Lisova L.I. - To prepare young students with severe speech impairment to solve arithmetic problems

Contact. Lisova Lyudmila the Ph.D. of Pedagogy, assistant of therapy and special methods of Corrective and Social Pedagogy And Psychology Department of Kamenetz-Podolsk National Ivan Ohienko University, Ukraine. 

 This article offers directions for preparing younger students with severe speech impairment to solve arithmetic problems. The analysis of special scientific-methodical sources and materials of our research showed that the level of arithmetic assimilation is usually low for younger students with severe speech disorders, and different types of difficulties arise at each stage of their work. The reasons for such difficulties are various, in particular the selective underdevelopment of individual cognitive processes as well as components of learning activities. As a result, this category of students requires specially organized work aimed not only at developing the ability to solve arithmetic problems, but also to ensure the correctional orientation of learning during their work on them. In view of this, there was a need to create a training and correction methodology that would allow correcting not individual mental functions, but educational activity as a whole. This approach assumes a comprehensive impact on the student and solves the task of shaping learning activities. Four stages of correction of educational activity at younger schoolchildren with severe speech disorders are distinguished, connected with the process of forming in them the skills of solving arithmetic problems. At each stage differentiated directions (logopedic, correction-developmental and educational) of carrying out educational-corrective work were determined. In particular, the logopedic training material can be used first to establish contact with younger students with severe speech disorders and to implement non-verbal communication, and later – to stifle and form speech and speech activities. It serves as a means of organizing the working condition of the child and its active activity. On the one hand, it is aimed at creating expectations and readiness of the child to perceive speech (hearing), to create a certain emotional state, and on the other – to create conditions for the implementation of specific actions. Correctional and developmental direction helps to make the child attentive and for this purpose it is necessary to organize its educational activity. To influence the general attention, its stability and distribution, we used the classical methods: the fourth superfluous, classifications, selection from the whole part, game, construction, etc. These methods are aimed at creating conditions for stability of attention and in general on the formation of cognitive activity of a child with severe speech disorders. The educational material will facilitate the teaching of junior students with severe speech disorders to solve simple and complex arithmetic problems, the development of logical thinking, analytical and synthetic activity, correction of educational activity. Thus, the correction of underdeveloped processes and functions of cognitive activity in children with severe speech impairment should be performed comprehensively in speech therapy, psycho-correction classes and mathematics lessons. That is, we do not want to form students only a system of educational skills to solve arithmetic problems, and our task is to develop in them common groups of operations or so-called common components of mental activity, which do not depend on the special features of solving arithmetic problems.

Key words: arithmetic problem, ability, training, disturbance, difficulties, formation.