special translations. Development of speech in autistic children

 Introduction

 Chapter 1 Main stages of work

 Chapter 2 Smell training

 Chapter 3 Development of articulatory praxis

 Chapter 4 Features of working on the structure simple sentence

 Chapter 5 Formation of the grammatical structure of speech

 Chapter 6 Techniques for working on the expansion of the phrase, on the natural sound of speech

 Chapter 7 Formation of monologue speech

 Chapter 8 Organization of classes with children aged 2.5-3 years

 Afterword

 Application

Introduction

Teachers-defectologists in the course of their work often meet with children who do not use active speech as a means of communication. Non-speaking (mutic) children may have normal hearing or a severe degree of hearing loss, their speech organs may be organically severely damaged or have no visible pathologies, their intellectual level of development is sometimes very high, and sometimes significantly reduced. In each case, the cause of the pathological development of speech is determined by the doctor, based both on his professional experience and on the results of an objective examination of the child. If the examination does not show organic disorders of the speech-motor and speech-auditory apparatus, and there are no visible prerequisites for gross underdevelopment of thought processes, but the child has pronounced features of the emotional-volitional sphere, he can be diagnosed early childhood autism(RDA).

Currently, early childhood autism is considered as a variant of severe dissociated dysontogenesis. Childhood autism manifests itself in different forms, at different levels of intellectual and speech development (Lalaeva R.I., Serebryakova, 2001). Non-speaking autistic children are characterized by the most profound affective disorders, a sharp decrease in mental tone, severe impairment of voluntary activity, purposefulness, they do not feel the need to communicate with the outside world. Modern instrumental capabilities (EEG, computed tomography, nuclear magnetic resonance, etc.) make it possible to identify the existing morphological and biochemical changes that underlie brain dysfunctions in autism (Gilberg K., Peter T., 1998). The connection of speech disorders with the pathology of certain brain structures is obvious. So, one of the reasons for the complete absence of speech in a child may be damage to the lower parietal parts of the brain (Burlakova M.K., 1997). With such localization of focal symptoms, the precise spatially organized activity of the articulatory apparatus is disturbed, due to a violation not of the spatial factor itself, but of unformed reverse afferentation. IN severe cases the child is not able to pronounce not only words, but also individual sounds of speech. When performing movements of the tongue, lips and other organs of the articulatory apparatus, he fails to find their desired position. Moreover, in these cases, any “involuntary” movements are freely performed by the same organs (children eat without difficulty, swallow, lick soiled lips, etc., can spontaneously vocalize individual sounds perceived as speech).

A neuropathologist or speech therapist can determine a violation of the voluntary activity of the articulatory apparatus in a child. However, the parents themselves can suspect articulatory apraxia in autism in a 3-4 year old child by some fairly pronounced signs. Outwardly, the child is distinguished by his immersion in oral autostimulations: he licks everything, stuffs his fists into his mouth and rather roughly tries to push his fingers as deep as possible into the oral cavity; often the baby cruelly bites loved ones, making no distinction between them and inanimate objects. He also has other types of voluntary movements, so it is extremely difficult to teach him any household skills. Early speech development such a child usually has a number of features: if the first words do appear after babbling, then they are in no way connected with the immediate environment (for example, “light bulb”, “turtle”), even the sounding word “mother” is not a reaction to the approach mother to baby.

Up to 2-2.5 years, a gradual enrichment of the child's active vocabulary can occur due to words that are pronounced by others in strong affect (often this is swear words), or lines from poems and songs flash in the baby’s speech. However, all these words or short phrases are not aimed at the child's communication with loved ones, and during the transition to the active period of mastering speech, he begins to lose even this small vocabulary. As a result, by the age of three, the baby has only limited involuntary vocalizations (2-3 sounds), screams, “mumbling” disappears, in which “fragments” of words could be distinguished. At the same time, significant disorders of the affective and motor spheres can be noted: fears, anxiety appear, the formation of complex motor operations with objects is disrupted, muscle tone decreases, facial expressions are depleted, the child does not seek contact, but does not reject it, goes into the hands of everyone without expressing with no emotion.

Correction of speech disorders in children with a similar course of development should be started as early as possible, since a very long period of systematic work of a whole team of specialists (psychologist, speech therapist, music therapist, social teacher) is required. Even in the conditions of complex, purposeful work, it is very difficult to form a developed communicative speech in a non-speaking child.

This book presents methodological developments that may be useful when working with those non-speaking children who failed to evoke sound speech using methods of emotional disinhibition (Sobotovich E. F., 1981), the use of onomatopoeia (Rumyantseva O. A., Staroselskaya N. E., 1997) and at sessions of holding therapy (Libling M. M., 2000) (the essence of this method is that one of the parents (usually the mother) tightly hugs the child, gently with him when At first, the child resists, sometimes even shows aggression, but then he calms down and, feeling the special closeness of the adult, internally “opens up”).

"Technology global reading with non-speaking children" (alaliki)

The ability to communicate is one of the most important skills we need in life. Everyday activities such as going to school or shopping, solving problems, relaxing, meeting new friends - almost everything we do involves socializing. Our children with severe speech disorders are deprived of the opportunity to communicate. As a rule, their speech is incomprehensible or completely absent for various reasons, including impaired understanding of speech.

The global reading technique allows you to develop an understanding of speech, and sometimes cause active speech, as well as give children the opportunity to communicate, to convey, first of all, their desires.

global reading. What it is?

The essence of global reading is that the child must learn to recognize written words as a whole, without isolating individual letters. To do this, words are written in block letters on cardboard cards. Better to use cardboard white color, and the font is black. The height of the letters is from 2 to 5 centimeters.

When teaching global reading, it is necessary to observe gradualness and consistency. The words that we want to teach a child to read should denote objects, actions, and phenomena known to him. Enter given type reading is possible not earlier than the child can correlate the object and its image, select paired objects or pictures.

METHODS OF GLOBAL READING.

1. Korsunskaya B.D. Education of a deaf preschooler in the family.

2. Program "Communication". Raising and educating hearing-impaired (deaf) children preschool age V kindergarten. Ed. E.I. Leonhard.

3.Method early development Glen Doman. From 1 to 4 years.

4. Nikolskaya O.S., Baenskaya E.R., Liebling M.M. Autistic child. Help paths.

5. Nurieva L.G. Speech development in autistic children: (methodological development)

Glen Doman Method

Many years ago, while teaching mentally retarded children to read, neuroscientist Glen Doman tried simply showing children cards with words written in very large red print and saying them out loud. The whole lesson took 5-10 seconds, but there were several dozen such lessons a day. And the children learned to read.

Now this method is used both for teaching special children and for teaching healthy children.

The principle of the technique is that the baby is repeatedly shown cards with words. The word is written as a whole, not by letters or syllables. The technique is based on a certain impact on certain parts of the child's brain.

Doman cards can be made of white cardboard, size 10 * 50 cm. The height of the letters is 7.5 cm. The text can be applied with a red marker with a thick rod (the font thickness is at least 1.5 cm.) The first words on the cards are written in red large print. In further training, the letters decrease and the color changes to black. On the back of the card, it is recommended to repeat the word in small print “for yourself” so that you do not have to look at the displayed word and waste precious time.

The learning process according to the method of Glenn Doman. Demonstration of cards takes place at a distance of 35 cm from the face. Cards are not given to the child. The display lasts 1-2 seconds, during which the written word is clearly pronounced. You should start with simple, well-known words to the child (“mom”, “dad”, “nose”, etc.). No more than 5 cards are shown at a time. Breaks between classes should be at least 30 minutes.

1 day - 4 lessons (set No. 1 of 5 cards).

Day 2 - 6 lessons (3 lessons with set No. 1, 3 lessons with set No. 2 of 5 new words).

Day 3 - 9 lessons (each set of cards is used 3 times).

The lesson continues with 15 cards until the child remembers them. Then they delete 1 word each and replace it with a new one.

Methodology Korsunskaya B.D., Leonhard E.I. Education and training of hearing-impaired (deaf) children of preschool age in kindergarten.

Korsunskaya B.D. Education of a deaf preschooler in the family. - M.: Pedagogy, 1971.

Program "Communication". Education and training of hearing-impaired (deaf) children of preschool age in kindergarten. Ed. E.I. Leonhard. M., 1995.

The first stage of mastering reading and writing is the stage of global perception of written tablets and global reproduction of words in writing. You you know well that during this period children correlate the tablets with certain objects and properties, perform simple actions according to the written word. Children still do not know how to read in the generally accepted sense - they perceive the tablets as a whole, distinguish them from each other according to some signs that stand out for themselves. These signs are obviously personal: one kid focuses on some elements of the word, the other - on others, etc.

From our tasks, you know that at first, children learn the words on the tablets only when choosing - when choosing from two objects, then from three, four, etc. Gradually, the number of objects and words to choose from increases. This stage is called discrimination.

At the next stage, children understand the meaning of the word or sentence written on the tablet when there are no objects or pictures in front of them that correspond to these words.

This stage is called recognition.

At the stage of recognizing words (phrases, sentences) in writing at the level of global perception, children begin to write some words, the simplest and shortest.

As you know, children write with felt-tip pens (by no means with pens!) on unlined sheets of paper; the size of the letters and the distribution of the word on the sheet is not limited by any framework and rules. We remind you that during this period the child still reads globally. Therefore, the baby writes so far also globally: he writes off or writes by heart not a sequence of letters, but, as it were, draws something whole, consisting of individual elements; then he brings his "drawing" - the word to a certain object.
In the first 3-4 months of classes, an adult uses only oral speech, accompanied by natural gestures. During this time, you need to teach the baby to concentrate, follow the toy, look at the object that the adult shows, recognize the objects in the pictures. Then, both in the classroom and in everyday communication, written tablets begin to be used, which are included in work with children not younger than 1.5 years old.

The tablets are written in block letters about 1.5-2 cm high, 1-1.2 cm wide, located at a small distance from each other, on strips of thick paper of the same size, preferably cardboard. The tablets should be written in the same font, with a felt-tip pen or ink of the same color, preferably black, so that the child is guided by the written word (phrase), and not by appearance tablets. The phrase is located on one line without word wrapping. When pronouncing a word (phrase), the tablet is held at the chin so that both the written and the lips of the speaker are clearly visible.

First, signs with greeting words are included in the work: hello, bye. The plates are placed near the door in two pockets or on a typesetting canvas. At first they are in a permanent place: one on the right, the other on the left. When the child learns to choose the right one from them, they are changed several times during the day so that the baby is guided by the written word, and not by the place of the plate in the pockets. Whoever comes, the child greets him - says, as he can, hello, using a natural gesture. Later, first with the help of an adult, and then on his own, he selects the right one from the plates and shows it to the person who entered, again saying hello. In the same way, the child says goodbye to everyone who leaves. During games and activities, the baby greets each toy that appears and says goodbye to it when it is removed. At the same time, he chooses the desired plate from the two laid out in front of him.

Then, in the classroom, tablets with words-assignments begin to be used, for example: in physical education classes - go, run; in classes for teaching actions with objects - put on, take off, show; in the classroom for fine arts - draw, sculpt, build; on music lessons- dance, clap. In communication and in all classes, signs are also used give, take away, stand up, sit down, listen, right, wrong, well done, help, open, close, etc. At the same time, during the lesson or in communication, if necessary, use these words (i.e., when a child is encouraged to do one or another action, when the result is evaluated), an adult brings the tablet to his chin and pronounces a word, a phrase.

As the child begins to understand this or that word-assignment in writing, it is offered to him orally, without a tablet. At the same time, when the baby begins to act, the adult praises him and, in confirmation of the correctness of the task, shows the written word or phrase.

You should know that some children begin to recognize words in oral speech earlier than in writing (on a tablet). To prepare such children for learning to read, it is advisable to use a different technique: an adult shows the written word or phrase silently, and only when the child begins to act, pronounces it.

Simultaneously with the use of tablets with words-assignments, the child begins to be specially taught to correlate the name-plate with frequently used and familiar words: 4-5 names of favorite toys, 2-3 names of dishes, food, furniture, clothes, body parts, etc. are used. This work is carried out in the following way. Two objects or pictures depicting them are placed in front of the child, for example, a house and a fish. An adult holds a sign at his chin and pronounces the word house, and the child points to the corresponding object or picture. An adult gives him a tablet, which he puts with his hand to the object (picture) (Fig. 8, 9). Then the same work is carried out with the second word. After that, the adult gives the child a second copy of the house plate, reads it and puts the child's hand under the first plate. He compares both plates, paying attention to the fact that they are the same, shows that the house plate cannot be placed near the fish. Then the same actions are carried out with the second word. An adult takes one tablet, for example, a fish, and together with the child looks for other fish in the room - pictures, toys, placing this tablet next to each of them. Do the same with the second word.

Training on laying duplicate plates is carried out over several days. At the same time, the objects and pictures to which they are selected change daily, i.e., an adult offers images of different houses, fish, and attracts a variety of toys. Then new pairs are used, for example, mother and child's name (photographs are used), a ball and a bunny, a jacket and a cup, a hat and a plate.

When the child has learned to put plates on the sample, he is taught to find the right signature on his own. An adult gives the baby a sign, such as a ball, and offers to put it on the desired object, or, conversely, lays out signs in front of the child and offers to put appropriate pictures or objects on them. First, the baby learns to correlate the tablet with the object (picture) in terms of choosing from 2, then from 3 or more. As the child masters the ability to correlate a tablet with an object with a limited choice - from 2-3, he is taught to find the corresponding object on the tablet, a picture that is not in front of his eyes, but in a room, on the street.

It should be remembered that the tablets first offer words that are already familiar to the baby, so the adult shows the tablet silently. Only after the child puts it to the object (picture), the adult pronounces the word written on it, and checks with the baby whether he completed the task correctly. Each tablet, after it has been placed, is read: first, the adult reads, guiding his finger under the tablet, then the child, together with the adult, leads his finger under the tablet and “reads” it, that is, pronounces the word as he can. Reading is carried out by syllables (but not by sounds), the pronunciation of which is somewhat slow. The baby must “read” well-known signs on his own: he leads his finger under the sign and pronounces a word or phrase.

From the time tablets began to be used in the classroom, each new word is offered to the child not only orally, but also in writing (on a tablet). In addition, objects that the child most often encounters are “signed” in the house, that is, signs are attached to furniture, toys, dishes, etc. As the child learns the word in oral and written form, the signs are removed.

For 1-1.5 years, the child learns at least 20-30 tablets, which he recognizes in any situation. If an adult in the room shows a soap sign, the kid, after “reading” it, must find soap in the bathroom. Many children master a significantly larger number of tablets during this period.

Children over two years of age should be taught to compose words from a split alphabet. This work begins after the baby learns to distinguish the first 10-15 tablets. First, the child makes up a word according to the sample plate. At the same time, the adult gives him only the letters included in this word. At this stage of training, the letters themselves are not called. The child puts a sign next to the picture, "reads" it, and then collects a word from letters under it. When the baby begins to cope with this task, he is taught to compose a word from memory, without a sample. You need to start with well-known, short words: house, ball, ball, whirlpool, mother, etc. The following approximate scheme can be proposed.

The child puts the tablet to the object (picture), “reads” it, the tablet turns over (or closes), and he makes a word from memory. Then the tablet opens, correlates with the composed word. After the child begins to cope with this task, you can proceed to the next stage.

2nd stage.
The child independently names the object or picture, and then collects the word from the letters proposed by the adult. At first, these are only the letters that make up the given word, and then the “extra” ones that the baby must put aside.

Experience in Teaching Autistic Children Primary School SkillsZalomaeva N.B.

Nikolskaya O.S., Baenskaya E.R., Liebling M.M. Autistic child. Ways of help.-M.6Terevinf, 2005

To teach autistic children to read and write, the "global reading" methodology has been modified. This technique was originally developed for deaf children (see Korsunskaya B.D. Education of a deaf preschooler in a family. - M .: Pedagogy, 1971). Some traditional methods of work were introduced into it to develop the ability to distinguish a sound and a letter in a word, to develop graphic skills and teach the beginnings of writing.

FIRST STAGE

The first stage of work, during which the child must gradually get used to the learning situation, begins with looking at photographs from family album. Mom and her child are sorting through pictures taken in the summer at the dacha, on vacation, during memorable events, holidays - photographs of family members, the child himself, including those taken when he was very young. Mom comments on the pictures, telling the child in detail about what he sees in the photo. Together, they seem to relive pleasant moments, and it is important that both mother and child enjoy this.

Then photographs of the child himself and his family members are selected. Mom (or instead of her teacher) prepares signs for all photos with the inscriptions: "I", "MOM", "DAD", "GRANDMA", "GRANDPA", "SISTER", "BROTHER".

The lesson is held in a child-friendly environment - not necessarily at the table, it is possible on the couch, on the floor. Mom lays out photographs on the left in front of the child, and signs with inscriptions on the right (at the beginning of classes, no more than five pictures are used and, accordingly, no more than five signatures. Then their number can be increased to 7-10). She takes one photo and puts it in the middle, then finds a sign for this picture and puts it under the photo, commenting: "Look, this is our dad (points to the picture). And here it says:" Dad "(points to the sign)" Mom does the same with all the other pictures.

Later, when the child gets used to such an organization of the lesson, the mother performs this task with the hands of the child. She takes it left hand, chooses it desired photo and puts it in the middle (in the center of the visual field of the child). Then, with the right hand of the child, the mother takes the desired plate and puts it under the photo. At the same time, she explains: “This is a photograph of a grandmother. But it says:“ Grandmother. After a few joint activities the child learns the way of actions with photographs and signs, and can perform part of the tasks on his own.

During the lesson, the mother is next to the child. If he needs help, she can either take the right picture or signature with his hand, or simply tell him what needs to be done now.

At this stage of training, we use simple words, the pronunciation of which coincides with their spelling (for example, the word "house"), since in this case it will be easier for the child to cope with the task.

At the first stage, the child must learn the concepts of "card" and "inscription-tablet". To do this, mom can specially sign some household items, for example, make labels for products, stickers on jars of cereals. You can just go to the kitchen with your child - "check stocks", and show him packages with sugar, salt, cereals, pasta, while reading the labels on them. One can "tidy up" the bookshelf where children's books and magazines are kept by reading the titles of the books; you can also lay out records, filmstrips, showing the child the labels on them and reading the inscriptions. On the street, you need to draw the child's attention to the signs with the names of the streets, read the names of the shops. Then at home, mom can draw a walking route, signing in the necessary tests: "Pharmacy", "Products", etc.

SECOND PHASE

The second stage can begin with the design of the album, where mom sticks all the photos and captions to them (or just signs them). Then 7-10 pictures are selected with images of objects well known to the child (pictures must be made in the same style) and plates are prepared with the inscriptions: "CUP", "SPOON", "MILK", "Juice", "TABLE", "CHAIR" , "CAR", "DOLL", "DOG", "SHIRT", etc. Classes are held according to the same scheme as in the first stage.

Note that for children of the third and fourth groups, the first stage is optional. With them, you can immediately engage in pictures, including 2-3 photos of loved ones and the child himself in the set. With these children, it is also possible to do without manipulating their hands, since most of them will be able to complete the task themselves after the teacher shows several times how to do it.

Gradually, the set of pictures and plates needs to be increased. This can be done in two ways. The first is to consistently master the categories of objects, that is, offer the child pictures and inscriptions to them on the topic "Transport", then, when he masters them, take the topic "Clothes", then - "Food", etc. The second way - offer him several pictures from different topics. At the same time, it is important to take into account the interests and attachments of the child, to choose topics that are interesting to him.

Album work. Simultaneously with the work on the pictures, the mother (or instead of her teacher) begins to work with the album. On each page of the album, a new letter is mastered. At first, the mother herself writes this letter, then asks to enter her child - with paint, felt-tip pen, pencil, pen. Then objects are drawn: first those whose name begins with a given letter, then those whose name has a given letter in the middle, and finally those whose name ends with a given letter. If the child can, then he draws the desired object himself at the request of the teacher, or the teacher draws with the child's hand. You can not draw an object, but cut out a picture of this object from some magazine and stick it in an album.

Then the picture (drawing) is signed in block letters, and the word can be written by the mother herself, leaving the child a place so that he can add the desired letter (or she writes this letter with the child’s hand)

Methodology Nureyeva L G.

Learning to read
Learning to read is advisable to conduct in three areas:

Global reading (whole words);
- syllable reading;
- analytical-synthetic (letter by letter) reading.

The lesson is based on the principle of alternating all three directions, since each of these types of reading involves different language mechanisms of the child. Using the techniques of analytical-synthetic reading, we give the child the opportunity to focus specifically on the sound side of speech, which creates the basis for turning on the onomatopoeic mechanism. Reading by syllable helps to work on the continuity and prolongation of pronunciation. Global reading relies on a good visual memory of an autistic child and is most understandable to him, since the graphic image of a word is immediately associated with a real object. However, if a child is taught only the methods of global reading, quite soon there comes a moment when the mechanical memory ceases to hold the accumulating volume of words. With the normal development of speech, the child performs all the analytical work on isolating the phoneme as the main component of the unit of oral speech independently. To isolate a single letter from a word and correlate it with a certain sound, such a child also does not need much help from an adult. In the conditions of the pathological formation of speech, the baby is not able to make such a complex analysis of speech units himself, therefore, without special training, he will not be able to move from photographic "guessing" words to true reading.

Global reading
Teaching global reading allows you to develop a child's impressive speech and thinking to mastering pronunciation. In addition, global reading develops visual attention and memory.

The essence of global reading is that a child can learn to recognize written words as a whole, without isolating individual letters. To do this, words are written in block letters on cardboard cards. It is better to use white cardboard and black font. The height of the letters is from 2 to 5 centimeters.

When teaching global reading, it is necessary to observe gradualness and consistency. The words that we want to teach a child to read should denote objects, actions, and phenomena known to him. You can enter this type of reading not earlier than the student can correlate the object and its image, select paired objects or pictures.

TYPES OF JOBS:
1. Reading automated engrams (name of the child, names of his relatives, nicknames of pets). It is convenient to use a family photo album as a didactic material, providing it with appropriate printed inscriptions. On some cards, the inscriptions are duplicated. The child learns to select the same words, then the captions for photographs or drawings in the album are closed. The student is required to “learn” the necessary inscription on the card from memory and put it to the drawing. The closed word is opened and compared with the selected signature.

2. Reading words. Pictures are selected for all the main lexical topics(toys, dishes, furniture, vehicles, domestic and wild animals, birds, insects, vegetables, fruits, clothes, food, flowers) and are supplied with signatures.

It's good to start with the topic "Toys". First, we take two tablets with words that are different in spelling, for example, “doll” and “ball”. You can’t take words that are similar in spelling, for example, “bear”, “car”.

We begin to put signs for toys or pictures ourselves, saying what is written on them. Then we offer the child to put a sign to the desired picture or toy on their own.

After memorizing two tablets, we begin to gradually add the following.

The order in which new lexical topics are introduced is arbitrary, since we mainly focus on the interest of the child.

3. Understanding written instructions. Sentences are made using different nouns and the same verb.

Topics of proposals:

Body scheme (“Show your nose”, “Show your eyes”, “Show your hands”, etc. - it’s convenient to work in front of a mirror here);
- room plan (“Come to the door”, “Come to the window”, “Come to the closet”, etc.). Presenting the cards, we draw the child's attention to the different spelling of the second words in the sentences.

4. Reading sentences. Proposals are made for a series of plot pictures, in which one actor performs different actions.

The cat is sitting.
The cat is sleeping.
The cat is running.

You can use the plates when studying colors, when determining the size, quantity.

Global reading allows you to find out how much a non-speaking child understands addressed speech, allows him to overcome a negative attitude towards classes, and gives self-confidence.

Each of these techniques separately does not work on our children with severe mental retardation and with autism spectrum disorders. For this technique to work, these children must be prepared. Nurieva writes that teaching GLOBAL READING IS THE FOURTH STAGE.

The depth of autistic disorders does not allow one to immediately start educating the child's understanding of the speech addressed to him and the development of the pronunciation side of speech. Before starting work on the speech function, special preliminary stages of work are necessary.

CONCLUSIONS.

Thus, work on global reading is necessary for the development of communication skills in children, for the development of understanding and activation of speech. This work should permeate all subjects learning activities and household self-service. This work must be well planned and consistent. When teaching global reading, it is necessary to observe gradualness and consistency. The words that we want to teach a child to read should denote objects, actions, and phenomena known to him. You can enter this type of reading not earlier than the student can correlate the object and its image, select paired objects or pictures.

Teaching children the elements of global reading with severe speech disorders

Children with sensory alalia are capable of literacy, although reading and writing are impaired. Literacy begins to teach children as early as possible. Researchers note the greater ease of mastering written speech and understanding it by a child compared to oral speech, as well as the predominance of visual perception of speech in such cases over auditory. Through literacy, the child's understanding is expanded and refined, work is being done to develop their own lexico-grammatical and phonetic capabilities. When teaching literacy to children with sensory alalia, it is not the sound-letter path that is based on the child’s analytical and synthetic activity in connection with sounds, syllables, words, sentences that is effective, but global reading, having mastered which he expands his articulatory and acoustic capabilities, and then continues in-depth analytical-synthetic work with perceived and spoken speech.

A child is taught to read and write even when he still does not have some sounds, this, as studies show, is not a serious obstacle to memorizing letters and mastering the sound fusion technique. After listening to the sound, syllable, word, the child shows a letter or a tablet with a syllable, a word, adds a syllable, a word from a split alphabet. So gradually the child develops a connection between the phoneme, grapheme and article.

Teaching global reading begins with children 3-4 years old. Researchers have found that about 50% of learning abilities in children are laid in the first four years of life, another 30% before the age of seven, but this fact does not mean that by the age of 4 preschoolers acquire 50% knowledge or 50% wisdom, or 50% intelligence. The bottom line is that the basic structures necessary for learning are formed in a child during the first years of life. Everything else that a person learns and learns in his life, he will build on this foundation, around this core.

L.S. Vygotsky noted: a preschooler is capable of learning according to a certain program. But “the program itself, by its nature, according to its interests, according to the level of its thinking, can assimilate to the extent that it is its own program”, i.e. it is necessary to match the methods of teaching a preschooler and the ways of his knowledge.

Initially, when teaching children, such types of speech are used that can be perceived globally. These types are the global perception of oral speech (auditory-visual perception) and written speech (by tablets). From the very beginning, global perception should be accompanied by reflected reproduction, so that the formation of a single visual-speech-motor image of a word begins in children as early as possible.

Speech is included in the education of children from the first days of their stay in kindergarten. The speech of adults and the children themselves is accompanied by the fulfillment by children of all regime moments, according to speech instructions (orally and on tablets), children perform various tasks.

The program for the development of oral speech, first of all, provides for the creation of an emotional attitude to speech, installation on oral speech, the formation of speech activity, constant exercises of the articulatory apparatus, not only in the process special classes but also in everyday life and in games.

The requirements for the development of written language include teaching the understanding of tablets - the names of objects, actions, qualities, etc., teaching the use of tablets in the course of classes, as well as independent writing of children.

When learning to read, the initial word is the whole word, the meaning of which children know well. Children learn continuous oral reading extended in time, relying on their auditory-visual perception. Then the children begin to read familiar words, and then acquire the skills of independent reading of unfamiliar words.

Teaching global reading to children with severe speech disorders helps to improve their phonemic hearing, overcome the mixing of sounds that are close in place and method of articulation, teaches them to more clearly pronounce endings that children often omit, and contributes to the formation of sound-letter analysis. In addition, children expand their vocabulary, clarify meaning many words.

Tasks that are set and solved in the process of work:

Creating a situation of success, as children suffering from organic disorders are often embarrassed by their deficiency and have a negative attitude towards various speech therapy tasks. Experience has shown that children are more willing to complete the task of memorizing tablets than other exercises. And the work of teaching reading becomes the starting point in the process of overcoming shyness and negativism.

Teaching children to understand the oral form of speech and writing based on auditory-visual perception.

The development of figurative memory, visual-objective thinking, speech perception, which in the child's mind for the first time correlates with an integral structure, a graphic sign - a word.

Development fine motor skills hands and spatial perception.

The work on teaching global reading is carried out in stages .

The first stage includes reading short words denoting objects well known to the child, in which the pronunciation, for example, “dad”, “mother”, “house” does not diverge from the spelling.

We teach children to put signs with the names of the subject (written in block letters, without isolating individual letters) to toys or pictures.

Very often, as non-speaking children learn to recognize words, they begin to pronounce them. It is not scary if the words are not pronounced clearly enough. It is important that they become the basis for the development of the child's speech. Gradually, the alphabetic composition of the word is remembered. In the future, as the skill of reading - recognition is formed, the need for a drawing disappears. For children familiar with letters, this task is not difficult, but they are also willing to engage in global guessing of words. This type of activity does not directly affect the process of learning to read by syllables, but draws attention to the spelling of words, improves visual memory, gives the child confidence, because he knows how to do something "adult".

As children reach the level of free reading of words of this type, they include in reading words in which the pronunciation diverges from the spelling, using superscripts

A F

SHOVEL, AUTO

At the second stage, similar tablets are offered with action words (singular verbs, III persons), for example, “goes”, “eats”, “lies”. Just like at the first stage, pictures depicting the action are attached to the plates. As soon as the child has learned to recognize the words, sentences should be added, for example, "mom is sleeping."

Simultaneously with teaching global reading, it is necessary to teach the child to put words from a split alphabet. Children show their understanding of the meanings of familiar words, perceived in writing, and also composed of letters of the split alphabet, in different ways:

a) find the appropriate item;

b) draw or mold its image, make an application or construction;

c) perform themselves or with the help of toys the actions corresponding to the word.

In parallel with this, children are taught to print familiar words, first with the presentation of a word tablet, and then without it. In the process of typing words, they offer to circle the letter with a finger, a pencil on tracing paper, mold it from plasticine, lay it out with a string, draw it in the air.

The ability to globally read several dozen words is an important part of the process of learning to read. The child has an interest in letters, words. But the most important thing is to teach him to recognize syllables.

This is the third stage of work. Here they use the reading of words with open syllables. This is no longer global reading, but analytical, so only those syllables that the child can pronounce correctly are offered. We do not tell him what letters are written on the tablet. Now it is important to teach the child to recognize the syllable, and not to pronounce the name of the letters. The child is asked, showing the appropriate sign, to say “ma” (and not “em”, “a” or “me”, “a”). The sequence of syllables presented: consonants with the vowel "a", then "y", "s", "o", "i", "I", "e", "yu", "e". Vowels, which are a syllable in some words, are written on separate tablets to form words such as "Yasha", "ear", "willow". After the children have memorized the syllables with the sound "a", it is proposed to compose words from these syllables ("heat", "vase", "wound").

After two-syllable words, three-syllable words and short phrases can be suggested: “ditch”, “cabin”, “I am walking”.

As in the previous stages, in parallel, we propose to compose syllables and words from the split alphabet and print these words.

As the child learns to read words and short phrases from syllabic tablets, you can invite him to read the same words and phrases, but already written on large sheets of paper in large print.

Reading words with closed syllables and with a confluence of consonants is the fourth stage of work. On the tablets, a fairly noticeable dot is placed above each consonant letter. We explain that these letters must be pronounced abruptly. First, voiceless consonants are offered, then voiced. The selected consonant sound should be located at the end of the word, then in the middle and at the beginning (“lu To", "boo To wa", " To handle"). Words with "y" and "b" are read without discussing what kind of letter it is. When meeting with "b", we suggest that children do not read this letter at all.

The final, fifth stage of work is reading the text.

As practice shows, the used system of teaching children to read provides required level preparing them for literacy in school. And, finally, the school curriculum is such that by the end of the second quarter, a first grader should be able to read not only the text from the Primer, but also the condition of the problem, the task for the exercise. And if the child does not cope well with this, then he begins to mask his inability to read with hesitation. Therefore, it is extremely important that children read as well as possible by the time they enter school.

Teaching Global Reading to Children with Autism

Teaching global reading allows you to develop a child's impressive speech and thinking to mastering pronunciation. In addition, global reading develops visual attention and memory.

The essence of global reading is that a child can learn to recognize written words as a whole, without isolating individual letters. To do this, words are written in block letters on cardboard cards. It is better to use white cardboard and black font. The height of the letters is from 2 to 5 centimeters.

Preparing to teach global reading.

For the formation of global reading, preparatory and work is required - these are a variety of games and exercises for development:

visual perception;

attention;

visual memory;

Understanding of addressed speech;

Follow simple instructions;

Ability to select paired objects and pictures;

The ability to correlate an object and its image;

Understanding the content of what is being read.

It is possible to introduce training in global reading not earlier than the above skills are formed in the child.

It is advisable to use didactic games, the purpose of which is tracing paths, laying out patterns from a mosaic according to a model, decorative drawing.

It is also important to provide motivation for the use of signs with printed words and phrases, which can be achieved in the process of playing with dolls and animal toys.

These are games like:

- "Labyrinths";

- "Who lives where";

- "Lotto";

- "Find by contour";

- "What's missing?";

- "Find by silhouette";

- "Find a place for dolls";

- Paired pictures.

Types of work in teaching global reading

1. Reading automated engrams (name of the child, names of his relatives, nicknames of pets).

To teach global reading, you can use homemade books or the so-called simple communication albums with pictures and captions to them. At first, they are compiled without taking into account a specific topic and contain the material that is most often encountered by a child in a life situation. It is convenient to use a family photo album as a didactic material, providing it with appropriate printed inscriptions. The inscriptions are duplicated on separate cards, and the child learns to select the same words. Then the captions for the photographs or drawings in the album are closed, and the child is required to “recognize” the necessary inscription on the card from memory and put it next to the drawing. The closed word is opened and compared with the selected signature. As the dictionary is accumulated, two-three-word captions are given to the pictures (for example: “Here is mother Ira”, “This is father Yura”).

When working with homemade books, several options for working are used:

Orders: give, show, find, correlate.

Demonstration of the action shown in the picture through the use of a gesture.

Consolidation of speech material at home.

Thus, the child conjugately pronounces and accumulates a passive vocabulary in the form of global reading, which later turns into an active one.

2. Reading words

Pictures are selected on all major lexical topics (toys, dishes, fruits, clothes, food, flowers) and are provided with captions.

It's good to start with the topic "Toys". First, we take two tablets with different spelling words (for example, “doll” and “ball”). You can not take words that are similar in spelling (for example, "bear", "car").

We begin to put signs for toys or pictures ourselves, saying what is written on them. Then we offer the child to put a sign to the desired picture or toy on their own. After memorizing two tablets, we begin to gradually add the following. The order in which new lexical topics are introduced is arbitrary, since we mainly focus on the interest of the child.

3. Reading written instructions.

Sentences are made for a series of plot pictures in which one character performs different actions (The cat is sitting. The cat is sleeping. The cat is running. The cat is eating.).

You can use the plates when studying colors, when determining the size, quantity.

Global reading allows you to find out how much a “non-speaking” child understands addressed speech, allows him to overcome a negative attitude towards classes, gives self-confidence, stimulates the accumulation of a passive vocabulary and its transition to active speech.

Teacher-defectologist Shalkina A.M.

Features of the approach to teaching reading, writing and numeracy skills

There are a number of techniques that help the teacher in the formation of basic learning skills in an autistic child.

So, when teaching reading, you can first focus on a child’s good involuntary memory, on the fact that he, playing with a magnetic alphabet or with cubes on the sides of which letters are written, can quickly memorize the entire alphabet mechanically (for example, we know an example when one boy involuntarily learned the alphabet, as he often ate cookies in the shape of letters). It is enough for an adult to name letters from time to time, without requiring the child to constantly repeat, without checking him, since everything that requires voluntary concentration slows down the child, can cause him to be negative.

Further, we suggest teachers and parents not to teach the child letter-by-letter or syllable-by-syllable reading, but immediately turn to the “global reading” method, that is, reading in whole words. This technique seems to us more adequate in teaching autistic children than letter-by-letter or syllable-by-syllable reading. The fact is that, having learned to add letters or syllables, an autistic child can for a long time read "mechanically", without delving into the meaning of what was read. He is carried away by the very process of combining letters and syllables, that is, he actually begins to use it for autostimulation.

With "global reading" we can avoid this danger, since we sign pictures or objects with whole words, and the word is always combined in the visual field of the child with the object that it designates.

In addition, teaching an autistic child to read in whole words is easier and faster than in letters and syllables, since, on the one hand, he perceives fragmented information (in the form of letters, syllables, etc.) with great difficulty, but, on the other hand, it is able to instantly memorize, “photograph” what is in its visual field.

It is also convenient that the technique focuses mainly on the involuntary attention of the child, on the fact that he initially memorizes the word simply as a graphic image, as a picture.

Our version of “global reading”, which allows the child to simultaneously practice the selection of sounds in a word and the first writing skills, is described in detail in Appendix 1.

Teachers and parents themselves can creatively rework and adapt the “global reading” method to the interests and abilities of each child. You can combine “global reading” with the technique of plot drawing that we have described (see the section “Developing speech understanding”). This is exactly what the teacher and mother of one six-year-old autistic girl did - their experience is described in Appendix 2.

When teaching an autistic child to count, one should also remember that he can learn to count mechanically, without correlating numbers with quantities, without understanding the real meaning of counting. He can amuse himself by counting up to a thousand, up to a million, or by solving addition and subtraction examples with two- and three-digit numbers, but being unable to comprehend and translate into the form of an example the simplest problem. Therefore, teaching an autistic child to count should always begin with the work of comparing quantities, correlating a number and a number of objects. This helps the use of visual, subject material, toys in the lessons.

The preparation of the child's hand for writing is associated with the need to work out arbitrary manual movements that are difficult for an autistic child due to disturbances in the distribution of psychophysical tone. As mentioned above, it is better to start practicing any motor skills by manipulating the child's hands. That is, we put a brush, pencil or pen into the child's hand and move his hand, supporting it by the brush. In this way, we give him a “motor image” (motor stereotype) of writing a graphic element. Gradually such physical help it is necessary to reduce it: no longer drive the child’s hand, but only lightly hold his hand or elbow and, if possible, move on to writing “point by point”, otherwise the child will get used to the constant support of the hand and will not be engaged in writing without it.

Of course, it is necessary to beat, if possible, each part of the lesson, while focusing on the interests of the child. So, the teacher taught one kid to highlight the line and draw in it (point by point) the ornaments necessary to prepare for the letter, saying: “Now we will draw how the hare jumps from hill to hill. And now - like a bear jumping. And in the next line we will draw how they catch up with each other. Another boy, who really liked the role of a sailor, a brave captain, was taught to write, keeping within the line, without crawling out of it, since "a sailor leads his ship exactly along the fairway line."

It should be noted that many elements of the learning of an autistic child arise even in the game, before the formation of learning behavior in him. We count the wagons of the toy train and make signs with the names of the stations; we figure out how many pies to mold from plasticine in order to “treat all the animals”; we sign drawings, sculpt letters from plasticine or lay them out from a constructor, from dryers, etc. So, at first, little by little, we provoke the child’s interest in mastering the skills of reading, counting, writing, and this helps to avoid further manifestations of negativism in relation to learning .