Lecture
Logopedagogy - a branch of correctional (special) pedagogy that develops the theoretical and methodological foundations for the instruction and upbringing of children
with speech disorders.
The subject of logopedagogy is the methods and techniques of instructing and educating
persons with speech disorders.
Tasks of logopedagogy.
1. Development of scientifically grounded principles and methods for instructing
and educating persons with speech disorders, as well as prevention of speech
disorders.
2. Study of speech development in relation to the age norm.
3. Determination of the etiology, symptomatology, degree of manifestation, and structure of the speech defect.
4. Development of methods for the psychological-pedagogical diagnosis of speech disorders.
5. Development of principles for organizing speech-therapy assistance.
6. Systematization of speech disorders.
7. Early detection and elimination of speech disorders in children.
The central problem of logopedagogy is the search for ways to resolve
contradictions between the need for adults to pass on to a child with SSD
social and cultural experience, and the child's actual capabilities, since traditional ways of solving educational and upbringing tasks prove insufficient.
Current problems of logopedagogy include developing technologies for interaction among specialists of different profiles involved in the educational process, developing the content and methods of interaction with the family
raising a child with SSD, determining the role and function of computer technologies in solving the central problems of correctional instruction, developing methods and technologies for the qualitative individualization
of special education, improving integrated instruction, and developing new forms of interaction between mainstream and special
education.
Logopedagogy is closely connected with other sciences. A distinction is made between intra-systemic and inter-systemic connections. Intra-systemic connections include the links
of logopedagogy with pedagogy, with various branches of special pedagogy, and with general and special psychology. Inter-systemic connections
include links with the medico-biological and linguistic sciences.
Subject the development and formation of a child's speech under various deviations
from normal ontogenesis in conditions of a purposeful pedagogical process. The structure of the pedagogical process includes: the subject,
the object, the content, speech-therapy diagnosis, and criteria for the effectiveness of speech-therapy intervention.
The subject is children who have speech disorders caused by the non-formation, underdevelopment, or impairment at an early stage of ontogenesis
of their speech, psychological, or physiological mechanisms, given normal hearing, vision, and intact intellectual prerequisites.
Tasks
1. Studying the regularities of special instruction and upbringing of children with speech development disorders.
2. Developing methods of early pedagogical diagnosis of speech disorders, and a pedagogical
typology of speech underdevelopment in preschool age.
3. Determining
the principles, content, and methods of correctional instruction in language and
speech.
4. Developing programs, creating didactic aids, methodological systems of lessons and exercises, and drawing up recommendations for
preschool institutions and parents.
Principles
1. The principle of development (reliance on the zone of proximal development, the leading
activity, and the sequence in which forms and functions of speech appear).
2. The principle of a systemic approach (speech is a complex functional system whose structural components are in close interaction, so correctional intervention must be applied
to all aspects of the speech system).
3. the connection of speech with other aspects
of mental development (speech activity forms and functions in close connection with the child's psyche as a whole).
4. The principle
of complexity (elimination of speech disorders must have a medical-psychological-pedagogical character).
5. The principle of the bypass route (a new functional system is formed by bypassing the affected link).
6. didactic principles (visualization, accessibility,
consciousness, an individual approach, etc.).
Methods
1. organizational (comparative, longitudinal, complex).
2. Empirical (psychodiagnostic, biographical, observation, experiment, etc.).
3. Quantitative and qualitative analysis
of results.
4. interpretive.
basic concepts
relationship with other branches of science
Logopedagogy - is the didactic aspect of speech therapy, which is part of special (correctional) preschool pedagogy and
is connected with the medico-biological and linguistic branches of science,
various branches of special pedagogy and psychology, and specific methodologies.
The competence-based approach focuses attention on developing practically purposeful activity in learners, bringing to the fore
general and special skills that are directly in demand in life and
in subsequent professional education. Competence is regarded as possession of a competency, readiness to display competencies, and command of skills, abilities, and methods of action in relation to a given range of real objects.
Key competencies are regarded as the most general (universal) abilities and skills that allow a person to achieve results in practical activity and personal life amid
the growing dynamism of contemporary society.
The key competencies recognized are the social, personal, communicative, and cognitive-informational ones.
Within the context of the competence-based approach, special correctional
education is regarded not as a process of forming knowledge, abilities,
and skills, but as a process of forming key educational competencies. This means that in each specific school subject a
search is made for key competencies and their hierarchy is established.
The social key competency includes the socio-domestic (mastery of everyday culture), socio-occupational, and general cultural (normatively
cultural) competency, which reveals mastery of national culture and the formation of a national mentality, as well as the competency of social interaction, self-knowledge, and self-control. The latter reflects knowledge of one's own
capabilities and needs and the ability to control one's behavior.
The personal key competency includes the sanogenic (competency of a healthy lifestyle), the value-semantic (understanding of the true values of life and the formation of attitudes for their realization),
the gender-role (mastery of correct gender-role behavior), the legal (knowledge and ability to exercise one's rights and fulfill the duties
of a citizen of the country), and the reflexive (the ability to carry out self-analysis and
evaluate others).
The communicative key competency includes linguistic competency, socio-communicative competency (mastery of interaction and cooperation skills), and sociocultural competency (knowledge of the culture of the society
to which the person belongs).
The cognitive-informational key competency includes
the competency of cognitive activity (educational-cognitive competency), computer-informational competency, and information-communicative competency.
Comments