Online learning for students with speech difficulties

This article is about the result of a generalization of the experience of online learning for students with speech difficulties from the perspective of psycholinguistics, speech therapy and management.

“Remote tutor” provides a unique opportunity to conduct classes with students from different cities and countries. In my practice, these are schoolchildren from Germany, England, the USA, Kazakhstan, Azerbaijan, Finland and Russian cities (Moscow, St. Petersburg, Arkhangelsk, and Petrozavodsk).

Difficulties in speech, limited speech communication negatively affect the formation of the child’s personality, cause mental stratification, specific features of the emotional-volitional sphere, contribute to the development of shyness, indecision, isolation, negativity, and feelings of inferiority.

Put yourself in the shoes of a student with speech difficulties. Teachers, to put it mildly, do not like such students. And as you know, this negatively affects the character of the child, he has self-doubt, his motivation for learning decreases. But do not forget that the school period lasts 10 years, and life is 10 times longer. How can a child live and create in a world that adults find difficult? How to return to children confidence in their abilities, desire for new knowledge?

I worked with preschoolers with severe speech disorders for 20 years. The purpose of teaching such a child is to prepare for a comprehensive school. Subsequently, these children catch up with their peers, overcoming their difficulties. Why does a schoolboy with normal hearing, vision and intelligence not learn the curriculum? Maybe because it does not take into account the individual characteristics of the memory and attention of the student, his interests in learning? After all, as you know, the brain of each child develops at an individual speed, “children also differ in terms and rates of language acquisition,” and general requirements are proposed for mastering the educational material. How to combine it?

I worked with preschoolers with severe speech disorders for 20 years. The purpose of teaching such a child is to prepare for a comprehensive school. Subsequently, these children catch up with their peers, overcoming their difficulties. Why does a schoolboy with normal hearing, vision and intelligence not learn the curriculum? Maybe because it does not take into account the individual characteristics of the memory and attention of the student, his interests in learning? After all, as you know, the brain of each child develops at an individual speed, “children also differ in terms and rates of language acquisition,” and general requirements are proposed for mastering the educational material. How to combine it?

For each student, I develop a project of individual lessons, which includes the diagnosis of speech difficulties, the interests of the child, the wishes of the parents, the requirements of the comprehensive school program, and materials for independent work.

Classes are held in a slide film format (the name was coined by my students by analogy with the filmstrip). Visibility is an important component of the training material, (fortunately, the Internet offers many choices). Animation sets the desired pace of the lesson and the "liveliness" of the supply of speech information.

The lesson lasts 20 or 30 minutes. The frequency of classes is 2 times a week. A lesson is a game in which tasks are performed sequentially, and in the end, as a prize, an interesting text is offered for reading.

At each online lesson, a diagnosis of the state of speech is carried out, because Each slide has specific learning goals and objectives. Given the results of the exercises by the student, tasks for independent work are given, and the program for the next lesson is built. Thus, each lesson is a separate project (takes a certain period of time + has a beginning and an end + focused on the result).

As a result, at the end of the course of online classes at the disposal of the student is a personal electronic book-textbook (collection of lesson materials). A book written taking into account his wishes and interests. The student can always turn to her independently in case of difficulty.

Lessons are held in an open speech therapy room. In the classroom, except for the student, his parents and friends are usually present. But often the guys do not let their parents to attend classes. “I am on it myself!” And someone is calmer if mom is nearby.

Parents note the results of classes on academic performance, to increase the motivation for learning: "It just became better to learn." And students with joy and time come to distance learning, and learn with interest, and do their homework on their own. Parents and children understand that a child always has the opportunity to cope with his mistakes if he learns with interest!

My students do not stop online classes during the holidays, they get in touch both in the country and during travel. Thus, the educational process moves from school to the most unexpected places. Even a new form of training has appeared - intramural and distance learning. So, the student after the lesson is not in a hurry to go home, but remains for a distance lesson with another student. In this case, he acts in a new role - either as a co-host, or a player, or a speech therapist - such a “network collaboration.

Conducting online classes is a fundamentally creative process, and each specialist creates his own communication network. For a long time, only parents, the family showed interest in distance learning, and colleagues remained silent ... But time puts everything in its place, the evolution of the attitude towards distance learning has evolved (from skeptical ignorance to inspired team collaboration). Based on the accumulated experience, master classes for speech therapists on the platform "Remote Tutor" were held, after which the speech therapists tested their knowledge in their own practice, and held their first distance lesson. Now a team of speech therapists is participating in the K2K tournament at petsovet.org. The task that we set is the promotion of speech therapy knowledge through webinars for parents (on request). The project is interesting, complex and very necessary. But, as you know, “the road will overpower the traveler!”

Thus, the practice of online work proves that with the correct organization of the system of classes, adapting existing programs to this format of the lesson, taking into account individual requests and wishes of the student, tangible learning outcomes of students with speech difficulties are achieved.


Originally published May 2, 2019