I. Denisova, candidate of pedagogical sciences, senior teacher of department of special education. Kazakh National pedagogical university named after Abai. Almaty. Republic of Kazakhstan. Гэты адрас электроннай пошты абаронены ад спам-ботаў. У вас павінен быць уключаны JavaScript для прагляду..

И. А. Денисова, кандидат педагогических наук, старший преподаватель кафедры специального образования Казахского национального педагогического университета имени Абая. Гэты адрас электроннай пошты абаронены ад спам-ботаў. У вас павінен быць уключаны JavaScript для прагляду.. Алматы, Казахстан.

 

 

 

 

 

USE OF INFORMATION AND COMMUNICATION TECHNOLOGIES IN SPEECH THERAPY FOR DEVELOPMENT OF PHONEMIC IMAGINATIONS  OF YOUNGER SCHOOL STUDENTS WITH HEAVY VIOLATIONS OF THE SPEECH

The World Economic Forum designated 16 types of knowledge and abilities of the person successful in the 21st century, including:

  • skills of work in team;
  • leadership skills;
  • initiative;
  • IT competence.

In the Review of education in Kazakhstan which is carried out by the Organization for Economic Cooperation and Development (OECD) in 2014 the conclusion is written that the academic objects are taught with the emphasis on the theory, due attention is not paid to their possible practical application therefore students are not capable to apply and use adequately effectively gained knowledge in unusual situations [1, 2].

As scientific research show, traditional training in higher education institution provides the sufficient level of the academic knowledge of students, but not rather qualitatively trains students for independently to get, analyze and to effectively use this knowledge in compliance with a life or educational situation [3].

It is most effective in the context of the updated competence-based education there is a method of projects. Its application in educational and correctional process solves a problem of motivation and the student probationer, and his wards - school students with the special educational needs (SEN) on manifestation of an initiative and independence. This interactive method promotes the organization of independent activity in which everyone could realize the abilities and interests [4].

Materials of the practice-oriented project you can see in the article. This project was implemented during teaching –practice by students of the Kazakh National pedagogical university at the special (correctional) school No. 9 for children with heavy violations of the speech of Almaty March – June, 2018.

Keywords: educational project, competences, plan of realization, result.

 

ИСПОЛЬЗОВАНИЕ ИНФОРМАЦИОННО-КОММУНИКАЦИОННЫХ ТЕХНОЛОГИЙ В ЛОГОПЕДИЧЕСКОЙ РАБОТЕ ПО РАЗВИТИЮ ФОНЕМАТИЧЕСКИХ ПРЕДСТАВЛЕНИЙ У МЛАДШИХ ШКОЛЬНИКОВ С ТЯЖЕЛЫМИ НАРУШЕНИЯМИ РЕЧИ

Всемирный экономический форум обозначил 16 видов знаний и умений человека, успешного в XXI веке, включая:

  • навыки работы в команде;
  • лидерские качества;
  • инициативность;
  • IT-компетентность (айти-компетентность).

В Обзоре образования в Казахстане, проведенном Организацией Экономического Сотрудничества и Развития (ОЭСР) в 2014 году, сделан вывод о том, что академические предметы преподаются с упором на теорию, не уделяется должного внимания их возможному практическому приложению, в результате чего обучающиеся не способны в достаточной мере эффективно применять и использовать полученные знания в нестандартных ситуациях [1, 2].

Как показывают научные наблюдения, традиционное обучение в вузе обеспечивает достаточный уровень академических знаний студентов, но не достаточно качественно готовит обучающихся к тому, чтобы самостоятельно добывать, анализировать и эффективно использовать эти  знания сообразно жизненной или учебной ситуации [3]. Наиболее эффективен в контексте обновленного компетентностного образования становится метод проектов. Его применение в учебно-коррекционном процессе решает задачу мотивации и самого студента-практиканта, и его подопечных - школьников с особыми образовательными потребностями (ООП) на проявление инициативы и самостоятельности. Этот интерактивный метод   способствует  организации самостоятельной деятельности обучающихся, в которой каждый мог бы реализовать свои способности и интересы [4].

В статье представлены материалы практикоориентированного  проекта, реализованного в ходе педагогической (производственной) практики студентами Казахского национального педагогического университета на базе специальной (коррекционной) школы-интерната № 9 для детей с тяжелыми нарушениями речи г. Алматы марте–июне 2018 года.

Ключевые слова:  учебный проект, компетенции, план реализации, результат.

Practice-oriented project: "Use of information and communication technologies in logopedic work on development of phonemic imaginations of younger school students with heavy violations of the speech".

Form: Preparation and holding a two-stage coaching on use of a resource of psychological relaxing room and free Internet resources from the website "Mersibo" at special (correctional) school No. 9 for children with heavy violations of the speech in Almaty".

Passport of the project
1. Participants: Students of 2–3 courses of KAZNPU of Abay specialties: 5B-010500-Defektology: Ekaterina Tretyakova, Victoria Mygasova, Maria Pomortseva, Intizar Turdiyeva, Gulnara Halykova, Nargiz Urazova.

2. Research supervisor: Denisova I. department of special education KazNPY named after Abay, Гэты адрас электроннай пошты абаронены ад спам-ботаў. У вас павінен быць уключаны JavaScript для прагляду..

3. Performance term: 5 weeks (12.02.2018-16.03.2018).

4. The expected results for students.

Competences

Contents

1

instrumental

1. Ability to analyze scientific methods (technicians), forms and means of logopedic process with use of ICT.

2. Possession of technicians:

1) creating of  plan scenario;

2) distribution of resources in compliance with tasks;

3) monitoring of the executed activity with use of special instruments: tables and charts.

2

Interpersonal

1. Ability to interact effectively with:

1) each other in educational process; 

2) children;

3) tutors the psychologist and to logopedists - during practice and a practical training;

4) director and vice-director of school.

2. Respect for professional ethics of the speech pathologist within "Pedagogical regulations of the speech therapist" V. P. Kashchenko.

3

substantial

 

 

 

1. Knowledge of regulatory and didactic requirements to the organization of pedagogical influence in the conditions of the correctional developing environment for children with heavy violations of the speech.

2. Possession of the correctional, relaxation and stimulating technicians. 

3. Ability to organize effective pedagogical influence in the conditions of the special developing didactic and information environment.

 

5. The expected results for participants of trainings (teachers of special correctional school No. 9 in Almaty): teachers of school will master new correctional technicians (not less than 5) that will increase the level of correctional and speech work at school.

6. Addressees of the project: Students of specialty: 5B-010500-Defektology, the logopedists organizing and realizing correctional-and-speech process with use of ICT.

Relevance of a research
1. The prevalence of violations of the speech (including reading and letters) at younger school students for the last 10 years increased in RK more, than twice.

2. Use of the computer on logopedic occupation allows to increase efficiency of correctional and speech process, having completely provided its motivational component. Multimedia technologies are capable to motivate educational activity of the child even when it cannot be made any other means.

3. According to the National Scientific and Practical Center of Correctional Pedagogics (NSPCCP), 78% of teachers (including logopedists of boarding schools for children with TNR), are regularly ready to use in the activity information technologies.

4. Special approaches to use of ICT in correctional language training are insufficiently developed.

Object: correctional and logopedic process with participation of children of younger school age with the speech conclusion "General underdevelopment of speech (GUS) of 2-3 levels".

Subject: use of ICT on logopedic occupations during correction of phonemic images at younger school students with heavy violations of the speech.

Scientific purpose: Studying of features of use of information technologies in work on development of phonemic images of students with speech pathology.

Tasks:

1. To study special literature on a problem of use of ICT in work with children with GUS.

2. To study qualitative features of a condition of phonemic images of students with GUS at younger school age, - for a right choice of training tasks.

3. To define opportunities and the general content of work with use:

  • 1) a resource of the room of relaxation and
  • 2) "free" multimedia resources in work on correction of phonemic images of students with US of younger school age.

4. To realize opportunities (item 3) on concrete examples during the two-stage training with the subsequent monitoring.

Risks:

1) ineffective use of multimedia of resources by teachers after holding a training owing to insufficient psychological readiness;

2) hyper-using of multimedia resources instead of the traditional logopedic technologies, inexpedient use of multimedia resources.

Solutions:

On Risk 1:

  • monitoring of integration of ICT into logopedic process (the deputy director determines it as criterion for evaluation of quality of work of the logopedist);
  • regular, - at least 1 time in a quarter - questioning of teachers for the purpose of identification of difficulties in use and carrying out remote consultations by students and the research supervisor.

On Risk 2

Holding a special seminar on a problem of an effective combination traditional and innovative the technician and resources in work of the logopedist.

PLAN OF IMPLEMENTATION OF THE DETAILED PROCESS 

Stages of Vida of works performance

Implementation of the detailed process

Terms

 

Responsible;

Practical result

1

Planning of project

•Definition of a problem. Statement of tasks.

•Primary acquaintance to a standard resource of the relaxing room. and content of the website "Mersibo".

•Splitting into groups, choice of leaders of group.

The 1st week

Project manager

 

The short form of the coaching Plan

2

Analysis of a situation, theoretical preparation

The analysis of a complete set of blocks of the Relaxing Room in Sch No. 9

•Studying of speech cards of pupils and selection of the phonemic images studying with violation

•Scientific justification of selection of separate blocks, modules and tasks

: the main thesis "The acoustic analyzer "joins" after kinaesthetic and visual"

The 2-d week

Group of students: one student – one parallel

 

Analytical note: "About an order of use of blocks, modules and

 

tasks

3

Practical

preparation for holding a training

Summing up

•      Splitting into couples – taking into account features, interests and tendencies of students

•      Selection and study of methods for the relaxing block

•      Selection and study of methods and the technician for the stimulating block

•      Selection and study of methods and the technician for the communication block

•      Selection and study of interactive tasks from the website "Mersibo"

The 3-d week

Group, manager

 

The first couple

 

The second couple

 

The third couple

 

Collective work:

Plan of a training

4

Carrying out two-stage coaching

1) "Magic world of the relaxing room"

2) our assistant website

 

•      Realization of a trial version of the scenario

•      Doing the 1st training stage

•      Reflection

•      Doing the 2d training stage

•      Reflection

•      Report of participants

•      SWOT analysis of the project

•      Determination of prospects

•      Choice of methods of monitoring of efficiency of the project

The 4-5th weeks

Group, manager

 

The first couple

 

The second couple

 

The third couple

 

Collective work:

Plan of a training

5

Control stage:

Determination of efficiency of the project

•      Consultations with the head,

•      questioning of children and teachers

•      Creation of charts, the schedules confirming a hypothesis

Weekly on Self-working-process on finish

The period of of a pedagogical practice

Project Manager  students

 

Short description of works and results

ICT (including a resource of the relaxing room) allow to perceive information at qualitatively new level that considerably increases informative activity of the child and belong to number of the effective remedies of training even more often applied in special pedagogics.

Correctional capacity of ICT in logopedics is based on application of multimedia of means that allows:

  • approach , based on use the left and the right cerebral parts during coaching when verbal methods are combined with visual;
  • to involve as information visual perception channel pupils (a color palette, animation effects), and audio-channel (sound files - the announcer's text, music) that helps pupils to understand and acquire material better;
  • to optimize process of formation of the correct speech and correction of its shortcomings.


In Kazakhstan there is no deficiency of computer programs for children of any age. Practically at all schools including special, there is a base of electronic educational resources. But there is a problem of methodical ensuring process of their application in work with children with OV. A number of the researches conducted in the National scientific and practical center of correctional pedagogics (2007-2010) showed that in correctional practice application of computer programs, so to speak, "in pure form", - without using knowledge of psychophysical features of students, is ineffective.

As a result of implementation of the project by coaches and students specifics of use of a resource of the relaxing room and ICT in work of the logopedist on formation of phonemic images at children with GUS, Phonemic images - base for formation of reader's functional literacy were defined.

The first week

Planning of the project

Rezult 1.

As it was shown in I.A. Denisova's researches, the specifics in coaching of children with use of ICT decide on the “Level- hierarchical structure of central nervous system”. Brain structures of different level "are responsible" for external (real) and internal (cogitative) actions. How it is considered at the organization of special training? According to researches Zh. Piaget, any educational ability has to be fulfilled according to the scheme: from real manipulative actions at the level of evident and practical or evident and figurative intelligence, to work at the level of abstract and language (virtual) actions. Activity with the computer, as we know, is in fact virtual, abstract, that is the ICT can provide only the second grade level. At the first stage it is necessary to involve touch and perceptual processes, that is, a resource of the relaxing room, and already then - Internet resources.

Thus, the training has to have, at least, 2 stages ("real" and “virtual”).

The second week Analysis of a situation, theoretical preparation

Result 2

At correction of phonemic images the logopedist needs to consider stages of formation of idea of sounds and pronunciation abilities (fig. 1).

As we see at Fig 1, a basis for development of phonemic images is well developed acoustical perception., that is, first of all, development of the audial channel is necessary. Studying of literature allowed to allocate to the main Methodological Thesis  “The Acoustic Analyzer ”turns on” Only after Kinaesthetic and Visual channels . Thus, sequence in demonstration and use of blocks of the touch room at 1 stage of a training will be:

1) kinaesthetic (relaxation) block: modules "the ball pool, padded armchair  with granules;

2) the visual making active block: modules "Milky Way", "Magic Tree";

3) audial (making active): modules: "Wood sounds", "Sea sounds", "Sounds and rhythms".

The third week Practical preparation for holding a training

Result 3

3.1 On the Methodical book  of L.B. Baryaeva the content of correctional activity on above the marked modules of the relaxing room in the order presented as a result of 2 is worked out. Performers of the project repeatedly practised independently and with the invitation of children.

3.2 Content of activity with the “free” mersibo Internet resource is determined by the Methodical book of I.A. Denisova. Becomes specifics and the logopedist's Duty when using ICT: carrying out special pre-computer stage. By definition, it have to be real manipulations with traditional three-dimensional or flat didactic objects. Coachers  of the project made screenshots of games, cut out "mobile". Figures. At the same time each action in the course of the game was sounded.

For a research and a training performers we chose the training games on development of phonemic images from the website "Mersibo", namely:

  • Riddle of sounds;
  • Pets;
  • Poor “drakonchik”;
  • Engines;
  • Wolf and sheep.

For holding a training the maintenance of all computer tasks was in advance studied. On their basis we developed evident and didactic tasks which completely corresponded to computer.      

3.3 Diagnostics available for children, who were selected as the future participants of a coaching,  phonemic images was carried out. The experiment showed that 92% from them have the level of development of phonemic images which is not conforming to requirements of the program that is do not own in a due measure even simple forms of the phonemic analysis. Using possibilities of the Printscreen function, students made didactic means and also contents and the wording of instructions similar to what children should face during the work with the computer.

The fourth week.

Carrying out two-stage treninga:

1) "Magic world of the relaxing room";

2) our assistant website.

Result 4.

A coaching with use of the developed didactic materials. The main focus was placed on obligatory use of manipulations and pronunciation of actions with application of verbs: put, moved up, removed, connected.

Figure 2. Samples of the didactic Work sheets received by means of the Printscreen function

 

After work on Work sheets children played the  computer games already familiar to them on a pre-computer stage. Participant  of the Project of Tretyakov E: "Children during the training practically performed all tasks on the computer independently, in rare instances there was a directing help from me. During the experiment we observed how many children when performing computer tasks used index gesture that speaks about insufficient formation at them evident and figurative and abstract thinking.

Figure 3. Examples of computer games which were used: "Poor little dragon" (correlation of a letter and sound) and "Engines" (definition of stressed vowels)

The fifth week.

Summing up the SWOT-analysis of a coaching was made, are defined strong (good knowledge of theoretical material, scientific validity of the plan scenario) and weak (insufficiently effective communication of students (future speech therapists) with administration and teachers of school during preparation of the project; insufficient possession of ability to give the available instruction, replacement of activity of the child during performance of tasks by own activity that contradicts "Pedagogical regulations of the speech pathologist" V. P. Kashchenko).

Result 5: are developed

5.1 questionnaires for identification of efficiency of a training for its participants (teachers,students);

5.2 tables for the analysis of efficiency of application of the Resource of the telexing room and interactive games in work on development of phonemic images;

5.3 Questionnaires are given to teachers, are in processing.

 

General opinion of performers and participants of the Project:

The training showed that

1) The ICT and a resource of the Relaxing room at school for children with HSU ( heavy speech underdevelopment)  need to be used effectively and expediently, taking into account special requirements. 

2) Owing to insufficient development abstract and language activity of children with HSU , multimedia programs for development and correction of phonemic images have to be used not independently, but  as the part  of the complex including along with the software, the Resource of the relaxing room and traditional didactic objects (for example, Working sheets tablets and moving figures counters for manipulative activity). Real activity with a didactic object has to precede virtual activity with the virtual image of the same object. All manipulations have to be sounded.

3) The joint design activity of students and teachers organized during passing of a pedagogical practice promotes formation at the studying subject, interpersonal and tool competences and also raises an emotional and creative component of correctional and educational process.

The project is organized and carried out within development of disciplines "Formation of the phonetic skills", "ICT in work of the logopedist", "The theory and a technique of educational work at special school.”

The list of the used sources

1. Государственная программа развития образования в РКна 2016–2019 годы http://www.edu.gov.kz/ru/zakonodatelstvo/gosudarstvennaja_programma_razvitija_obrazovanija/gosudarstvennaja_programma_razvitija_obrazovanija_respubliki_kazakhstan_na_2011_2020_gody/.

http://www.mzsr.gov.kz.

2. Об особенностях организации образовательного процесса в общеобразовательных школах республики Казахстан в 2017–2018 учебном году (Инструктивно-методическое письмо) [Электронный ресурс] Каз НАО имени Алтынсарина. – Режим доступа: https://www.nao.kz/.

3. Электронный ресурс: Студенческий портал studynote.ru https://studynote.ru/studgid/sovremennoe_obrazovanie/pedagogicheskie_tekhnologii_v_spetsialnom_obrazova/.

4. Жексенбаева У. Б. Компетентностно-ориентированное образование в современной школе. Учебное пособие. Астана, 2014.

5. Web site https://mersibo.ru/.

 

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