nasal cavity during sound pronunciation and nasal resonance occurs) distorted pronunciation of all sounds speech is slurred, monotonous gross violations of the articulatory apparatus (cleft palate) RINOPHONIA - if there is no cleft sky, and there is only a nasal tone of the voice.

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Speech therapy impact with open rhinolalia Tasks of corrective work: normalization of oral exhalation, development of a long oral air jet development of the correct articulation of all sounds elimination of nasal tone of the voice education of sound differentiation skills normalization of prosodic components of speech

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In the preoperative period: Release of the facial muscles from compensatory movements Preparation of the correct pronunciation of vowels Preparation of the correct articulation of available consonants

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In the postoperative period: Development of mobility of the soft palate Elimination of defects in sound pronunciation Overcoming the nasal tone of the voice

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Specific types of work in the postoperative period: Massage of the soft palate Gymnastics of the soft palate and posterior pharyngeal wall Articulation gymnastics Voice exercises Breathing exercises

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Violations of the tempo-rhythmic organization of speech. STuttering is a violation of the tempo-rhythmic organization of speech, due to the convulsive state of the muscles of the speech apparatus. Synonyms: logoneurosis Suffer up to 2% of people. Causes: speech overload pathological irritability accelerated rate of speech imitation costs of educating psychotrauma All of these are predisposing factors for stuttering. Manifestations: convulsions at the moment of speech in the speech apparatus; periodicity during the connection with the general emotional state dependence external factors(season, nutrition, living conditions) concomitant movements (develop gradually) convulsions in various groups of extraverbal muscles: face, neck, limbs (squinting eyes, blinking, flaring nostrils, tilting the head, etc.) embolophrasia (speech trick - addition in the speech of the stereotypical sounds “aaa”, “uh”, “well”, etc. logophobia is the fear of speech in general or the pronunciation of individual sounds.

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Education and upbringing of children with severe speech disorders is carried out according to a special system in special kindergartens or schools for children with severe speech disorders, but in principle their education and upbringing in the family is possible. First of all, it is necessary to establish close contact with the child, carefully, carefully treat him. Training consists in correcting a defect in oral speech and preparing for the acquisition of literacy. Ways of compensation depend on the nature of the defect and individual features child.

Ministry of General and vocational education Sverdlovsk region State budgetary educational institution

secondary vocational education in the Sverdlovsk region

"Kamyshlov Pedagogical College"

Children with speech disorders

Performers: Biryukova V., Ivanova S., students of the 3rd CP group. Head: Mitrofanova S.V., teacher of pedagogical disciplines

Children with speech disorders- these are children with deviations in the development of speech with normal hearing and intact intelligence. Speech disorders are diverse, they can manifest themselves in violation of pronunciation, grammatical structure speech, poverty of vocabulary, as well as in violation of the pace and fluency of speech.

The main symptom of severe speech impairment- a pronounced limitation of the means of verbal communication with normal hearing and intact intelligence. Children suffering from such disorders have a meager speech reserve, some do not speak at all.

• The adaptation process is difficult;
• Anxiety fears predominate;
• They do not know how to negotiate;
• Low self-esteem;
• indecisive;
• Not capable of long-term play activity;
• Stubborn;
• Transition from an impulsive state to an inhibited one;
• Silent;
• Do not seek cooperation;
• Disorder of the emotional-volitional and personal spheres.

• Mandatory work with a speech therapist;

• Creation and support of developing speech space;
• Compliance with timely work and rest;
• Formation of an adequate attitude of the child to a speech disorder;
• Stimulation of the child's activity in correcting speech errors.

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Presentation on the topic: Speech disorders

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The main causes of the pathology of children's speech are: * various intrauterine pathology; * Toxicosis during pregnancy, viral and endocrine diseases, injuries, blood incompatibility according to the Rh factor, etc.; * Birth trauma and asphyxia during childbirth; * diseases in the first years of a child's life.

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Prognostic indicators of the child's linguistic development: * the state of the anatomical and physiological prerequisites for the development of speech; * understanding of speech in the sensorimotor period of development, the nature of the successive stages of mastering impressive speech; * vocal production, determining the age and stages of vocalization, the repertoire of consonant sounds, the structure of syllables, prosody (rhythm and melodics); * the beginnings of active speech, the ability to imitate sounds and words, communicative types of speech intonation, the appearance of the first words and word-like complexes;

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* volume of the dictionary and features of the nomination; * early children's syntax, accompanying speech; * the level of speech initiative, its motivation by an action, situation or word of an adult; * mastering the phonemic structure of speech - the consistent formation and differentiation of phonemes according to articulatory and acoustic features, the nature of phonetic transformations; * microsocial and pedagogical conditions for the formation of speech activity.

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Violations of oral speech 1. Phonation (external) design of the statement, which are called violations of the pronunciation side of speech. 2. Structural-semantic (internal) design of the statement, which are called systemic or polymorphic speech disorders.

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Disorders of phonation design aphonia, dysphonia - the absence or violation of the voice; bradilalia - pathologically slow rate of speech; takhilalia - pathologically accelerated rate of speech; stuttering is a violation of the tempo-rhythmic organization of speech, due to the convulsive state of the muscles of the speech apparatus; dyslalia - a violation of the pronunciation side of speech with normal hearing and intact innervation of the speech apparatus; rhinolalia - a violation of the timbre of the voice and sound pronunciation, due to anatomical and physiological defects of the speech apparatus; dysarthria is a violation of the pronunciation side of speech, due to insufficient innervation of the speech apparatus.

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Violations of the structural and semantic design of the statement of alalia - the absence or underdevelopment of speech due to an organic lesion of the speech zones of the cerebral cortex; aphasia - complete or partial loss of speech due to local lesions of the brain

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Psychological and pedagogical classification of speech disorders I. Violation of language means of communication (speech components): phonetic underdevelopment; phonetic-phonemic underdevelopment; general underdevelopment of speech. II. Violations in the use of language means of communication in the process of speech activity (communicative aspect): stuttering; manifestations of verbal negativism.

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Speech therapy assistance in the education system is carried out in the following types of institutions: * nursery garden for children with speech disorders, * speech therapy Kindergarten(preschool educational institution of a compensating type), * groups for children with speech impairments at general kindergartens (preschool educational institutions of a combined type), * preschool speech therapy center, * educational complexes (UVK) for children with speech impairments, * school for children with speech impairments (1st and 2nd departments), * logopedic points at general education schools, *groups for children with speech disorders in orphanages of a general type.

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Reporting documents of a speech therapist at a preschool speech center: Journal of primary examination and consultations. List of children enrolled in classes. Individual cards of corrective work with children. Plans for individual and subgroup correctional speech classes with children. Plans for consultative and methodological work with the teaching staff of a preschool educational institution and parents.

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Speech therapy centers (rooms) in a secondary school (more than 10,000 in the country) The main task is to correct violations of oral and written speech of students. Speech disorders include General underdevelopment of speech. Accompanied by dyslexia, dysgraphia and specific difficulties in mastering the Russian language program. Phonetic-phonemic underdevelopment. The most common cause of phonemic dyslexia. Stuttering of varying degrees. Pronunciation disorders due to articulation defects.

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The effectiveness of the work of speech therapy centers at secondary schools is determined by the following provisions: speech therapy classes without a break from schooling the normalization of various types of speech activity is consistently carried out; the method of oral advance forms the readiness to master the language patterns in the lessons of the Russian language; verbal-cogitative activity is activated and features are corrected mental development due to speech impairment.

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The activities of a speech therapist working in a children's clinic are pedagogical (speech therapy) work to correct children's speech disorders in systematic and advisory classes; identification of children with speech underdevelopment and referral to PMPK for subsequent placement in preschool and school institutions or speech hospitals of various profiles; participation in the recruitment of speech therapy institutions of health care and education and registration of speech therapy characteristics for each child; preventive examination of children attending preschool institutions; health education work with parents, pediatricians, kindergarten teachers.

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Normative legal documents on correctional pedagogy 1 Correctional educational institutions: legal documents. – M.: Sfera, 2004. wwww.tc-sfera.ru Tel. 107-59-15 Address: Moscow, st. Agricultural. 18, bldg. (m. Botanical Garden). 2. Stepanova O.A. Organization of speech therapy work in a preschool educational institution. - M.: Sfera, 2003. 33. Vodovatov F.F., Bumagina L.V. Organization of activities of correctional educational institutions: Tutorial. – M.: Academy, 2000.

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Normative legal documents on correctional pedagogy 4. Handbook of a speech therapist: reference method. allowance / authors-compilers L.N. Zueva, E.E. Shevtsov. - M.: AST: Astrel, 2005 www.ast.ru Address: Moscow, Zvezdny Boulevard, 21, 7th floor. 215-53-10 5. September 1 Publishing House publishes legal documents http://psy.1september.ru 6. Journal of Education of Russia www.school.edu.ru 7. Official website of the Ministry of Education and Science RF: http://www.mon.gov.ru 8. Russian Education federal portal: www.edu.ru

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* The program for training and educating children with FFN. (Senior group of kindergarten) Educational kit for speech therapy T.B. Filicheva, G.V. Chirkina - M .: MGOPI, 1993. The program is intended for educators, speech therapists of preschool groups for children with FFN . The material provided contains a description of the characteristics of the speech development of 5-year-old children with FFN, the methodological methods of their examination reveal issues of organization and content. remedial education on overcoming FFN in children. *The program of education and upbringing of children with FFN. (Senior group of kindergarten). T.B. Filicheva, G.V. Chirkina, M.: MGOPI, 1998 Filicheva, G.V. Chirkina, M.: Shk.-press, 2002.

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Characteristic features mental retardation limited, age-inappropriate stock of knowledge and ideas about the environment low level of cognitive activity insufficient regulation of voluntary activity and behavior lower efficiency compared to normally developing children of the same age to receive and process information.

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The most typical errors in the grammatical design of the speech of children with hearing impairment are violations of the syntactic links of coordination and control (“the boy answered” - answered the boy; “butterfly with a dot on the wing” - a butterfly with a dot on the wing); replacement, omission and inclusion of unnecessary prepositions (“took off from myself” - took off from himself, “climbs a tree” - climbs a tree, “from school to home” - from school home); inaccurate use of generic and case endings (“yellow eyes” - yellow eyes); incorrect change in the type of declension (“drawn by a horse” - drawn by horses); incorrect use of parts of speech or their forms (“We learned poems, songs, dance” - We learned poems, songs, dances); omission of members of the proposal.

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Measures for the primary prevention of speech disorders 1. Measures for the prevention of ante- and perinatal pathology of the fetus and newborn: health protection of expectant mothers and pregnant women, optimal organization of monitoring of pregnant women and prevention of pregnancy complications; prevention of birth trauma; infection of the fetus and newborn, etc. 2. Measures to reduce somatic and infectious morbidity in children in the first years of life.

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Secondary prevention of speech disorders To prevent reading disorders, it is recommended: 1. To form a functional basis for reading skills. 2. Teach reading ahead. To prevent violations of the letter, it is recommended: 1. Timely identification of the risk group. 2. Correction of phonetic and phonemic disorders. 3. Formation of the functional basis of writing. 4. Children at risk need individualization of the pace and methods of teaching writing.

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Features of children with severe speech disorders Firsaeva G.I., teacher-speech therapist, Ryazan School No. 10

The development of a child's speech is due to: the development of phonemic hearing; the formation of pronunciation skills; mastery of vocabulary, rules of syntax and meaning of speech

Dysarthria is a violation of the pronunciation side of speech, due to insufficient innervation of the speech apparatus due to paresis or paralysis of the organs of articulation. Alalia - the absence or underdevelopment of speech of organic origin due to the delay in the maturation of nerve cells in certain areas of the cerebral cortex.

Speech disorders include: impaired sound pronunciation; the poverty of the dictionary and its slow accumulation; difficulties in constructing proposals; difficulties in constructing coherent statements. Speech is confused, incomprehensible, inexpressive; temporal and causal relationships suffer.

Motor functions: general motor awkwardness, clumsiness; discoordination of movements; slowness or disinhibition of movements; decrease in motor activity; insufficient rhythm; violation of dynamic and static balance; especially difficult fine motor skills fingers

Higher mental functions: Memory - the rapid extinction of traces that have arisen, the limited retention of verbal stimuli. Verbal memory is especially affected - memory for words, phrases, texts. Attention - low concentration, instability, difficulties in switching and distribution. Thinking - difficulties in mastering the operations of analysis, synthesis, comparison, generalization, classification. Visual-figurative thinking suffers the most.

the main task remedial school successful socialization of children with speech disorders in modern society

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