LSVygotsky and defectology. What is the difference between a regular speech therapist and a speech pathologist?

Kuznetsova Natalia Alekseevna

Children's City Polyclinic №1, Vladimir

Kuznetsova Natalia Alekseevna

higher qualification speech-therapist, City Children Polyclinic # 1, Vladimir

L.S.VYGOTSKY AND DEFECTOLOGY

Abstract.  Teaches you a famous psychologist and defectologist L.S. Vygotsky to Russian defectology as a science.

Keywords.  Compensation of compensation, compensation theory, primary theory and secondary education, compensation theory.

What does the term "defectology" mean?

Defectology (from the Latin. Defectus - lack and Greek. Λόγος - teaching, science) - this is the science that studies the psychophysiological characteristics of the development of abnormal children, the patterns of their learning and development. The subject of study of this science are children with mental and physical disabilities and the problems of their training and education.

Defectology consists of the following sciences:

2. Oligophrenopedagogy

3. Typhoid pedagogy

4. Surdopedagogy. Defectology also includes special psychology.

Defectology as a science has the main task: to prepare abnormal children for active life in society and to form their social skills (qualities). The influence of heredity and environment can be corrected by upbringing. Upbringing is the main force capable of giving a personality useful to society.

The effectiveness of educational impact is focused, systematic and qualified leadership. The weakness of learning lies in the fact that it is based on the consciousness of the individual and requires the participation of the individual in this process. A person becomes a person in the process of communicating with other people and with the society in which he lives. Outside of human society, the spiritual, social and intellectual development of the individual is impossible. The science of defectology solves all questions of the theory and practice of teaching and educating abnormal children.

The study of defectology is inextricably linked with the name of an outstanding domestic psychologist and defectologist Lev Semenovich Vygotsky (05.11.1896 - 11.06.1934), who made an invaluable contribution to the development of defectology. LSVygotsky is rightfully considered the “father” of modern defectological science.

The real name of the scientist is Vygo dsky. In the early 20s of the twentieth century L.S. Vygotsky changed the letter in his surname to differ from his cousin David Isaakovich Vygodsky, the then famous poet and literary critic.

In 1917, L.S. Vygotsky graduated from both the law faculty of Moscow University and the history and philosophy department of the People’s University. A.P. Shanyavsky. He worked as a teacher of literature in Gomel and at the same time was seriously engaged in psychology. In 1924, in St. Petersburg, after a brilliant report at the 2nd All-Russian Congress on Psychoneurology, he became known and was invited to Moscow.

With the move to Moscow, he was attracted to a special field of practice - working with children suffering from various mental and physical defects. L.S. Vygotsky organizes a laboratory on the psychology of anomalous childhood in Moscow, the successor of which in 1929. became Experimental-defectological Institute. One of the problems he dealt with at the time was the problem of the development patterns of normal and anomalous children. L.S. Vygotsky made many experiments and came to the conclusion that social conditions play a crucial role in the formation of the child. Teaching LS Vygotsky created the basis for the development of national defectology. There is not a single direction in modern defectology, which would not be based on the fundamental experimental and theoretical studies of LSVygotsky.

In the fundamental monograph by LSVygotsky "The history of the development of higher mental functions" (1931, publ. 1960), an extensive presentation is given cultural historical theory  development of the psyche: according to LSVygotsky, it is necessary to distinguish between lower and higher mental functions, and accordingly two plans of behavior - natural, natural (the result of the biological evolution of the animal world) and cultural, socio-historical (the result of the historical development of society), merged in development psyche.

He noted that the structure of consciousness is a dynamic, semantic system that combines affective, volitional and intellectual processes.

LSVygotsky was an active researcher, a talented experimenter and at the same time an outstanding theoretician. He argued his theories of abnormal mental development through experimentation. He not only analyzed the results of his research, but also looked at the child’s behavior through his knowledge of children, their development, enriching this knowledge and taking theory to a new level. In one of his psychological studies, LS Vygotsky wrote: “No big deal in life is done without a lot of feeling.” He skillfully combined the flight of theoretical thought with everyday contact with children's souls.

LSVygotsky advanced the theory about the primary and secondary nature of the defect.  He considered it necessary to strictly distinguish between primary and secondary deviations, which lead to a delay in the development of an abnormal child. This suggests that some defects are associated with the materialistic side of mental retardation, other defects are layering over these primary ones. These secondary layers are the product of the special position that the child occupies in social society due to its pathological development. He said that the roots of primary defects are associated with organic disorders of the central nervous system, and these disorders are very difficult to alleviate. It is easier to correct secondary defects, so pedagogical efforts should be directed at preventing the occurrence of secondary defects and eliminating previously arisen ones. He singled out two types of defects, which became the basis for the construction of correctional and educational work with abnormal children.

LSVygotsky criticized the doctrine of dementia, which characterizes the child from the negative side. He put forward the task of finding all the best that is in the abnormal child. You must rely on the safe side of the abnormal child in remedial work. LSVygotsky paid attention to the originality of the development of anomalous personality. He said that the anomalous personality is formed in the process of interaction of biological, social and pedagogical factors. The meaning of the pedagogical influence of LS Vygotsky was seen in promoting personal development. L.S. Vygotsky said that every abnormal child has a reserve of healthy instincts, which in certain conditions offer great opportunities for personal development. It is necessary to determine their level and create favorable conditions. Then anomalous children can develop in a new qualitative leap. These promising opportunities for a child, LSVygotsky, called zone of proximal development. “Only that education in childhood is good, which runs ahead of development and leads development after itself,” he wrote.

The essence compensation theories  LSVygotsky in the following: “The basic fact that we encounter in development, complicated by a defect, is the dual role of an organic deficiency in the process of this development and the formation of the personality of the child. On the one hand, the defect is minus, limitation, weakness, diminishing development; on the other hand, precisely because it creates difficulties, it stimulates increased, intensified movement forward. The central position of modern defectology: every defect creates an incentive to work out compensation. ”

In the Stalin era, the teaching of LS Vygotsky was not recognized. Now the name of LSVygotsky has gained worldwide fame. Works of L.S. Vygotsky such as “Pedagogical psychology”, “Teaching about emotions”, “Psychology of art”, “Tool and sign”, “Language and thinking”, “Thinking and speaking” are well known in our country and abroad . Gianni Rodari, an Italian writer, a man far from science, but essentially a great connoisseur of child psychology, was fascinated by the book of LSVygotsky "Imagination and creativity in childhood." “... All of silver and pure gold,” said D. Rodari.

LSVygotsky was a man of great erudition in various fields of knowledge (from literature to medicine), an intellectual, a thinker. In the classic work of LS Vygotsky “Thinking and Speech” we can find his well-known formula: “Thought is not expressed in a word, but is made in a word.” The lines from O. Mandelstam serve as an epigraph: “I forgot the word wanted to say. And the thought disembodied in the palace of shadows will return. ”The thought without a word becomes ethereal. The word is the flesh of thought. This means that there are no thoughts or words in their separate form, but there is a process of their formation and mutual transformations.

Such well-known defectologists, such as E.S. Bein, T.A.Vlasova, R.E. Levin, N.G. Morozova, Zh.I. Shif, who was fortunate enough to work with Lev Semenovich, is how his contribution to the development of theory and practice is assessed: “His works served as the scientific basis for the construction of special schools and the theoretical substantiation of the principles and methods of studying the diagnosis of anomalous children. L.S. Vygotsky left inheritance lasting scientific valueincluded in the treasury of domestic and world psychology, defectology, psychoneurology and other related sciences. ”

Bibliography:

1. Vygodskaya G.L., Lifanova T.M. Lev Semenovich Vygotsky. A life. Activity Strokes to the portrait. - M., 1996.
2. From the history of defectology. Correspondence of LSVygotsky with A.M. Shcherbina // Defectology. - 1992, №1.
3. Correctional pedagogy. Ed. B.P. Puzanov. - M., 1998.
4. Lalayeva R.I. The relationship in the development of intelligence and language ability in children with normal and impaired ontogenesis. // Speech therapy. - 2005, №1.
5. Meshcheryakov B.G. L.S. Vygotsky and his name. // Cultural-historical psychology. - 2007, №3.
6. Nazarova N.M. Correction of defectology: fifteen years later. // Correctional pedagogy. - 2007, №5.
7. Etkind A.M. More about LSVygotsky: forgotten texts and unfinished contexts. / / Questions of psychology. - 1993, №4.
8. Yaroshevsky M.G. L. Vygotsky: in search of a new psychology. - SPb., 1993.
9. Yaroshevsky M.G. L. Vygotsky - the victim of "optical illusion". // Questions of psychology. - 1993, №4.
10. Yaroshevsky M.G. LSVygotsky: the search for the principles of construction of a general psychology (on the 90th anniversary of birth). // Questions of psychology. - 1986, №6.
11. Yaroshevsky, M. G. When LS Vygotsky and his school appeared in psychology? // Questions of psychology. - 1996, №5.

List of references:

1. Vygodskaya G.L., Lifanova T.M. Lev Semenovich Vygotsky. Life. Work. Portrait Marks. - Moscow, 1996.
2. From history of defectology. Correspondence of Vygotsky with Scherbina A.M.//Defectologia.- 1992, №1.
3. Correctional pedagogics. In redaction of Puzanov B.P. - Moscow, 1998.
4. Lalaeva R.I. Interconnection of normal and abnormal ontogeny.// Speech-therapy. - 2005, №1.
5. Mescheryakov B.G. L.S.Vygotsky and his name.//Cultural-historical psychology. - 2007, №3.
6. Nazarova N.M. Correction of defectology: fifteen years later.//Correctional pedagogics. - 2007, №5.
7. Etkind A.M. Again about L.S.Vygotsky: Forgotten texts and unsuspected contexts.//Voprosi psychologii. - 1993, №4.
8. Yaroshevsky M.G. L.S.Vygotsky: searching the new psychology. - St.-Petersburg, 1993.
9. Yaroshevsky M.G. L.S.Vygotsky - a victim of the “optical illusion”. // Voprosi psychologii. - 1993, №4.

10. Yaroshevsky M.G. L.S.Vygotsky: searching for the principles of general psychology (to the 90th anniversary of the date of birth). // Voprosi psychologii.-1986, №6.

11. Yaroshevsky M.G. When did L.S.Vygotsky and his school appear in psychology? // Voprosi psychologii. - 1996, №5.

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  - is a specialist with professional training in the field of defectology ( also called correctional pedagogy). It should be noted that the defectologist is not a doctor, but this specialty is located at the intersection of medicine and pedagogy. Defectology deals with the developmental characteristics of children with mental or physical health disabilities. Also, this industry specializes in the development and implementation of the principles of education and training of these children. Accordingly, a defectologist is a specialist whose competence includes working with children who have certain mental or physical disabilities.

  In order to work as a defectologist, it is necessary to obtain a higher pedagogical education with a specialization in defectology. During training, future pathologists, in addition to pedagogical disciplines, receive training in psychology and certain areas of medicine. A specialist with this type of education can work in an institution as a tutor ( kindergartens, schools) and therapeutic ( polyclinics, hospitals) profile. Defectologists may also be on the staff of various rehabilitation institutions, centers for social protection and psychological assistance.

Teacher-( teacher) defectologist

Defectologist teacher is a specialist who is on the staff of an educational institution ( kindergarten schoola) general or special profile. Such a teacher can work with individual patients who have certain problems, or with all pupils or students ( for example, in specialized institutions for children with visual or hearing impairment).

The main task of this specialist is the correction and compensation of deficiencies that exist in the child. Correction means correction of a problem that disrupts the normal perception of the surrounding world. Compensation is a reimbursement of the existing deficiency due to the development of other, similar capabilities and skills in the baby.

  This specialty combines many areas, as the principle of working with a child who has hearing problems differs from the approach to the child with mental disorders. Today there are 4 main directions in defectology.

A defectologist may have one of the following specializations:

• Surdopedagogy.  This specialist works with those children who have to some extent suffer ( from weak problems to complete absencea) hearing and / or speech from birth or due to past illness, injury. The deaf-educator teaches the child sign and tactile language, develops residual hearing and skills necessary for better adaptation to environmental conditions. During operations on the ears, the deaf-and-dumb pedagogue deals with the postoperative rehabilitation of the child.
• Tiflopedagogika.  This specialist works with blind or poorly seeing children. The tasks of the typhoid teacher include improvement ( whenever possiblea) residual vision, as well as the development of other skills that will help the child become a full-fledged person with the existing problem. In his work, the defectologist uses special technical devices, with the help of which vision correction manipulations are carried out.
• Speech Therapy  Speech therapist works with those patients who have problems in general with speech or with the pronunciation of specific sounds. The competence of a speech therapist includes children with such problems as stuttering, delayed speech development, dyslexia ( reading difficulties), dysarthria ( vague speechaphasia ( loss of speech due to brain damage). The defectologist corrects the existing deficiencies ( whenever possible), and in the absence of speech from the patient stimulates its development. He works not only on speech, but also teaches the patient to use intonation correctly, it is logical to answer questions, make correct sentences.
• Oligophrenopedagogy.  A representative of this profession deals with children diagnosed with developmental delay, mental retardation ( oligophreniaautism ( mental disorder). He also works with those patients who have not one, but several violations of mental development, speech and / or hearing. In addition, oligophrenopedagogue assists children who do not suffer from any mental illness, but who have difficulty adapting to the team. This correction specialist is working on the development of intellectual skills ( if necessary), teaches the patient to express their emotions and desires ( especially important in cases where the patient has problems with speech), helps to find a common language with peers.

Job pathologist with children

The nature of the work of a defectologist with children depends largely on the direction in which he specializes. At the same time, there are general principles on which the correctional teacher relies in his practice, regardless of his specialization. So, the common goal for all defectologists is to motivate children to learn ( both according to the general education program, and separately with a defectologist). Many children with hearing, vision, or mental impairment do not have the desire to learn ( for example, due to the apparent difference between peer progress and personal learning achievement). The task of the pathologist is to explain to the child the importance of learning and to do everything possible to stimulate interest and reduce the difficulties that the baby is experiencing.

The work of the teacher on the correction begins with a survey of students in order to identify children with those or other problems. Then identification is carried out ( by type) defects and the subsequent association of children with similar disorders in groups. Subsequently, the defectologist conducts both individual and group classes. The work is based on various modern techniques, the choice of which depends on the type of deviations among students.

All work with children, which is carried out by the defectologist, can be divided into several stages, the sequence of execution of which is determined by the specialist.

There are the following stages in the work of the defectologist with children:

• Acquaintance with the world.  This stage is necessary in order for the child to form the most complete perception of the surrounding reality. Such activities expand children's horizons, teach to be attentive and take responsibility for their actions ( for example, if you didn’t use an umbrella in the rain, you will get wet).
• Learning math.  In such classes, children learn to distinguish the shape and size of objects, their color, number, and other characteristics. They compare and classify a variety of objects or events, establishing certain patterns, cause-effect relationships.
• Sensomotor development.  The basic element of such exercises are various games aimed at improving fine motor skills ( fingers). Children perform different actions with their hands ( draw, sculpt, design), repeat for the teacher exercises for hands, fingers. Much attention is paid to the implementation of various actions ( brushing teeth) whose purpose is personal hygiene.
• Learning the game. Often, children with impaired mental development do not have the skills of command or any other game. At such classes, the defectologist organizes various games, explaining the rules and principles to the children. Learning to play helps a child learn about the world and find a common language with peers.

In such classes, the child receives knowledge of a general nature, so most often they are conducted in a group way. In individual lessons, the defectologist works more thoroughly on the development and improvement of those skills and functions that are relevant to the particular case. So, if a child’s hearing is completely lost, there’s no point in working to improve it. In this case, the correction specialist directs efforts to educate the child, for example, tactile communication. Also on individual lessons, the knowledge gained in the course of group training is fixed, cognitive activity is stimulated ( the pursuit of learning), the missed material is processed.

A great value in the professional activity of this specialist is counseling parents. The defectologist's assistance is aimed at teaching adults to create and maintain a healthy family atmosphere. Often the defectologist conducts classes to which not only children are invited, but also their parents.

What is the difference between a pathologist and a speech therapist?

The difference between a speech therapist and a speech pathologist who specializes in working with children with speech defects is in the target audience and the objectives of the classes. So, if children are sent to a speech therapist without deviations in mental or physical development, then the defectologist works with patients who have these or other disorders. The work of a regular speech therapist is to eliminate existing speech disorders ( wrong pronunciation of sounds, words). The goal of the speech pathologist speech pathologist is to teach the child to express his thoughts and restore gaps in knowledge, which provoke difficulties in communication. The following example clearly explains the difference between these specialists. So, the patient of a speech therapist may be a child who incorrectly utters the word "box" because of the incorrect pronunciation of the sound r. The speech pathologist-speech pathologist is sent a child who not only cannot pronounce, but also inappropriately uses the word “box” because he does not know its meaning.

Defectologist

As mentioned above, the defectologist is not a doctor, since he does not have a medical education. At the same time, such a specialist can work in the state of a polyclinic, hospital or other medical institution, most often a children's profile. The reason for visiting the defectologist may be suspicions of deviations in the mental or physical development of the child. This specialist will conduct a diagnostic test that confirms or refutes the assumption that the child is lagging.

Diagnostics ( analyzes) pathologist

The defectologist does not conduct and does not prescribe any laboratory tests ( type of blood test or urinalysis). This specialist uses a diagnostic test that allows you to assess the level of development of the child as a whole, and its individual skills. For this, the defectologist asks questions, asks to perform certain actions, and also assesses the appearance of the child. Sometimes he deliberately makes positive or negative comments in order to assess a child’s reaction to a negative or approval. Circumstances can also be artificially modeled to determine the attitude of the child and his behavior in complex, atypical situations. For a more complete assessment, parents can be interviewed, as well as documents showing the child’s performance in school or preschool. In some cases, a diagnostic map can be used, which is previously developed by a defectologist.

The diagnostic card of the defectologist contains the following headings:

• data about the child and parents ( age, surname / name / patronymic and other information);
• diseases of parents and close relatives, including those that are inherited;
• child birth data ( what is the pregnancy in the account, were there any complications during the carrying or childbirth, at what period was the baby born);
• early development information ( when the child began to hold his head, sit, walk);
• how speech skills developed ( when the first babble appeared, the first words, the first phrases);
• childhood illnesses and serious conditions;
• did the child deal with other specialists, and what were the results;
• whether the child expresses interest in the game, in learning.

Reference ( conclusion) pathologist

The conclusion of the pathologist is a documented verdict that this specialist makes after examining the child. It should be clarified that the defectologist does not conclude that there are any specific mental or physical abnormalities, but only provides an assessment of certain skills of the child. In other words, this specialist does not diagnose, but only describes the condition of the baby.
  The nature of the data, which is indicated in the certificate of the defectologist, depends on the age and problem of the child. But there are also general characteristics, indicated in all the conclusions that the defectologist makes.

In the certificate of the defectologist the following data about the child is indicated:

• how does the child provide information about himself ( quickly or after several requests, in expanded form, or calls only the name);
• the ability to go to the visual, tactile, verbal contact ( how quickly and naturally the child contacts the environment, does he feel interested);
• nature of the child’s overall activities ( are there motivation, sustainability, and retention of the desire to engage in any type of occupation for a long time);
• is the approach to playing activity, to toys adequate? whether a child uses toys for its intended purpose, understands the rules of the most simple games, does it have an interest in such activities);
• how the child reacts to approval, praise, remark, own failures;
• assessment of such children's qualities as attention, visual perception, memory, thinking;
• whether the child understands paintings / expressions with a hidden meaning, reveals meaningless / ridiculous plots;
• how developed and coordinated is the motor activity of the hands;
• how coordinated the baby's gait is, the movements of the whole body;
• do study skills match ( letter readinga) program requirements and age;
• whether the child distinguishes objects according to their color, size and other characteristics;
• whether he is oriented in space and time.

Defectology  (correctional pedagogy, special pedagogy) - the science of the psycho-physiological features of the development of children with mental and physical disabilities, the laws of their education and training.

Defectologist (correctional teacher, special teacher) - the concept is quite broad. Defectologists are teachers who specialize in working with children with various developmental disabilities. Defectologists are engaged in training and educating people with special needs. In their work, they use various means aimed at correcting and compensating for deficiencies. Correction  - correction of some shortcomings that do not require fundamental changes in the corrected process or phenomenon. Compensation - balancing or compensation for the existing deficiency. Compensation  disturbed or lost analyzer function, is due to the safe.

All defectologists have a higher pedagogical education, which they received at defectological faculties of higher educational institutions (institute, university). Future defectologists, in addition to pedagogical disciplines that reveal the methods of working with different categories of people with special needs, study a number of medical subjects, psychology and pathopsychology, general and special pedagogy. All these specialists are not doctors, although defectology is at the junction of medicine and pedagogy. Defectologists work in various educational, medical and rehabilitation institutions. These can be institutions of the education system, health care or social protection of the population: schools, kindergartens, clinics, hospitals, psychological assistance and rehabilitation centers, settlements for disabled adults, etc.

The work of the defectologist begins with a thorough study of the degree of the defect. The defectologist diagnoses higher mental functions (thinking, attention, memory, speech, perception, imagination), explores the characteristics of the emotional-volitional sphere. Depending on their specialization, the teacher focuses on hearing, vision, speech, or intellectual development. After the diagnosis, the pathologist needs to decide on the directions of remedial work, select the necessary methods, techniques, and develop a long-term plan for corrective action. Special conditions for training and education are created for the child (adult), therapeutic and recreational activities are selected, and consultations with other specialists are recommended if necessary (neurologist, psychiatrist, otolaryngologist, orthopedist, oculist, orthodontist). The defectologist builds his work based on the individual capabilities of each, focusing on the problems and capabilities of each. The duration of the work of a specialist with a child (adult) is determined by the degree of manifestation of the defect and the dynamics in the correction process. Even after several classes, it is sometimes difficult to say how much they need everything, and even more so to give a 100% guarantee of elimination of the defect. Each case is individual, and sometimes you can only talk about partial compensation of the defect.

In recent years, the term “defectologist” has been replaced by the term “correctional teacher” or “special teacher”, since He directly points to the shortcomings of the child and is not entirely ethical. But, while these terms do not really take root in the vocabulary of specialists working in this field.

Defectologist surdopedagog works with deaf, hearing impaired, late-deaf and deaf-dumb children. The main tasks of the deaf-and-dumb teacher are to study the patterns of development of persons with hearing impairments, their education and upbringing, depending on the individual characteristics of hearing and speech impairments. The Deaf Pedagogue develops and practically implements education and training programs for various categories of people with impaired hearing. The Deaf Pedagogue owns special techniques, methods, techniques and technologies for the development of residual hearing; learning sign and finger language; Russian (native) language; oral speech. The deaf-and-dumb pedagogue deals with pedagogical rehabilitation in the postoperative period, for example, with cochlear implantation. Also, the deaf-and-dumb pedagogue should have an idea about modern technical means of correction and compensation for impairments of the auditory analyzer. One of the main tasks in the work of the deaf-and-dumb teacher is social adaptation and social and professional rehabilitation of people with impaired hearing, their integration into modern society.

Defectologist-typhoid teacher  works with blind, visually impaired, late-blind people. The tasks of the typhoid pedagogue is a psychological, pedagogical and clinical study of the vision and abnormalities of mental and physical development in these disorders; ways and conditions for compensation, correction and restoration of disturbed and underdeveloped functions in case of blindness and low vision; study of the conditions of formation and comprehensive development of the personality in various forms of visual impairment. Tiflopedagogog develops programs, methods, techniques, areas of work with the blind and visually impaired. Also tiflopedagogo organizes the process of training and education, labor and vocational training of the blind and visually impaired. For tiflopedagogs are necessary knowledge and skills relating to work with special technical tools that promote vision correction.

Defectologist-speech therapist works with people who have problems with speech development. Speech therapist corrects and eliminates the shortcomings of speech development, and in the absence of speech stimulates its development. Speech therapists work with preschoolers and schoolchildren who have both normal development and intellectual disability, as well as hearing impaired children, children with cerebral palsy, autism, etc. Speech therapist also helps to restore speech to adults who have suffered a stroke or injury. The competence of a speech therapist includes working with speech disorders such as: delayed speech development (RUR), general speech underdevelopment (ONR), phonetic and phonemic underdevelopment (FFN), violation of sound pronunciation, stuttering, dysarthria, dyslexia, dyslexia, alalia, aphasia, etc. Speech therapists are engaged in their professional activities in various preschool and school institutions, polyclinics, and also in clinics where speech recovery is required for patients. Speech therapists, as a rule, do not deal with non-speaking children under 3 years, because no speech - nothing to correct. Although at the moment, experts are talking about the feasibility of classes with such kids and there are techniques aimed at stimulating the speech development of children. After three years, special techniques are used to induce speech. Getting to work the speech therapist, first of all, conducts a survey of the child, figuring out the presence of the defect and its cause. Then a plan of correctional work is developed, appropriate methods for correction and elimination of the defect are selected. In the classroom, the teacher will work not only on the formulation of sound, but also on correct breathing, fine and large motor skills, higher mental functions (attention, memory, thinking, perception). The work of a speech therapist is much broader than just posing sounds. Speech therapist works on vocabulary, grammar, phonetics, syntax, intonation. Much work is being done on the revitalization and replenishment of the child’s vocabulary, the ability to make phrases and sentences. Great attention is paid to the development of coherent oral speech, dialogic and monologue speech, the ability to answer questions, make a coherent statement. With children of school age, the speech therapist works not only on the correctness of oral speech, but also on the correctness of written language. Working with a child, a speech therapist will necessarily give homework that must be performed. The passed material should be fixed at home. Success depends on the joint actions of a speech therapist and parents.

Defectologist-oligophrenopedagog works with children of preschool and school age who have mental retardation, mental retardation, cerebral palsy, autism, as well as a complex structure of the defect (the presence of several defects in development at the same time). This specialist works not only with children, but also with adults who have intellectual and mental disorders. The main direction of work is the training and education of people with intellectual disabilities. Oligophrenopedagogue owns correctional methods for children of preschool age with intellectual deficiency, as well as for children of school age, with the possibility of teaching academic disciplines in correctional classes and schools. The defectologist-oligophrenopedagogue also provides assistance to children with normal intelligence, who have physical and psycho-emotional disorders, and learning difficulties at school. There are frequent cases when children of preschool age with normal intelligence have delayed speech development, motor awkwardness, behavioral features, restlessness, inattention, poor memory, etc. Oligophrenic pedagogue can help solve these problems. The teacher will help develop the child’s intellectual abilities, expand vocabulary, improve pronunciation, learn to master his own speech and express his thoughts. The oligophrenopedagogue can diagnose a child's readiness for school, diagnose the mastery of program material. The help of the teacher-defectologist is extremely necessary for pupils of elementary grades of school suffering from dysgraphia and dyslexia, who have difficulties with mathematical calculations, problems with oral and written speech. Most often, “among the people” an oligophrenic pedagogue is called simply a defectologist, since The word oligophrenopedagogue is very frightening to parents.

Another area of ​​special assistance to children with special needs is neuropsychology. Neuropsychology  - A section of psychology that studies the connection of mental processes with certain brain systems. Neuropsychologist - is a specialist who builds his work on the basis of studying the connection of mental processes with certain systems of the brain. In the professional language of this specialist is called a clinical psychologist. Unfortunately, at present, approximately 70% of children experience functional immaturity of brain structures. In the first place basalnobobnyh departments. They nourish the brain, and if their tone is reduced, then the cerebral cortex, which provides storage and processing of information (auditory, visual, motor-speech and motor), will "get half-slept". There are techniques in neuropsychology that can accelerate the maturation of the brain. A neuropsychologist conducts neurodiagnostics and selects correctional exercises that allow the development of a lagging sphere of the brain. As a result of the survey, the neuropsychologist concludes about the state of the child’s highest mental functions: attention, memory, thinking, speech, and perception. It is these processes that are basic and decisive for successful schooling of a child. Selected remedial measures allow developing functions that have not yet been formed. The work of a neuropsychologist is the selection of motor and cognitive exercises, taking into account the individual characteristics of the child. The neuropsychologist diagnoses and corrects the physiological prerequisites for the child's failure to progress in the preschool years. During the period of schooling, a neuropsychologist can assist in overcoming school failure, if it is not related to gaps in the school curriculum, but depends on absent-mindedness, distractibility, restraint, and inattention of the child. It should be understood that a neuropsychologist is not a doctor. You should also understand the difference between a neuropsychologist and a psychologist. The psychologist works with the emotional-volitional sphere, emotional-personal problems: lack of understanding with peers and adults, fears, behavioral problems, etc. A neuropsychologist studies brain anatomy and physiology, diseases of the central nervous system and neuropsychological diagnosis. He identifies the difficulties of the child and the causes of these difficulties, determines the complex of deep brain mechanisms of various developmental problems, develops directions for neuropsychological correction.

The profession of speech therapist is relevant at all times. At the present time, unfortunately, more and more children are born with various developmental disorders. Accordingly, speech problems await them in the near future. However, speech disorders are also characteristic of healthy children, with sound intelligence, normal vision and hearing. Speech therapists, as a rule, work with such children, and speech pathologists with speech pathologists.

A good speech therapist-defectologist has always been worth its weight in gold. The fact is that for the most part higher education institutions graduate defectologists with a work orientation at school. In kindergartens and preschool centers, speech therapists perform their work, which causes not always a purely individual approach to each “problem” child. In addition, not every children's speech therapist working in a preschool educational institution is sufficiently educated to work with children who have mental and physical delays. Real defectologists are found mainly in specialized correctional centers where children with certain developmental delays are treated.

Speech therapists with various narrow specializations work in children's correctional centers - hearing aid teachers whose work is aimed at working with hearing-impaired or deaf children; oligophrenic pedagogues who deal with those guys who have mental retardation; Tiflopedagogi teachers, whose competence is correction of speech delay in children with visual impairment. Defectologists are working with children with a diagnosis of cerebral palsy, suffering from severe hydrocephalic syndrome, increased intracranial pressure, neurological, mental diseases, etc.

The activity of defectologists in general is aimed at the development of the child’s cognitive activity. They are working to develop the memory of the baby, his attention, thinking, perception. Their task is to correct the problems that the child has, to bring his development as close as possible to the normal level. The defectologist teacher always works in tandem with a speech therapist. Optimally, if a specialist combines the one and the other profession in one person. After all, when developing a general correctional program, he will be able to harmoniously take into account the possibilities of parallel development of the child’s speech.

A person who feels that he is willing and able to acquire a specialty related to the work on the development of correct speech skills in both children and adults may consider enrolling in an institution of higher education. This may be a university or a pedagogical institute, and in them - the department of speech therapy or defectology faculty. It is important that the person entering the university should not have any defects in speech and hearing, which is understandable. As for the demand for this specialty at the present time, for example, the highest competition is present at the entrance to the faculty of "speech therapy". The competition is significantly less for the “preschool defectology” faculty, although often people who graduate in speech therapy get a second degree in preschool defectology, since, starting to work with children under seven, they feel a lack of knowledge.

A graduate of the speech therapy or defectology faculty will never be without work. He will only have to choose - whether it will work in a kindergarten, secondary school (public or private), a correctional center, a children's home or boarding school for children with various disabilities in development, speech therapy centers, points.

In addition, a speech therapist is always required at home. After all, if a child is still small, or he has a serious illness, or his parents have no time or it is inconvenient to carry their child several times a week to classes with a speech therapist, you can always find a specialist who will come home and practice in a relaxed and familiar atmosphere . And this creates only a positive effect from the lessons, as the speech therapist for the child will be engaged with him individually, in the presence of the parents (or at least one of them), so that they learn the exercises that they have to work with the kid in the absence of a teacher.

Private classes at home with the child are also convenient and beneficial to the speech therapist himself. First, he will be confident in the regularity and clarity of their conduct, since he will appear on them himself, and the punctuality of classes is the basis of the basis of successful treatment. Secondly, these lessons are well paid. And finally, thirdly: after working for a certain time with one child and achieving the desired results, the speech therapist begins to make a “name” for himself, to gain fame as a professional, high-class specialist who can be trusted with his baby and not be afraid that missed, wasted.

Our children are our hope, because the most intimate dreams of each parent are connected with them. That is why moms and dads try to provide their beloved child with everything necessary for proper growth and development.

Definition

Defectologisthas such specialization as defectology. And this, above all, work with mental and physical disabilities of children. The training program for pathologists includes such fundamentals as neurology and psychiatry, psychology and pedagogy. These specialists study the sciences that may be useful to them in the process of work, namely, deaf-and-dumb and oligophrenopedagogy.

Unlike the defectologist, speech therapist  deals with ordinary children, without mental retardation and disruption of the central nervous system. He is working on correct pronunciation, on the formulation of sounds and syllables.

Comparison

So, the defectologist deals with problem children who have reduced hearing or diseases of the central nervous system. The defectologist works, above all, on the child’s thinking, on his ways of knowing the world, and more specifically on the attention and perception of speech. Unlike a speech therapist, he does not correct the defects in pronunciation, but only helps the child to express his thoughts. That is, in fact, defectologists do not give a speech, but only struggle with problems caused by mental disorders.

A defectologist can start working with one-year-old children, and a speech therapist starts classes with children from three years of age. Speech therapist corrects and develops speech, sets sounds and pronunciation, while the pathologist deals with a child’s developmental delay due to various disorders, and helps the child to know the world.

So, for example, a speech therapist will not teach the child colors, he will pronounce their names, striving for the correct pronunciation, while the task of the defectologist is to familiarize the child with flowers and learn the name of each of them. That is, in essence, a defectologist is a broad-based specialist, while a speech therapist is only responsible for correcting speech disorders.

Conclusions site

1. The defectologist works with problem and sick children, the speech therapist deals exclusively with healthy children.
2. The defectologist starts classes with one-year-old children, the speech therapist starts working with children when they reach three years old.
3. A defectologist is a specialist with a broad profile, a speech therapist is a narrow specialist.