Актуальные вопросы специального и инклюзивного образования

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For the experimental work, 4 students of special boarding school for children with severe speech 
disorders No. 9 were selected. All 4 students have the same verbal conclusion - ONR-2-3 levels, 
dysarthria. The control group (4 persons) consisted of students with a similar verbal conclusion. 
The criteria
by which the level of achievement of the students in the control and experimental 
groups was compared was the efficiency and quality of the implementation of individual corrective 
speech plans (PIKRR) under the section "Sound structure of the word". The parameters were the number 
of distortions of the delivered but not yet fixed sounds and the distortion of the syllabic structure during 
the naming of pictures, narrative by a series of plot pictures and narrative by ideas and memories (a story 
of 10 sentences on the theme "Winter" and "Family"). For control, nine sounds were used - whistles (C, 
C, Z, Z, C), sibilant (W, L) and sonorous (L, L) sounds, since they are the most frequent phonemes of 
Russian speech, and their pronunciation determines the dictation picture of speech in each individual 
case. All sounds were delivered and required automation. 
The level scaling was carried out in accordance with the constant Ingenkamp: The development 
of PIСW under the section "The sound structure of the word" was less than 75% corresponding to the 
level with the conventional name "low level of advancement"; The average level of advancement 
presupposed a 75-100% efficiency of the implementation of the PIKRR and, finally, the "high level of 
automatization of sounds" suggested that the plan was fully implemented (by 100%) and that qualitative 
changes in the speech of the child were visible to everyone: and teachers, and other students, and the child 
himself. 
Experimental research was conducted in 3 stages: 
The first stage
was the ascertaining experiment in the course of which the diagnosis of the state 
of pronunciation (the technique of Inshakova OB) and the syllabic structure of the word (13 classes of 
syllabic word structures by AK Markova) was conducted for the children of the experimental and control 
groups 
Based on the results obtained, we give a brief description of both groups. For children with 
dysarthria of the experimental and control groups, the polyformity of the disturbance of sound production 
is characteristic. When naming the pictures of errors in pronunciation was done less than in the story of 
the plot pictures and free speech. In the structure of violations, distortions were mainly observed. All 
children reported a violation of pronunciation of whistling, sibilant and sonorous sounds to varying 
degrees. To test the formation of syllabic structures, children were offered 2 pictures for each of the 
classes (according to Markova), starting with the 4th. The results are shown in Table 1.3: 

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