Teaching reading to children with mental retardation. How to teach a child with mental retardation to read an innovative technique
The development describes the experience of teaching global reading, which can be used in working with mentally retarded children
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"Teaching children to read mild degree mental retardation according to the Doman method
(global reading technique)
Teacher Perevodchikova O.A.
Pedagogy does not stand still, and in addition to traditional methods, innovative methods of teaching children to read have appeared. There are children with mild mental retardation in my class. All the students, except for one boy, learned to read, but he did not understand how words are made from letters, and I set myself the goal of teaching the boy to read using the Helen Doman method (global reading method).
The essence of the method lies in the fact that for a long time the child regularly perceives visually and aurally written whole words, phrases, short sentences.
The training was divided into stages:
I. Reading individual words
At first I used 10 words. She presented the cards to the boy one after another very quickly.
First, to show the child, she took a card with the word “MAMA” and distinctly pronounced the phrase: “This means“ MOM. At the same pace, I did the procedure with the “PAPA” card and three more short words (of 3-4 letters) from the same group.
During the 1st day of training, she repeated the presentation of Doman's cards to the boy 3 more times (the interval between views should be at least half an hour). The total amount of time spent on training should not exceed three minutes.
During the 2nd day, we repeated the main task 3 times, and also 3 times I demonstrated a set of Doman cards from a new set. In total, Day 2 consisted of six sessions.
On the 3rd day, I added the 3rd set of 5 new words. This time I used 3 sets of 5 words each. Each set of words was demonstrated 3 times. The total number of classes increased to 9, stretched over the whole day, but each of them took no more than 5 minutes.
The first 15 words should be the closest and most enjoyable for the child. Words can include the names of family members and relatives, the names of pets, the names of favorite foods. The result of this stage is that the child must learn to read the words.
Having learned 15 words, we proceeded to the next group, denoting parts of the body. This set can consist of 25 words divided into 5 sets
Each time you need to add new words and remove old ones. To do this, I removed one word from each set already mastered within 5 days and replaced this word with a new one. You need to do this with every set of words.
Then they began to study verbs in the same way.
So we learned 25 words a day, divided into 5 sets of 5 words each. Every day the boy got acquainted with 5 new words, 1 in each set, and I deleted 5 old words.
On average, a child should memorize 5 words a day, with a maximum of 10 words.
The 2nd stage in mastering reading according to the method of Glen Doman is an intermediate link between reading individual words and whole sentences.
First analyzed vocabulary child and thought about what combinations can be made from the learned words.
One of the simplest and most popular groups of words is the list of primary colors. The boy learned to distinguish and name the primary colors quickly and easily, and I offered him simple phrases: “black hair”, “yellow banana”.
After some time, I introduced him to antonyms: “clean-dirty”, “right-left”.
Then she supplemented the display of words with bright illustrations that are on the back of the words. “Big” and “small” are very simple concepts for a child with mental retardation, because they are closely related to everyday life: “big spoon”, “small spoon”.
III. Simple sentences (of 2 words)
At the 3rd stage, we had to make simple sentences based on word combinations. By this time, the child should already know about 75 words.
To do this, you need to make a set of 5 sentences, and show it to your child three times a day for 3-5 days. Then delete 2 old sentences and replace them with 2 new ones. The boy learned them quickly, and we moved on to new sentences.
IV. Common sentences (of 3 or more words)
By the 4th stage, the child will already be able to take the second most important step after he first learns to distinguish between individual words. Now he is able to understand common sentences.
At this stage, she made cards with prepositions and adverbs (there should not be very many of them) and continued to show the boy new educational material, reading aloud separate sentences, texts from the book. The child himself began to pronounce different words aloud and read whole sentences aloud.
Recognizing individual words and understanding what they mean is the first and main step towards learning global reading.
In this section, Glen Doman uses the same principles as in the third stage, gradually increasing the number of words in a sentence. For example, the sentence "the cat is sleeping" can be supplemented: "the cat is fast asleep."
At the 5th stage, we had to learn how to work with small printed text containing a large number of words on each page.
It is important at this stage right choice books that you will teach your child to read, because. makes sense in global reading
primary meaning, i.e. you need to understand what is written in the book. She must
- contain from 50 to 100 words;
- consist of words and sentences already familiar to the child;
- it should have no more than 1 sentence per page;
- the height of the printed font is not less than 1 cm;
- text should precede illustrations and be placed separately from them.
It will also be possible to create your own book with a child, for example, based on fairy tales: “Turnip”, “Ryaba Hen”, “Kolobok”, “Teremok”. Then, according to the fairy tales “Three Bears”, “Masha and the Bear”, “The Wolf and the Kids”, “The Cat, the Rooster and the Fox”, “Zayushkina's Hut”. Then thematic books on any topic, for example: "Seasons", "Transport", "Clothes". The creation of a “personal book” “My family” will bring great joy to the child.
The advantage of global reading is the simultaneous perception of a word (phrases, sentences) visually and aurally.
The technique was developed by doctors for the treatment of children with mental disorders. It activates the brain activity of the child and, against this background, forms certain system knowledge.
Teaching reading according to the Doman method for a mentally retarded child turned out to be the easiest.
Nowadays, the global reading technique is used not only among “special” children, but also among children with a norm in order to eliminate reading difficulties.
Speech therapy assistance to mentally retarded children with a complex structure of the defect in the process of learning to read by the global method
An increasing number of severely mentally retarded children, whose development is often complicated by concomitant hearing and visual impairments, autism spectrum disorders, severe speech disorders, urgently requires special attention of correctional pedagogy specialists. Modern correctional educational institutions working with children of this category experience significant difficulties in choosing the forms and methods of work. They are due to the lack of regulatory documents, textbooks, special didactic tools, publications in specialized literature covering practical experience in working with severely mentally retarded children. Meanwhile, the social order of parents teaching children in correctional educational institutions is very significant: adaptation in society (the formation of elementary life support skills), mastering the skills of writing, reading, counting.
The problem of corrective speech therapy assistance to children with neurological pathology is currently extremely relevant. Today, up to 80% of newborns are physiologically immature, over 86% have perinatal pathology of the central nervous system, the lack of timely correction of which leads to the development of persistent disorders in the future (E.M. Bombardirova, E.T. Lilyin, O.I. Maslova, K.A. Semenova)
According to the results of a medical and speech therapy examination against the background of severe mental retardation, all the children with whom I had to work (6 people in total) revealed an average degree of neurological pathology. These are the syndrome of movement disorders (6 people), episyndrome (4 people), cerebral palsy (1 person), cerebrasthenic syndrome (6 people), speech and movement disorders (dysarthria) - 5 people. Thus, all severely mentally retarded children (6 children) have a complex defect structure.
In the first place in terms of prevalence among severe speech pathology in children is dysarthria - a violation of sound pronunciation due to insufficient innervation of the speech muscles. This occurs as a result of an organic lesion of the central nervous system, in which the motor mechanism of speech is disturbed. With this speech pathology, along with a violation of the sound-producing side of speech and prosodic, there are violations of speech breathing, voice and articulatory motility. Speech intelligibility in dysarthria is impaired, speech is blurry, fuzzy, with a persistent nature of sound pronunciation disorders (the pronunciation of not only consonants, but also vowels is impaired). The movement of the muscles of the tongue is limited, there is a violation of arbitrary swallowing. Paresis of the labial muscles is the cause of hypersalivation - increased salivation.
According to the results of a speech therapy examination, the children of my group found: a violation of the general intelligibility of speech, “blurring” of sound pronunciation (numerous pronounced distortions in many phonetic groups), the absence of voice modulations, a violation of the tone of the lingual, labial and linguistic muscles, hypersalivation. All components of speech are impaired: both the pronunciation side and lexical, grammatical and phonemic development. A pronounced limitation of vocabulary is noted, which is manifested in the fact that children use only everyday words, often use words in an inaccurate meaning, replacing them by similarity, by situation, by sound composition. Mastery of the grammatical forms of the language is impaired: prepositions are omitted, endings are not agreed or used incorrectly, categories of number, there are difficulties in coordination and management.
Given the severity of speech disorders in this category of severely mentally retarded children, speech therapy assistance to them cannot be limited only to correcting shortcomings in sound pronunciation, since only “external” manifestations of a speech defect (pronunciation of individual sounds) are eliminated, but agrammatism, underdevelopment of coherent speech, and the ability to phonetically are not overcome. phonemic analysis of words. We need other approaches to the organization of speech therapy work. I was interested in N.B. Lavrentyeva’s publication “Teaching children with autism to read: creating a “personal primer” (Defectology magazine, No. 6, 2008). The author proposes a method of instantaneous perception of the whole word. Psychological and pedagogical diagnostics of the potential capabilities of severely mentally retarded children shows that they have the most intact visual mechanical memory. This led to the choice of speech therapy assistance to children through teaching reading by the global method. In the global reading methodology, the unit of reading is a word, not a single LETTER or SYLLABLE. This technique assumes that for the initial stage of training, simple words denoting objects familiar to the child. The child learns to correlate the plates with the names of objects with the pictures depicting these objects. With this approach, the word is remembered by the child as a whole, as a single graphic image. The advantages of this technique are obvious: - all the information intended for assimilation is presented in the visual field of the child, which ensures: concentration of his attention, instant visual perception and involuntary visual memorization, correlation of the word with the image of the object that it designates, which provides meaningful reading.
The process of providing speech therapy assistance began with thematic planning, which used the speech material most familiar to the child on the topics: “family, vegetables, clothes, toys, utensils”. It was assumed that up to 10 words would be used in each topic (see the fragment of thematic planning on topics: “family, vegetables”, Table No. 1), with the design of the child’s “Personal primer” (picture and printed word for it). In parallel with the global reading of words, children learned to pronounce sounds, recognize and print the letters A, O, U, M, C, X, Sh. A graphic image of each studied sound (letter) was placed in the pockets of the split alphabet. Recognition, folding, naming syllables and words with learned letters allowed the children to get closer to the initial skill of sound-letter analysis. The structure of classes was built taking into account the observance of the protective pedagogical regime, increasing educational motivation, compliance dynamic pauses, the choice of visual and didactic material. Each lesson for the development of lexical and grammatical forms of the language included tasks for the formation of the psychophysical sphere of children. These are psycho-gymnastics, relaxation, games for the development of fine and general motor skills, voice and breathing exercises, games for attention. In the proposed system of classes, the main principle of special education was realized - the principle of correctional orientation while observing the triune task, namely correctional education, correctional development, correctional education. All classes were duplicated by parents in a family setting. Corrective development was carried out in the main areas:
– development of sensory and motor functions;
– formation of the kinesthetic basis of articulatory movements;
- development of the emotional-volitional sphere and gaming activities;
- development of intellectual functions - memory, perception, attention, orientation in space.
The observance of the principle “from simple to complex”, the use of a reward system, the creation of a situation of success, the dosage of speech material, work with children in a group and individually made it possible to increase the amount of material studied. So the children remembered and read the names of the peers of the group, the name and patronymic of the teacher, the names of some pieces of furniture.
The final monitoring of the formation of reading skills by the global method showed a positive trend: during the period of study from September to May 2009–2010, children memorized and read from cards from 13 to 78 words from the studied 6 topics “family, vegetables, clothes, toys, dishes, names ” (see Table No. 2). In general, the percentage of assimilation of the material in the group was 61.4%. A speech therapy examination of the state of speech based on the results of work with children showed an expansion of the volume of not only the passive, but also the active vocabulary, the development of the initial skill of sound analysis of the syllable, the pure isolated pronunciation of sounds, the unmistakable finding and naming of the letters A, O, U, M, C, X, Sh. Teaching reading by the global method allowed children in the first year of work to remember and accurately name additional letters: П, Р, Т.
In the 2010-2011 academic year, speech therapy work with children to correct speech deficiencies using the global reading method continued. In the period from September to March 2010-2011, work was carried out to consolidate the skill of composing words with learned letters using a split alphabet. Work continued on the study of new letters: Y, L, N, K, I, Z, G, V and global reading of words on the topics: “Apartment” (window, door, lamp, wall, floor, ceiling, bell, mirror, house , apartment, room, kitchen, hallway), “Products” (cheese, bread, sausage, milk, butter, meat, candy, water, juice, soup, drying, compote, kefir, cottage cheese, sour cream, salt, sugar, working out the concept “Dairy products”, “Meat products”, “Drinks”). To expand the volume of speech utterances and form a further skill in reading words with a global method, verbs (digs, reads, collects, covers, draws, plays, decorates, rides, sculpts, drinks, cooks, pours, eats, covers) and prepositions (in, on , y). This allows children to already read a simple phrase like: Roma is drinking juice with a global method. Grandmother gathers vegetables.
In the course of teaching severely mentally retarded children to read with a global method at every lesson in game form articulatory, respiratory, finger gymnastics were carried out.
The results of the interim monitoring of the dynamics speech development severely mentally retarded children with a complex structure of psychophysical and speech development show the indisputable effectiveness of speech therapy assistance to children based on teaching reading by the global method (see Table No. 3).
A fragment of thematic planning of speech therapy classes to correct speech disorders in children using the method of global word reading
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Global Reading Method for Children with Mental Retardation
The article describes effective techniques that contribute to the mastery of elementary reading skills by students with severe intellectual disability.
schools VIII type No. 5
Currently, interest in the problem of helping and educating children with moderate and severe intellectual disabilities has increased significantly: new organizational forms work, identify the potential opportunities for children to learn and integrate into society.
Discussing the problem of the effectiveness of teaching children with moderate and severe mental retardation, it is necessary not only to prioritize the formation of the "everyday" experience of students, but also not to deny the importance of mastering the basics of educational activity: writing, reading, counting, understanding nature, mastering elementary labor skills.
The problem of reading and writing disorders is one of the most significant for school education, since the possession of these skills, being the goal at the initial stage of education, subsequently turns into a means of obtaining knowledge by students.
Underdevelopment of cognitive activity, late development of speech determine the insufficient readiness of a child with a moderate degree of mental retardation to master the skill of reading.
The proposed content of the work on the formation of reading skills in children with a moderate degree of mental retardation was compiled taking into account the methodological recommendations of V.V. Voronkova, E.D. Khudenko, A.K. Aksenova, B.D. Korsunskaya, S.D. Zabramnaya, A.R. Maller, L.G. Nuriyeva. An attempt has been made to combine acceptable and effective methods and techniques that promote the formation and development of reading skills in students with a moderate degree of mental retardation. The proposed content of the work involves the development by students with a moderate degree of mental retardation of the basic operations and skills in a certain sequence, contributing to the improvement of learning outcomes. For the implementation of the tasks set for each stage, methods and techniques were selected and adapted.
1. Learning to understand speech instructions. At the beginning of training, it is necessary to identify the level of understanding of elementary speech instructions (fulfillment of instructions "Give ...", "Take ...", "Show ..."). For a child, it is more interesting when a skill is consolidated in a collective game or with the use of toys. Strict adherence to rules, instructions, instructions should become a habit for the child, this skill will help him in specific life situations.
2. Learning to understand images (working with pictures). Pictures with images of objects are used to update and enrich the vocabulary, the formation of generalizing concepts on lexical topics. Each picture should be accompanied by a small plate with a printed word indicating the object depicted in the picture. Plot pictures are recommended for organizing a conversation in the lesson. A series of story pictures is indispensable when working on understanding a work of art.
3. Application of the elements of the "global reading" methodology, subject to subsequent work with the memorized word (reading, elementary sound-letter analysis of the word). Children learn to correlate plates with the names of objects with the picture and the object itself and are perceived by children as a single graphic image.
4. Learning to complete tasks using a split alphabet. Working with a split alphabet, which is necessarily associated with sound-letter and syllabic analysis and synthesis, is an effective type of learning activity necessary for mastering reading and writing skills.
5. Performing tasks according to the primer. In reading lessons in classes for children with a moderate degree of mental retardation, it is possible to use the primer recommended for working with students with mild mental retardation, but the period of working with the primer begins much later - from the third or fourth grade, depending on the potential abilities of students in a particular class . It is recommended to perform the following types of exercises: determine whether the given word has the sound being studied, determine the place of the sound in the word, name the objects depicted in the pictures and determine the presence of the given sound, name the “noisy” letters (crossed out with additional lines, “superimposed” on each other) , find the desired letter among similar letters, etc.
Syllabic work must be constantly associated with vocabulary work - the studied syllable must be isolated from a word well known to children, then the words that include this syllable are selected and read. During this period, interest in learning games with letters, syllables and words increases.
6. Teaching the skill of working with a book. The inclusion of the elements of working with a book (textbook) in the process of teaching reading suggests that a significant part of the students in the class have formed or partially formed elementary reading skills (children know the graphic image of all letters, correlate it with sound, have an idea about the merging of letters into syllables, syllables into words while reading). Therefore, a necessary condition is the implementation of daily special exercises in the lessons that contribute to the accurate reproduction of syllabic structures and words that can cause difficulties in reading.
Reading practice should take up a large part of the lesson. In order to avoid fatigue of students when reading the text repeatedly, the tasks should be modified each time.
To consolidate interest in reading, it is recommended to work with small, understandable, illustrated texts. Texts should not contain more than ten to twelve sentences. In explanatory reading, the story is read in paragraphs or sentences, with the teacher asking questions about the content during the reading. The explanatory reading is followed by a re-reading when the children read the story on their own.
According to the results of testing high school students, the proposed system of teaching children with a moderate degree of mental retardation helps to increase the effectiveness of teaching reading (all students have learned the letters of the alphabet, correctly correlate the graphic image and sound, merge syllables, read words with a simple syllabic structure in their entirety, possess the initial skills of semantic guesses). In addition to the above, copywriting and independent writing skills are being improved.
1. Upbringing and education of children and adolescents with severe and multiple developmental disorders [software and methodological materials] / [Bgazhnokova I.M., Ulyantseva M.B. and etc.]; ed. I.M. Bgazhnokova. — M.: Humanitarian publishing center VLADOS, 2007.- 239p.
2. Shipitsyna L.M. Learning to communicate with a mentally retarded child: Tutorial. - St. Petersburg: VLADOS North-West, 2010. - 279p.
3. Aksenova A.K. Methods of teaching the Russian language in a special (correctional) school: textbook. for students defectol.fak.ped.universities. -M.: Humanitarian Publishing Center VLADOS, 2000.- 320s.
4. Lalaeva R.I. Elimination of reading disorders in secondary school students: A guide for speech therapists. - M .: Education, 1978. - 88s.
5. Maller A.R. Help for children with developmental disabilities: A book for parents. - M.: ARKTI, 2006. - 72 p., ill.
6. Education of students in grades 1-4 of a special school: A guide for teachers / Edited by V.G. Petrova. -2nd ed., revised. - M .: Education, 1982. - 285 p., ill.
7. Maksakov A.I., Tumakova G.A. Learn by playing: Games and exercises with the sounding word. A manual for a kindergarten teacher - M .: Education, 1979. - 127 p., ill.
8. Zabramnaya S.D. Is your child in a special school: A parenting workbook. -2nd ed. - M .: Pedagogy Press, 1993. - 48s., Ill.
www.isp.conference.kspu.ru
Using the Global Reading Technique in Correctional Work with Children with Complex Developmental Disorders and Non-Proficient Oral Speech
Publication date: 01.02.2016
Article viewed: 3587 times
Bibliographic description:
Magutina A. A. Using the methodology of global reading in correctional work with children with complex developmental disorders and who do not speak oral speech [Text] // Problems and prospects for the development of education: materials of the VIII Intern. scientific conf. (Krasnodar, February 2016). - Krasnodar: Novation, 2016. - S. 209-211. — URL https://moluch.ru/conf/ped/archive/187/9645/ (date of access: 06/27/2018).
Currently, when teaching children with handicapped(HIA), whose communication is difficult or impossible for one reason or another, alternative means of communication or communication (ACC) are actively used. These means of communication in some cases serve as a starting point on the way to mastering oral speech, and in others they are the main means of communication throughout the life of a person with disabilities. Let's name the main ASCs: manual signs (gestures), graphic symbols, pictographic ideographic communication, subject symbols, communication with the help of auxiliary devices, Makaton system, calendar system. Also, in the Education Program for students with moderate and severe mental retardation, prof. Baryaeva L. B. highlighted the section "Alternative reading (reading)". This section includes training in the following reading options: "reading" bodily and facial movements; "reading" images in pictures and paintings; "auditory reading": listening to audiobooks ( literary works recorded on records, audio cassettes, CDs, etc.); “reading video images” (images on CDs, videos: cartoons, documentaries about nature, animals, fragments feature films etc.); "reading" pictograms; global reading; reading in warehouses; reading letters; reading numbers and other signs.
Next, we will dwell on the methodology of global reading. Global reading was chosen by us as one of the means of alternative communication because this type of learning to read “... allows you to develop an impressive speech and thinking of the child to master pronunciation. In addition, global reading develops visual attention and memory. It must be said that the use of the global reading methodology in correctional and developmental work with children was suggested by: teacher Maria Montessori, physiotherapist Glenn Doman, deaf teacher Rau N. A. Glenn Doman developed and described in detail the methodology of teaching using global reading for children who were born with various organic brain damage. AT classic version learning to read (analytical) we go from letter to word, in the method of global reading we go in reverse order, from the word. Glenn Doman suggested that this is a more physiological way, because people think and operate in whole words. The essence of the technique is that the child is presented with tablets with words written in red letters and the corresponding picture for a few seconds, the presentation of which is reinforced by pronouncing the word. This exercise is repeated many times throughout the day. Glenn Doman insisted on early learning, arguing that the active development and formation of brain cells occurs in a child from 0 to 3 years old. It is important to note that this method is currently early learning reading is used by many parents with children who do not have disabilities for more productive speech and cognitive development.
Subsequently, some defectologists, speech therapists, teachers of the deaf have adapted the method of global reading for corrective work with children of various categories. So, B. D. Korsunskaya suggested using the global reading method in working with deaf preschoolers; the principles of the method are described in detail in the book “Methods of Teaching Speech to Deaf Preschoolers” (1969). Also, in the Education Program for students with moderate and severe mental retardation, edited by L. B. Baryaeva, N. N. Yakovleva, the block “Alternative reading (reading)” is highlighted, which includes a section for teaching global reading to children of this category. In the book Nuriyeva L. G. “The development of speech in autistic children. Methodological developments” describes in detail the methodology for teaching children with autism spectrum disorders (ASD) global reading.
Teaching global reading skills.
Let us describe the methodology of work that is carried out with students at GBOU School No. 1206 (structural unit No. 10 "Our House"), who have complex developmental disorders and do not speak oral speech. To begin with, it is necessary to carry out preparatory work, which consists of the following steps:
- Matching similar items.
- Correlation of an object with its image (picture).
- Correlation of identical pictures (if it is difficult for a child to go directly to the 4th stage).
- Correlation of the picture with the tablet (direct work in the "Global Reading Album").
- The teacher shows the child a photo or picture, pronouncing it orally and reinforcing it with the appropriate gesture (“Look. This is mom + gesture).
- The teacher encourages the child to reproduce the gesture.
- The teacher puts the picture in front of the child and shows a tablet with a word, for example, DESK, while bringing it to his lips and clearly pronouncing the word several times, swiping over the tablet index finger free hand, right to left.
- Encourages the child to hold the index finger on the plate (if the child cannot hold the finger himself, the teacher does this “hand in hand” with the child).
- Next, the teacher puts a sign under the word.
- Then the same actions are repeated with the second word, for example, BED.
- Next, the teacher invites the child to stick photos (pictures) in the album.
- Then, the teacher presents the child with the same tablets with words that are pasted under the pictures in the album; reads them as described in paragraph 3 and reinforces the pronunciation with a gesture.
- The teacher offers the child to "read" the word (point 4) and put it under the desired photo (picture).
- After that, the glued words are closed, for example, with a strip of paper or cardboard, and the teacher encourages the child to put a sign on the photo (picture), focusing only on the photo (at the same time on early stages it is possible to use the gesture designation of the word as a hint).
Further, “Global Reading Albums” are prepared for each child. It is important to note that the child participates in the production of his album, for example, sticking photos, and thus, is included in activities that are interesting for him. Such preparatory work shows that in the future, the child willingly and with interest takes part in the educational process. On the first page of the album, a photo of the child is pasted, then photos of his family members, then photographs or pictures on various lexical topics are selected and printed. It is important to note that the work with the "Album of Global Reading" is accompanied by a gesture designation of the studied words. The gesture in this case serves as a reinforcement, since this means of communication is used in almost all lessons, regime moments and free activities of children at school. On each page of the album there are two photographs or pictures and, consequently, two signs under them. The plates are printed on white paper in black font, the height of the letters is 2 cm.
We propose to divide the work on the method of global reading with children with complex developmental disorders into five main blocks. Next, we describe the main stages of work on each of the blocks.
I block. Work with nouns and proper names, with visual support on the image.
II block. Work with nouns and proper names, without visual support for the image.
III block. Work with verbs.
IV block. Making simple sentences based on action pictograms.
Note to IV block. It happens that it is difficult for a child to move on to working with written tablets without relying on appropriate images. Then, instead of printed words, we lay out pictures in front of the child. When the child learns to accurately place them before and after the action pictogram, then we begin to introduce printed plates, also placing them under the desired images.
V block. Drawing up simple sentences without visual support for images.
It is important to note that all lexical material is selected taking into account the level of development of the child and his interests.
The variant of applying the global reading methodology with children who have complex developmental disorders and do not speak spoken language, presented in this article, shows its effectiveness. In the two third grades of GBOU School No. 1206 (SP No. 10 "Our House"), global reading is taught for the second academic year. Only 8 children from two classes do not use oral speech for communication. Currently, all children have mastered the first block of teaching global reading. 4 a child out of 8 mastered block II as well.6 students out of 8 are guided by action pictograms, which are being worked on in block III.5 children out of 8 compose simple sentences, according to the stages of work described in block IV. this moment only 2 out of 8 children have mastered the stages of education presented in the V block. We see positive results and can conclude that it is necessary to continue corrective work on the development of speech using the global reading methodology with children who have complex developmental disorders and do not speak spoken language.
- exercise therapy) for children with mental retardation - ( video)
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- Life expectancy of children and adults with oligophrenia
The site provides background information for informational purposes only. Diagnosis and treatment of diseases should be carried out under the supervision of a specialist. All drugs have contraindications. Expert advice is required!
Treatment and correction of mental retardation ( how to treat oligophrenia?)
Treatment and correction mental retardation ( mental retardation) is a complex process that requires a lot of attention, effort and time. However, with the right approach, you can achieve some positive results within a few months after the start of treatment.Can mental retardation be cured? diagnose mental retardation)?
Oligophrenia is incurable. This is due to the fact that under the influence of causal ( provoking the disease) factors damage occurs to certain parts of the brain. As you know, the nervous system especially its central part, that is, the brain and spinal cord) develop in the prenatal period. After birth, the cells of the nervous system practically do not divide, that is, the ability of the brain to regenerate ( recovery after damage) is almost minimal. Once damaged neurons ( nerve cells) will never be restored, as a result of which once developed mental retardation will remain in the child until the end of his life.At the same time, children with a mild form of the disease respond well to therapeutic and corrective measures, as a result of which they can receive minimal education, learn self-care skills, and even get a job. simple job.
It is also worth noting that in some cases, the goal of therapeutic measures is not to cure mental retardation as such, but to eliminate its cause, which will prevent the progression of the disease. Such treatment should be carried out immediately after the identification of a risk factor ( for example, when examining the mother before, during, or after childbirth), since the longer the causative factor affects the baby's body, the more profound thought disorders he may develop in the future.
Treatment for the cause of mental retardation may include:
- For congenital infections- with syphilis, cytomegalovirus infection, rubella and other infections, antiviral and antibacterial drugs may be prescribed.
- With diabetes in the mother.
- In case of metabolic disorders– for example, with phenylketonuria ( violation of the metabolism of the amino acid phenylalanine in the body) eliminating foods containing phenylalanine from the diet can help solve the problem.
- With hydrocephalus- surgery immediately after the detection of pathology can prevent the development of mental retardation.
Finger gymnastics for the development of fine motor skills
One of the disorders that occur in mental retardation is a violation of fine motor skills of the fingers. At the same time, it is difficult for children to perform precise purposeful movements ( such as holding a pen or pencil, tying shoelaces, and so on). Finger gymnastics, the purpose of which is the development of fine motor skills in children, will help to correct this shortcoming. The mechanism of action of the method lies in the fact that frequently performed finger movements are “remembered” by the child’s nervous system, as a result of which in the future ( after multiple workouts) the child can perform them more accurately, while spending less effort.Finger gymnastics may include:
- Exercise 1 (finger counting). Suitable for children with mild mental retardation who are learning to count. First you need to fold your hand into a fist, and then straighten 1 finger and count them ( aloud). Then you need to bend your fingers back, also counting them.
- Exercise 2. First, the child should spread the fingers of both palms and place them in front of each other so that only the fingertips touch each other. Then he needs to bring his palms together ( that they also touch), and then return to the starting position.
- Exercise 3 During this exercise, the child should fold his hands into the castle, while first the thumb of one hand should be on top, and then the thumb of the other hand.
- Exercise 4 First, the child should spread the fingers of the hand, and then bring them together so that the tips of all five fingers gather at one point. The exercise can be repeated many times.
- Exercise 5 During this exercise, the child needs to clench his hands into fists, and then straighten his fingers and spread them, repeating these actions several times.
Medicines ( drugs, pills) with mental retardation ( nootropics, vitamins, neuroleptics)
The goal of drug treatment of oligophrenia is to improve metabolism at the level of the brain, as well as stimulate the development of nerve cells. In addition, drugs may be prescribed to relieve certain symptoms of the disease, which may be expressed in different children in different ways. In any case, the treatment regimen must be selected for each child individually, taking into account the severity of the underlying disease, its clinical form and other features.Medical treatment for mental retardation
Drug group | Representatives | Mechanism of therapeutic action |
Nootropics and drugs that improve cerebral circulation | Piracetam | Improve metabolism at the level of neurons ( nerve cells) of the brain, increasing the rate of use of oxygen by them. This can contribute to the patient's learning and mental development. |
Phenibut |
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Vinpocetine |
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Glycine |
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Aminalon |
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Pantogam |
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Cerebrolysin |
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Oksibral |
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vitamins | Vitamin B1 | Necessary for the normal development and functioning of the central nervous system. |
Vitamin B6 | Necessary for the normal process of transmission of nerve impulses in the central nervous system. With its deficiency, such a sign of mental retardation as mental retardation can progress. |
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Vitamin B12 | With a lack of this vitamin in the body, accelerated death of nerve cells can be observed ( including at the level of the brain), which may contribute to the progression of mental retardation. |
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Vitamin E | Protects the central nervous system and other tissues from damage by various harmful factors ( in particular, with a lack of oxygen, with intoxication, with irradiation). |
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Vitamin A | With its lack, the work of the visual analyzer may be disrupted. |
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Antipsychotics | Sonapax | They inhibit the activity of the brain, making it possible to eliminate such manifestations of oligophrenia as aggressiveness and pronounced psychomotor agitation. |
Haloperidol |
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Neuleptyl |
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tranquilizers | Tazepam | They also inhibit the activity of the central nervous system, helping to eliminate aggressiveness, as well as anxiety, increased excitability and mobility. |
Nozepam |
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Adaptol |
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Antidepressants | Trittico | They are prescribed for the depression of the psycho-emotional state of the child, which persists for a long time ( more than 3 - 6 months in a row). It is important to note that the persistence of such a state for a long time significantly reduces the child's ability to learn in the future. |
Amitriptyline |
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Paxil |
It should be noted that the dosage, frequency and duration of use of each of the listed drugs is also determined by the attending physician, depending on many factors ( in particular, on the general condition of the patient, the prevalence of certain symptoms, the effectiveness of the treatment, possible side effects, and so on.).
Tasks of massage for mental retardation
Massage of the neck and head is part of the complex treatment of mentally retarded children. At the same time, full body massage can stimulate the development of the musculoskeletal system, improve the general well-being of the patient, and improve his mood.The tasks of massage for oligophrenia are:
- Improving blood microcirculation in massaged tissues, which will improve the delivery of oxygen and nutrients to the nerve cells of the brain.
- Improving the outflow of lymph, which will improve the process of removing toxins and metabolic by-products from the brain tissue.
- Improving microcirculation in the muscles, which helps to increase their tone.
- Stimulation of nerve endings in the fingers and palms, which can contribute to the development of fine motor skills of the hands.
- Creating positive emotions that favorably affect the general condition of the patient.
The effect of music on children with mental retardation
Music lessons or just listening to it has a positive effect on the course of mental retardation. This is why virtually all children with mild to moderate disease are encouraged to include music in their remedial programs. At the same time, it is worth noting that with a more severe degree of oligophrenia, children do not perceive music, do not understand its meaning ( for them it's just a set of sounds), and therefore they will not be able to achieve a positive effect.Music lessons allow you to:
- Develop the child's speech apparatus (while singing songs). In particular, children improve the pronunciation of individual letters, syllables and words.
- Develop your child's hearing. In the process of listening to music or singing, the patient learns to distinguish sounds by their tonality.
- Develop intellectual abilities. To sing a song, the child needs to perform several sequential actions at once ( take a breath in your chest before the next verse, wait for the right melody, choose the right voice volume and singing speed). All this stimulates thought processes that are disturbed in children with mental retardation.
- Develop cognitive activity. In the process of listening to music, a child can learn new musical instruments, evaluate and memorize the nature of their sound, and then learn ( determine) them by sound alone.
- Teach your child to play musical instruments. This is possible only with a mild form of oligophrenia.
Education of persons with mental retardation
Despite mental retardation, almost all patients with mental retardation ( except deep form) can be trained to some extent. At the same time, general education programs of ordinary schools may not be suitable for all children. It is extremely important to choose the right place and type of training, which will allow the child to develop his abilities to the maximum. Ordinary and correctional schools, boarding schools and classes for students with mental retardation ( PMPK recommendations)
In order for the child to develop as intensively as possible, you need to choose the right educational institution to send him to.Education for mentally retarded children can be carried out:
- In public schools. This method is suitable for children with a mild form of mental retardation. In some cases, mentally retarded children can successfully complete the first 1-2 grades of school, while any differences between them and ordinary children will not be noticeable. At the same time, it is worth noting that as the school curriculum grows older and heavier, children will begin to lag behind their peers in academic performance, which can cause certain difficulties ( low mood, fear of failure, etc.).
- In correctional schools or boarding schools for mentally retarded persons. A special school for children with mental retardation has both its pluses and minuses. On the one hand, teaching a child in a boarding school allows teachers to give him much more attention than when he attends a regular school. In the boarding school, teachers and educators are trained to work with such children, as a result of which it is easier to establish contact with them, find an individual approach to teaching them, and so on. The main disadvantage of such training is the social isolation of a sick child, who practically does not communicate with normal ( healthy) children. Moreover, during their stay in the boarding school, children are constantly monitored and carefully cared for, to which they get used. After graduating from the boarding school, they may simply be unprepared for life in society, as a result of which they will need constant care for the rest of their lives.
- In special correctional schools or classes. Some public schools have classes for mentally retarded children where they are taught a simplified curriculum. This allows children to receive the necessary minimum knowledge, as well as to stay among "normal" peers, which contributes to their introduction into society in the future. This training method is suitable only for patients with a mild degree of mental retardation.
During a PMPK exam, a child may be asked:
- What's his name?
- How old is he?
- Where does he live?
- How many people are in his family may be asked to briefly describe each family member)?
- Are there pets at home?
- What games does the child like?
- What kind of food does he prefer for breakfast, lunch or dinner?
- Can the child sing at the same time they may be asked to sing a song or tell a short rhyme)?
GEF HIA ( federal state educational standard
GEF is a generally recognized standard of education that all educational institutions of the country must adhere to ( for preschoolers, schoolchildren, students and so on). This standard regulates the work of an educational institution, material, technical and other equipment of an educational institution ( what staff and how many should work in it), as well as the control of training, the availability of training programs, and so on.GEF HVZ is a federal state educational standard for students with disabilities. It regulates the educational process for children and adolescents with various physical or mental disabilities, including for mentally retarded patients.
Adapted basic general education programs ( AOOP) for preschoolers and schoolchildren with mental retardation
These programs are part of the Federal State Educational Standard for HIA and represent the best method for teaching people with mental retardation in preschool institutions and schools.The main objectives of the AOOP for children with mental retardation are:
- Creation of conditions for the education of mentally retarded children in general education schools, as well as in special boarding schools.
- Creation of similar educational programs for children with mental retardation, which these programs could master.
- Creation of educational programs for mentally retarded children to receive preschool and general education.
- Development of special programs for children with various degrees of mental retardation.
- Organization of the educational process, taking into account the behavioral and mental characteristics of children with various degrees of mental retardation.
- Quality control of educational programs.
- Control of the assimilation of information by students.
- Maximize the mental abilities of each individual child with mental retardation.
- Teach mentally retarded children self-care ( if possible), doing simple work and other necessary skills.
- Teach children how to behave in society and interact with it.
- Develop an interest in learning in students.
- Eliminate or smooth out the shortcomings and defects that a mentally retarded child may have.
- To teach the parents of a mentally retarded child to behave properly with him and so on.
Work programs for children with mental retardation
Based on the basic general education programs ( regulating general principles teaching mentally retarded children) work programs are being developed for children with various degrees and forms of mental retardation. The advantage of this approach is that the work program maximally takes into account the individual characteristics of the child, his ability to learn, perceive new information and communicate in society.So, for example, a work program for children with a mild form of mental retardation may include teaching self-care, reading, writing, mathematics, and so on. At the same time, children with a severe form of the disease are not able to read, write and count in principle, as a result of which their work programs will include only basic self-care skills, learning to control emotions and other simple activities.
Corrective exercises for mental retardation
Corrective classes are selected for each child individually, depending on his mental disorders, behavior, thinking, and so on. These classes can be held in special schools ( professionals) or at home.The goals of remedial classes are:
- Teaching your child basic school skills- reading, writing, simple counting.
- Teaching children to behave in society- group lessons are used for this.
- Speech development- especially in children who have impaired pronunciation of sounds or other similar defects.
- Teach your child to take care of themselves- at the same time, the teacher should focus on the dangers and risks that may lie in wait for the child in everyday life ( for example, the child must learn not to grasp hot or sharp objects, as this will hurt).
- Develop attention and perseverance- especially important for children with impaired ability to concentrate.
- Teaching your child to control their emotions- especially if he has fits of anger or rage.
- Develop fine motor skills- if it is violated.
- Develop memory– memorize words, phrases, sentences or even poems.
SIPRs for children with mental retardation
SIPR is a special individual development program, selected for each specific mentally retarded child individually. The objectives of this program are similar to those in remedial classes and adapted programs, however, when developing SIPR, not only the degree of oligophrenia and its form are taken into account, but also all the features of the disease that the child has, their severity, and so on.For the development of SIPR, the child must undergo a complete examination by many specialists ( with a psychiatrist, psychologist, neurologist, speech therapist and so on). During the examination, doctors will identify violations of the functions of various organs ( e.g. memory impairment, fine motor skills impairment, concentration impairment) and evaluate their severity. Based on the data obtained, an SIPR will be compiled, designed to correct, first of all, those violations that are most pronounced in the child.
So, for example, if a child with oligophrenia has speech, hearing, and concentration disorders, but there are no movement disorders, it makes no sense to prescribe him many hours of classes to improve fine motor skills of the hands. In this case, classes with a speech therapist should come to the fore ( to improve the pronunciation of sounds and words), classes to increase the ability to concentrate and so on. At the same time, it makes no sense to waste time teaching a child with a deep form of mental retardation to read or write, since he will not master these skills anyway.
Literacy Methodology ( reading) children with mental retardation
With a mild form of the disease, the child can learn to read, understand the meaning of the text read, or even partially retell it. With a moderate form of oligophrenia, children can also learn to read words and sentences, but their reading of the text is meaningless ( they read but don't understand what). They are also unable to retell what they have read. With a severe and deep form of mental retardation, the child cannot read.Teaching reading to mentally retarded children allows:
- Teach your child to recognize letters, words and sentences.
- Learn to read expressively with intonation).
- Learn to understand the meaning of the read text.
- Develop speech while reading aloud).
- Create the prerequisites for learning to write.
Learning to write
Only children with a mild degree of the disease can learn to write. With moderately severe oligophrenia, children may try to pick up a pen, write letters or words, but they will not be able to write something meaningful.It is extremely important that before the start of education, the child learns to read at least to a minimal extent. After that, he should be taught to draw simple geometric figures (circles, rectangles, squares, straight lines and so on). When he masters this, you can move on to writing letters and memorizing them. Then you can start writing words and sentences.
It is worth noting that for a mentally retarded child, the difficulty lies not only in mastering writing, but also in understanding the meaning of what is written. At the same time, some children have a pronounced violation of fine motor skills of the hands, which prevents them from mastering the letter. In this case, it is recommended to combine learning grammar and corrective exercises that allow developing motor activity in the fingers.
Mathematics for children with mental retardation
Teaching mathematics to children with mild mental retardation contributes to the development of thinking and social behavior. At the same time, it should be noted that the mathematical abilities of children with imbecility ( moderate degree of oligophrenia) are very limited - they can perform simple mathematical operations ( add, subtract), but more challenging tasks unable to decide. Children with severe and deep mental retardation do not understand mathematics in principle.Children with mild mental retardation may:
- Count natural numbers.
- Learn the concepts of "fraction", "proportion", "area" and others.
- Master the basic units of mass, length, speed and learn how to apply them in everyday life.
- Learn how to shop, calculate the cost of several items at once and the amount of change needed.
- Learn how to use measuring and counting instruments ruler, compass, calculator, abacus, clock, scales).
Pictograms for children with mental retardation
Pictograms are a kind of schematic pictures that depict certain objects or actions. Pictograms allow you to establish contact with a mentally retarded child and teach him in cases where it is impossible to communicate with him through speech ( for example, if he is deaf, and also if he does not understand the words of others).The essence of the pictogram technique is to associate a certain image in a child ( picture) with some specific action. So, for example, a picture of a toilet can be associated with a desire to go to the toilet. At the same time, a picture of a bath or shower can be associated with water treatments. In the future, these pictures can be fixed on the doors of the respective rooms, as a result of which the child will better navigate the house ( wanting to go to the toilet, he will find the door on his own, which he needs to enter for this).
On the other hand, you can also use pictograms to communicate with your child. So, for example, in the kitchen you can keep pictures of a cup ( pitcher) with water, plates with food, fruits and vegetables. When the child feels thirsty, he can point to water, while pointing to a picture of food will help others understand that the child is hungry.
The above were just some examples of the use of pictograms, however, using this technique, you can teach a mentally retarded child a wide variety of activities ( brush your teeth in the morning, make and make your own bed, fold things, and so on). However, it should be noted that this technique will be most effective in mild mental retardation and only partially effective in moderate disease. At the same time, children with severe and profound mental retardation are practically not amenable to learning with the help of pictograms ( due to the complete lack of associative thinking).
Extracurricular activities of children with mental retardation
Extracurricular activities are activities that take place outside the classroom ( like all lessons), but in a different setting and according to a different plan ( in the form of games, competitions, travel and so on). Changing the method of presenting information to mentally retarded children allows them to stimulate the development of intelligence and cognitive activity, which favorably affects the course of the disease.The goals of extracurricular activities can be:
- adaptation of the child in society;
- application of acquired skills and knowledge in practice;
- speech development;
- physical ( sports) child development;
- development of logical thinking;
- development of the ability to navigate in unfamiliar terrain;
- psychoemotional development of the child;
- acquisition of a new experience by the child;
- development creativity (such as when hiking, playing in the park, forest and so on).
Homeschooling for children with mental retardation
Teaching mentally retarded children can be done at home. Direct participation in this can be taken by both the parents themselves and specialists ( speech therapist, psychiatrist, teachers who know how to work with such children, and so on).On the one hand, this teaching method has its advantages, since the child is given much more attention than when teaching in groups ( classes). At the same time, the child in the process of learning does not contact with peers, does not acquire the necessary communication and behavioral skills, as a result of which in the future it will be much more difficult for him to join society and become part of it. Therefore, teaching mentally retarded children exclusively at home is not recommended. It is best to combine both methods when the child attends an educational institution during the day, and in the afternoon the parents work with him at home.
Rehabilitation and socialization of children with mental retardation
If the diagnosis of mental retardation is confirmed, it is extremely important to start working with the child in a timely manner, which, in mild forms of the disease, will allow him to get along in society and become a full member of it. At the same time, special attention should be paid to the development of mental, mental, emotional and other functions that are impaired in children with mental retardation. Sessions with a psychologist psychocorrection)
The primary task of a psychologist when working with a mentally retarded child is to establish friendly, trusting relationships with him. After that, in the process of communicating with the child, the doctor identifies certain mental and psychological disorders that prevail in this particular patient ( for example, instability of the emotional sphere, frequent tearfulness, aggressive behavior, inexplicable joy, difficulties in communicating with others, etc.). Having established the main violations, the doctor tries to help the child get rid of them, thereby speeding up the learning process and improving the quality of his life.Psychotherapy may include:
- psychological education of the child;
- help in understanding one's "I";
- social education ( teaching the rules and norms of behavior in society);
- help in experiencing psycho-emotional trauma;
- creating a favorable friendly) the situation in the family;
- improving communication skills;
- teaching a child to control emotions;
- learning skills to overcome difficult life situations and problems.
Speech therapy classes ( with a defectologist-speech therapist)
Violations and underdevelopment of speech can be observed in children with various degrees of mental retardation. To correct them, classes are scheduled with a speech therapist who will help children develop speech abilities.Speech therapy allows you to:
- Teach children to pronounce sounds and words correctly. To do this, a speech therapist uses various exercises, during which children have to repeatedly repeat those sounds and letters that they pronounce worst of all.
- Teach your child to build sentences correctly. This is also achieved through sessions in which the speech therapist communicates with the child orally or in writing.
- Improve your child's school performance. Underdevelopment of speech can be the cause of poor performance in many subjects.
- stimulate general development child. Learning to speak and pronounce words correctly, the child simultaneously remembers new information.
- Improve the position of the child in society. If a student learns to speak correctly and correctly, it will be easier for him to communicate with classmates and make friends.
- Develop the child's ability to concentrate. During classes, the speech therapist may have the child read aloud ever longer texts, which will require a longer concentration of attention.
- Expand your child's vocabulary.
- Improve understanding of spoken and written language.
- Develop abstract thinking and imagination of the child. To do this, the doctor may have the child read aloud books with fairy tales or fictional stories, and then discuss the plot with him.
Didactic games for children with mental retardation
During observations of mentally retarded children, it was noted that they are reluctant to study any new information, but they can play all kinds of games with great pleasure. Based on this, a methodology was developed for didactic ( teaching) games, during which the teacher conveys certain information to the child in a playful way. The main advantage of this method is that the child, without realizing it, develops mentally, mentally and physically, learns to communicate with other people and acquires certain skills that he will need in later life.For educational purposes, you can use:
- Picture games- children are offered a set of pictures and asked to choose from them animals, cars, birds, and so on.
- Number Games If the child already knows how to count, various items (on cubes, books or toys) you can stick the numbers from 1 to 10 and mix them up, and then ask the child to put them in order.
- Animal sound games- the child is shown a series of pictures of animals and asked to demonstrate what sounds each of them makes.
- Games that promote the development of fine motor skills of hands- on small cubes you can draw letters, and then ask the child to collect any word from them ( the name of an animal, bird, city, and so on).
Exercises and physiotherapy ( exercise therapy) for children with mental retardation
The goal of exercise therapy ( physiotherapy exercises) is a general strengthening of the body, as well as the correction of physical defects that a mentally retarded child may have. Choose a program physical activities should be done individually or by combining children with similar problems in groups of 3-5 people, which will allow the instructor to pay enough attention to each of them.The goals of exercise therapy for oligophrenia can be:
- The development of fine motor skills of the hands. Since this disorder is more common in mentally retarded children, exercises to correct it should be included in every training program. Among the exercises, one can note the clenching and unclenching of the hands into fists, spreading and bringing the fingers together, touching the fingertips to each other, alternately bending and unbending each finger separately, and so on.
- Correction of spinal deformities. This disorder occurs in children with a severe form of oligophrenia. For its correction, exercises are used that develop the muscles of the back and abdomen, joints of the spine, water procedures, exercises on the horizontal bar and others.
- Correction of movement disorders. If the child has paresis ( in which he weakly moves his arms or legs), exercises should be aimed at developing the affected limbs ( flexion and extension of the arms and legs, rotational movements by them, and so on).
- Development of coordination of movements. To do this, you can perform exercises such as jumping on one leg, long jump ( after the jump, the child must maintain balance and remain standing), throwing the ball.
- Development of mental functions. To do this, you can perform exercises consisting of several consecutive parts ( for example, put your hands on your belt, then sit down, stretch your arms forward, and then do the same in reverse).
For sports, mentally retarded children are recommended:
- Swimming. This helps them learn how to solve complex sequential problems ( come to the pool, change clothes, wash, swim, wash again and get dressed), and also forms a normal attitude towards water and water procedures.
- Skiing. Develop motor activity and the ability to coordinate the movements of arms and legs.
- Cycling. Promotes the development of balance, concentration and the ability to quickly switch from one task to another.
- Trips ( tourism). A change of scenery stimulates the development of the cognitive activity of a mentally retarded patient. At the same time, when traveling, physical development and strengthening of the body takes place.
Recommendations to parents regarding the labor education of children with mental retardation
Labor education of a mentally retarded child is one of the key points in the treatment of this pathology. After all, it depends on the ability to self-service and to work whether a person will be able to live independently or whether he will need the care of strangers throughout his life. Not only teachers at school, but also parents at home should deal with labor education of a child.Development labor activity in a child with mental retardation may include:
- Self-service training- the child needs to be taught to dress independently, observe the rules of personal hygiene, take care of their appearance, eat food, and so on.
- Hard work training– from an early age, children can independently lay out things, sweep the street, vacuum, feed pets or clean up after them.
- Teamwork training- if parents go to do some simple work ( e.g. picking mushrooms or apples, watering the garden), the child should be taken with him, explaining and demonstrating to him all the nuances of the work performed, as well as actively cooperating with him ( for example, instruct him to bring water while watering the garden).
- Versatile learning- Parents should educate their children different types labor ( even if at first he does not succeed in doing any work).
- Awareness of the child's benefits from his work- parents should explain to the child that after watering the garden, vegetables and fruits will grow on it, which the baby can then eat.
Prognosis for mental retardation
The prognosis for this pathology directly depends on the severity of the disease, as well as on the correctness and timeliness of the ongoing therapeutic and corrective measures. So, for example, if you regularly and intensively engage with a child who has been diagnosed with a moderate degree of mental retardation, he can learn to speak, read, communicate with peers, and so on. At the same time, the absence of any training sessions can provoke a deterioration in the patient's condition, as a result of which even mild degree oligophrenia can progress, turning into moderate or even severe. Is a child given a disability group for mental retardation?
Since the ability to self-service and a full life of a mentally retarded child is impaired, he can receive a disability group, which will allow him to enjoy certain advantages in society. At the same time, one or another disability group is set depending on the degree of mental retardation and the general condition of the patient.Children with mental retardation may be given:
- 3rd group of disability. It is issued to children with a mild degree of mental retardation, who can serve themselves independently, are amenable to learning and can attend regular schools, but require increased attention from the family, others and teachers.
- 2 disability group. Issued to children with a moderate degree of mental retardation who are forced to attend special correctional schools. They are difficult to train, do not get along well in society, have little control over their actions and cannot be responsible for some of them, and therefore often need constant care, as well as creation special conditions for living.
- 1 group of disability. It is issued to children with severe and deep mental retardation, who are practically unable to learn or take care of themselves, and therefore need continuous care and guardianship.
Life expectancy of children and adults with oligophrenia
In the absence of other diseases and malformations, the life expectancy of mentally retarded people directly depends on the ability to self-care or on the care of others.Healthy ( in physical terms) people with a mild degree of oligophrenia can serve themselves, are easily trained, and can even get a job, earning money for their livelihood. In this regard, their average life expectancy and causes of death practically do not differ from those among healthy people. The same can be said about patients with moderate oligophrenia, who, however, are also amenable to learning.
At the same time, patients with severe forms of the disease live much less than ordinary people. First of all, this may be due to multiple malformations and congenital developmental anomalies, which can lead to the death of children during the first years of life. Another cause of premature death may be the inability of a person to critically evaluate their actions and the environment. At the same time, patients may be in dangerous proximity to fire, working electrical appliances or poisons, fall into the pool ( while not being able to swim), get hit by a car ( accidentally running into the road) etc. That is why the duration and quality of their life directly depend on the attention from others.
Before use, you should consult with a specialist.Let's take a brief look at the advantages and disadvantages of learning to read by cubes with warehouses (according to the Zaitsev method), by cards (according to the Glen Doman method) and by the traditional primer.
How to teach a child to read according to the system of Nikolai ZaitsevZaitsev's cubes are a unique tool for teaching reading from the age of two. Have you ever thought about why children miss the alphabet and primer? And why do they start playing Zaitsev's clinking and banging blocks with such interest? The secret is simple - in the classroom, the kids run, make noise, carry cubes, tiptoe to the tables!
Training on Zaitsev's cubes takes place in the form of a fun, moving and exciting game. When learning to read according to the Zaitsev method, a child simply cannot (and should not) sit in one place.
Contrary to popular belief, the foundations of such a system of teaching reading were laid not by Zaitsev, but by Leo Tolstoy. And to be even more precise, Leo Tolstoy studied himself and subsequently used Fedot Kuzmichev's primer, which was published at the beginning of the 19th century, in his work. The undoubted merit of Nikolai Zaitsev is that he systematized and embodied the idea of learning to read "in warehouses" in the form of cubes, which made the method of teaching reading even easier to master.
The optimal age for using Zaitsev's cube reading technique is from 2.5 years. The maximum age is not limited. And adult foreigners, who did not know a single Russian letter, show phenomenal results - after 30 minutes they already easily read Russian!
Benefits of learning to read according to the Zaitsev system:
- Quick result (the time during which the child learns to read depends on age (2-3 years: 6-9 months, 4 years: 16 lessons, 5 years: 5-10 lessons, 6 years: 4-6 lessons, adult foreigners : 30-40 minutes).
- Fun, moving and exciting activities with the child.
- The ability to interrupt training for a while (for example, during an illness).
- Highly good results in work with children diagnosed with ZPR, ONR, MMD, alalia, autism, as well as with visually impaired, hearing impaired and deaf.
Disadvantages of the Zaitsev system:
Some "traditional" teachers oppose Zaitsev's methodology. They argue that when studying in elementary school, some children have difficulties in the transition from the Zaitsev system of reading by warehouses to the school system of reading by syllables. However, the differences between the warehouse and the syllable are minimal.
I have known the teacher Nikolai Zaitsev for a long time. This is a very interesting, educated, enthusiastic person. Unfortunately, in Russia, his methodology remains in demand only by enthusiasts and non-state clubs for parents with children. But in the Republic of Belarus, the state educational system is showing interest in Zaitsev. A few years ago, we held a seminar for everyone, and during it we made a film about Zaitsev and his system of teaching reading.
How to teach a child to read according to the Glen Doman system
In the 40s of the XX century, the American doctor Glen Doman began to treat children suffering from mental disorders. However, Glenn Doman had a completely different task: not to teach a child to read, but to activate his brain. Nevertheless, it was not possible to teach mentally retarded children to read using traditional primers. Children did not understand how words are made from letters (however, even healthy children do not understand this until a certain time).
Glenn Doman tried simply showing the 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. The result exceeded all expectations! Glen Doman noted that they not only advanced in learning, but they learned to read! The brain of sick children was so activated that they easily mastered reading, and immediately fluent.
Then Glenn Doman applied this system of learning to read in his work with healthy children. And the result was also positive.
The optimal age for applying Glen Doman's card reading technique is from 3 months to 3 years.
Benefits of learning to read according to the Glenn Doman system:
- Guaranteed result.
- Lessons are very short.
- Proven positive results in working with special children with severe learning difficulties.
Disadvantages of the Glenn Doman system:
- The high cost of card sets.
- It is not allowed to distract the child for anything during class, he should sit and look only at you.
- The need for strict adherence to the procedure for conducting classes with the child.
- It is not recommended to allow breaks in classes with the child.
A few years ago, on the Domashny channel, we had a series of programs on various methods of teaching reading. We invited Andrey Manichenko (general director of the company, Russian follower and propagandist of the Glen Doman method of teaching reading according to the Glen Doman system) and - as an opponent - Maryana Bezrukikh (professor, academician of the Russian Academy of Education, director of the Institute of Developmental Physiology) as an opponent. They got into a pretty heated argument...
How to teach a child to read according to the classical system, i.e. by primerAll Soviet children (and slightly post-Soviet ones), to whom we also relate, studied using the ABC book. So I can't tell you anything new.
The ability to read comes to a child not at all from the fact that he has learned all the letters. Will you read Chinese even if you are shown all the characters? For a small child, the text, although written in their native language, is the same "Chinese letter".
Here is what Nikolai Zaitsev says: “Enter the position of a child: the letters are small, black, similar to each other, and it also turns out that they are vowels, consonants, sonorous, deaf, hard, soft - there are so many breeds and species with "scientific" names Not just "be", as I used to think, but consonant with something, sonorous, and at the same time firm. Who wouldn't be scared off by this?"
And here is the opinion of Olesya Zhukova, the author of numerous primers: "The traditional method of teaching a child to read and write is based on the sound-letter analysis of the word - that is, on the ability to establish the relationship between sounds and letters, analyze the sequence and number of sounds in a word. Such complex analytical operations are only possible child of conscious age.The second argument is that you can start learning to read only when the child correctly pronounces all the sounds mother tongue. However, life itself often refutes the opinion of teachers. We know children who learned to read quite early, sometimes before the age of three, without having the slightest idea of the analysis of a word."
There are currently three methods of teaching a child to read. To opt for any of these methods, you need to know: What will it give the child? What will give parents? What to teachers?
The traditional method of teaching a child to read
It is the most common and the oldest. The age of this method of teaching a child to read is five thousand years. And until now, almost all schools in the world teach children to read using this method. Learning is based on the phonemic principle. Five thousand years ago, our ingenious ancestors guessed to divide the sounding word into phonemes (speech sounds). Certain sounds have been assigned certain icons. These icons are called letters.
The process of teaching a child to read is reversed. First, he is introduced to letters. Learn how these letters are pronounced. Then they learn to merge letters-sounds into syllables. This is the most difficult stage of learning. For a long time, children do not understand how words are made from individual letters. Moreover, even a one-year-old child is able to learn all the letters in a few days. It's very simple! But he will learn to read only after a few years! For a long time the child is not able to understand the patterns of reading. He will begin to forget the letters, but he will not reveal the secret of reading.
Only at the age of 5 - 7 years the child will learn meaningful reading. But the very process of deciphering letters for a child is very tiring, since the speed of reading comprehension is extremely low. Several times the child, pointing his finger at each letter, voices them. And only on the third, fourth, fifth time will he guess what the word is written. When a child deciphers all the words in a sentence in such tedious tension, he will forget half of them. It needs to be decoded again. When will the child comprehend the sentence as a whole? And will he want to decipher the following?
Methodology for teaching a child to read "Zaitsev's Cubes"
Back in the 80s of the last century, Nikolai Alexandrovich Zaitsev developed a unique method for teaching children to read from the age of two. The methodology is based on the warehouse principle. Education does not begin with a letter, but with a warehouse (MU - MO - MA - ME - WE; MU - MYO - MYA - ME - MI).
The idea to teach a child to read according to the warehouse principle was born at the beginning of the 19th century, starting with the “ABC” by F. Kuzmichev. An ardent supporter of the warehouse principle was L. N. Tolstoy, who taught children to read in his schools according to this principle.
The warehouse principle was finally embodied in a coherent methodological system in "Zaitsev's Cubes". The struggle between sound workers and warehouse workers has been going on for two centuries and has not stopped to this day, despite the obvious advantages of the warehouse principle over the sound one.
Back in 1873, L. N. Tolstoy wrote that according to the warehouse method, “a capable student learns in 3, 4 lessons, although slowly, but correctly read, and an incapable student - no more than 10 lessons.” (L.N. Tolstoy. Letter to publishers. On the methods of teaching literacy. - PSS, v.17, M., 1936.)
Teaching a child to read according to the Doman method
Teach not from a letter, not from a warehouse, but immediately from a whole word! This is how the doctors of the Institute for the Development of Human Potential (Philadelphia, USA) guessed to treat sick children.
Physicians were faced with the task of finding a method of treating children suffering from mental disorders. Specialists led by Glen Doman, the founder of the Institute, were looking for an opportunity to activate the mental activity of sick children through teaching the child to read. But no matter how the doctors struggled, trying to teach mentally retarded children to read according to traditional primers, nothing worked. Children did not understand in any way: how words are obtained from letters. Besides English rules readings are extremely difficult. The warehouse principle does not fit here either.
Only the principle of learning through the word turned out to be suitable. Memorizing fully written words and identifying them with the corresponding objects for underdeveloped children turned out to be the easiest. Sick children through such training quickly caught up with healthy children in development. And they not only became healthy, they learned to read.
Very often, outstanding discoveries are made not by specialists in this field of science, but by specialists in related fields. The same thing happened with the teaching of the child to read. The advanced technology for teaching kids to read in whole words was developed not by teachers, but by doctors. The doctors had a completely different task: not to teach the child to read, but to activate his brain. The result exceeded all expectations. The brain of sick children was so activated that they easily mastered reading, and immediately fluent. And what about teachers? For 5,000 years they taught reading, starting with a letter. And for another 5,000 years, they would probably continue to teach in this way.
What gave a new discovery to teachers?
New problems. Whole program elementary school becomes meaningless. Children easily master all this material long before school. What did the discovery of doctors give parents? The opportunity to make your children healthy, smart, and happy.
The "gene of genius" has not yet been found, but through many years of experiments, we have firmly determined that the most important factor in achieving intellectual heights is right job with the child in the first year of his life, as well as the active support that can be provided to the baby.
To date, the issues of education and socialization of mentally retarded children cause special interest defectologists and special psychologists. Scientists believe that social development the child is manifested in the ways of his knowledge of the world around him and the use of his knowledge in various life situations. Every mentally retarded child gradually learns to understand himself and those around him. The acquired skills of interpersonal relationships help him master the culture of behavior. With age, the child expands for himself the objective, natural and social world. With the expansion of ideas about the environment, the intellectual and moral development of the child increases, the simplest forms of logical thinking are formed, self-consciousness and self-esteem, social feelings develop.
The new GEF takes into account their age, typological and individual capabilities, special educational needs. As part of the implementation of the Federal State Educational Standard, the educational program of the school aims at the general cultural, personal and cognitive development of students, which provides such a key competence as the ability to learn.
At the present stage of special education, one of the main problems is the training and development of persons with mental retardation. One of the defects in mental retardation is a violation of speech activity, including writing. A large number of studies and publications are devoted to the problem of written speech in children with mental retardation, but the relevance of its study does not decrease.
Being separate types of speech activity, reading and writing are complex processes that consist of numerous operations. So, the reader needs to perceive graphic signs, recode them into sounds, say what he read aloud or “to himself”, comprehend the information contained in each word, sentence, paragraph. As you know, the acquisition of oral speech with mental retardation occurs rather slowly and with certain difficulties. This feature of speech development has a strong influence on the further formation of communication and writing skills. Underdevelopment of cognitive activity of mentally retarded children, late development of speech, its qualitative originality (poor vocabulary, defective pronunciation, inaccurate, auditory perception of speech sounds, low level of phonemic development, imperfection grammatical structure speech), as well as the psychopathological characteristics of these children, adversely affect the acquisition of reading and writing skills.
Writing is a more difficult process for children with mental retardation than reading. Writing involves the implementation of an accurate, strictly consistent phonemic analysis of the word and the correlation of the selected sounds with the corresponding phonemes, i.e. performing phonemic generalization. Phonemes must then be designated by strictly defined letters. Writing requires a clear delimitation of similar phonemes from each other, a strong memorization of the graphics of letters and their reproduction in the desired sequence.
For mentally retarded children beginning to learn, writing by ear causes great difficulties, due to the imperfection of their language analysis and synthesis. Phonemic analysis is carried out by them not clearly enough, which prevents the division of the word into its constituent sounds. Students, especially those with pronunciation defects, when analyzing a word, skip some sounds (more often vowels), others mix sounds based on acoustic similarity, and also often change their order, thereby violating the structure of the word. Schoolchildren do not always cope with the correlation of sounds with the corresponding letters. The task of mastering the images of letters, especially those that are graphically similar, is not easy for children. At the beginning of training, the inscription of letters is often simplified by them, the graphic image loses its specificity. This is often observed in schoolchildren suffering from disorders of optical perception and spatial orientation, who are also characterized by a fairly persistent mirror image of writing.
The easiest type of writing is copying, but it also presents a certain difficulty for mentally retarded children. Schoolchildren are slowly moving from imperfect methods of copying by letters, by syllables, when the meaning of what is being written off is lost, to more perfect ones - by words, phrases and sentences. Students write off in a more productive way only well-known simple material, and when it becomes more complicated, they use less productive ways to complete the task. It is far from always that copying is preceded by reading the material.
Thus, the mastery of written language in mentally retarded schoolchildren occurs slowly and with great difficulty. The reason for this is the peculiarities of mental development. In connection with the violation of intelligence in children, oral speech is formed late, which affects the formation of written speech. In violation of the mastery of writing and reading, dyslexia and dysgraphia are often observed, which are also characterized by their specificity. When reading and writing, children with mental retardation make a wide range of diverse errors, and some of these errors are not noticed by them. Main Feature reading and writing disorders in mental retardation is their non-isolated nature, i.e. writing disorders are not independent disorders.
As a teacher of the Russian language, in my work I set myself correctional-developing, correctional-teaching and correctional-educational goals, for the implementation of which I set the following tasks:
1. Improve your professional skills and experience in working with children with developmental disabilities.
2. Use the most effective methods, techniques and forms of work that are acceptable for correctional and developmental education.
3. Development of oral and written speech of students as a means of communication, providing students with the formation of speech and communication skills and more successful social adaptation.
4. To teach love for one's "great and mighty" language, for one's native Fatherland.
5. To develop in students the creative beginnings of the personality and to form an interest in learning.
6. Creation of a benevolent, favorable emotional atmosphere in the classroom.
7. Using an individual approach to each student.
I believe that every teacher of a correctional school should take into account the clinical condition of students in the educational process, master the skills of correcting development in education and clearly know what he is dealing with.
In my work I use various methods learning and development.
Teaching methods: visual - demonstrative, verbal and explanatory, experimental - practical, individually developing, mixed.
Methods of educational and educational work are implemented through specific educational activities, forms of education and upbringing, various kinds activities of students, as well as with the help of teaching aids that are used in the process of implementing a particular method. In my correctional and developmental work on the Russian language and reading, I use a wide range of forms of work, involving a variety of teaching aids.
Forms of work:
The lesson is the main form of correctional and developmental education,
- literary conversation
- Subject quizzes
— testing,
- private lessons didactic material,
- business games
—elements of speech therapy classes,
—correctional and developmental classes,
—exercises for the development of fine and gross motor skills of the fingers,
—physical education minutes
Listening to sound recordings, watching videos,
—tours.
The main method of teaching should be the organization of constant active subject-practical activities of children in the lessons of writing and reading. In this activity, children can acquire knowledge and skills to such an extent that the principles of consciousness and accessibility of learning are implemented.
