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Technology of global reading with non-speaking children.

"Technology of global reading with non-speaking children" (alaliki)

The ability to communicate is one of the most important skills we need in life. Everyday activities such as going to school or shopping, solving problems, relaxing, meeting new friends - almost everything we do involves socializing. Our children with severe speech disorders are deprived of the opportunity to communicate. As a rule, their speech is incomprehensible or completely absent for various reasons, including impaired understanding of speech.

The global reading technique allows you to develop an understanding of speech, and sometimes cause active speech, as well as give children the opportunity to communicate, to convey, first of all, their desires.

global reading. What it is?

The essence of global reading is that the child must learn to recognize written words as a whole, without isolating individual letters. To do this, on cardboard cards block letters words are written. It is better to use white cardboard and black font. The height of the letters is from 2 to 5 centimeters.

When teaching global reading, it is necessary to observe gradualness and consistency. The words that we want to teach a child to read should denote objects, actions, and phenomena known to him. You can enter this type of reading not earlier than the child can correlate the object and its image, select paired objects or pictures.

METHODS OF GLOBAL READING.

1. Korsunskaya B.D. Education of a deaf preschooler in the family.

2. Program "Communication". Education and training of hearing-impaired (deaf) children of preschool age in kindergarten. Ed. E.I. Leonhard.

3.Method early development Glen Doman. From 1 to 4 years.

4. Nikolskaya O.S., Baenskaya E.R., Liebling M.M. Autistic child. Help paths.

5. Nurieva L.G. Development of speech in autistic children: ( methodical development)

Glen Doman Method

Many years ago, while teaching mentally retarded children to read, neuroscientist Glen Doman tried simply showing children cards with words written in very large red print and saying them out loud. The whole lesson took 5-10 seconds, but there were several dozen such lessons a day. And the children learned to read.

Now this method is used both for teaching special children and for teaching healthy children.

The principle of the technique is that the baby is repeatedly shown cards with words. The word is written as a whole, not by letters or syllables. The technique is based on a certain impact on certain parts of the child's brain.

Doman cards can be made of white cardboard, size 10 * 50 cm. The height of the letters is 7.5 cm. The text can be applied with a red marker with a thick rod (the font thickness is at least 1.5 cm.) The first words on the cards are written in red large print. In further training, the letters decrease and the color changes to black. On the back of the card it is recommended to repeat the word small print“for myself”, so that you don’t have to look at the displayed word and waste precious time.

The learning process according to the method of Glenn Doman. Demonstration of cards takes place at a distance of 35 cm from the face. Cards are not given to the child. The display lasts 1-2 seconds, during which the written word is clearly pronounced. You should start with simple, well-known words to the child (“mom”, “dad”, “nose”, etc.). No more than 5 cards are shown at a time. Breaks between classes should be at least 30 minutes.

1 day - 4 lessons (set No. 1 of 5 cards).

Day 2 - 6 lessons (3 lessons with set No. 1, 3 lessons with set No. 2 of 5 new words).

Day 3 - 9 lessons (each set of cards is used 3 times).

The lesson continues with 15 cards until the child remembers them. Then they delete 1 word each and replace it with a new one.

Methodology Korsunskaya B.D., Leonhard E.I. Education and training of hearing-impaired (deaf) children of preschool age in kindergarten.

Korsunskaya B.D. Education of a deaf preschooler in the family. - M.: Pedagogy, 1971.

Program "Communication". Education and training of hearing-impaired (deaf) children of preschool age in kindergarten. Ed. E.I. Leonhard. M., 1995.

The first stage of mastering reading and writing is the stage of global perception of written tablets and global reproduction of words in writing. You you know well that during this period children correlate the tablets with certain objects and properties, perform simple actions according to the written word. Children still do not know how to read in the generally accepted sense - they perceive the tablets as a whole, distinguish them from each other according to some signs that stand out for themselves. These signs are obviously personal: one kid focuses on some elements of the word, the other - on others, etc.

From our tasks, you know that at first, children learn the words on the tablets only when choosing - when choosing from two objects, then from three, four, etc. Gradually, the number of objects and words to choose from increases. This stage is called discrimination.

At the next stage, children understand the meaning of the word or sentence written on the tablet when there are no objects or pictures in front of them that correspond to these words.

This stage is called identification.

At the stage of recognition of words (phrases, sentences) in writing at the level of global perception, children begin to write some words, the simplest and shortest.

As you know, children write with felt-tip pens (by no means with pens!) on unlined sheets of paper; the size of the letters and the distribution of the word on the sheet is not limited by any framework and rules. We remind you that during this period the child still reads globally. Therefore, the baby writes so far also globally: he writes off or writes by heart not a sequence of letters, but, as it were, draws something whole, consisting of individual elements; then he brings his "drawing" - the word to a certain object.
In the first 3-4 months of classes, an adult uses only oral speech, accompanied by natural gestures. During this time, you need to teach the baby to concentrate, follow the toy, look at the object that the adult shows, recognize the objects in the pictures. Then, both in the classroom and in everyday communication, written tablets begin to be used, which are included in work with children not younger than 1.5 years old.

The tablets are written in block letters about 1.5-2 cm high, 1-1.2 cm wide, located at a small distance from each other, on strips of thick paper of the same size, preferably cardboard. The tablets should be written in the same font, with a felt-tip pen or ink of the same color, preferably black, so that the child is guided by the written word (phrase), and not by appearance tablets. The phrase is located on one line without word wrapping. When pronouncing a word (phrase), the tablet is held at the chin so that both the written and the lips of the speaker are clearly visible.

First, signs with greeting words are included in the work: hello, bye. The plates are placed near the door in two pockets or on a typesetting canvas. At first they are in a permanent place: one on the right, the other on the left. When the child learns to choose the right one from them, they are changed several times during the day so that the baby is guided by the written word, and not by the place of the plate in the pockets. Whoever comes, the child greets him - says, as he can, hello, using a natural gesture. Later, first with the help of an adult, and then on his own, he selects the right one from the plates and shows it to the person who entered, again saying hello. In the same way, the child says goodbye to everyone who leaves. During games and activities, the baby greets each toy that appears and says goodbye to it when it is removed. At the same time, he chooses the desired plate from the two laid out in front of him.

Then, in the classroom, tablets with words-assignments begin to be used, for example: in physical education classes - go, run; in classes for teaching actions with objects - put on, take off, show; in the classroom for fine arts - draw, sculpt, build; on music lessons- dance, clap. In communication and in all classes, signs are also used give, take away, stand up, sit down, listen, right, wrong, well done, help, open, close, etc. At the same time, during the lesson or in communication, if necessary, use these words (i.e., when a child is encouraged to do one or another action, when the result is evaluated), an adult brings the tablet to his chin and pronounces a word, a phrase.

As the child begins to understand this or that word-assignment in writing, it is offered to him orally, without a tablet. At the same time, when the baby begins to act, the adult praises him and, in confirmation of the correctness of the task, shows the written word or phrase.

You should know that some children begin to recognize words in oral speech earlier than in writing (on a tablet). To prepare such children for learning to read, it is advisable to use a different technique: an adult shows the written word or phrase silently, and only when the child begins to act, pronounces it.

Simultaneously with the use of tablets with words-assignments, the child begins to be specially taught to correlate the name-plate with frequently used and familiar words: 4-5 names of favorite toys, 2-3 names of dishes, food, furniture, clothes, body parts, etc. are used. This work is carried out in the following way. Two objects or pictures depicting them are placed in front of the child, for example, a house and a fish. An adult holds a sign at his chin and pronounces the word house, and the child points to the corresponding object or picture. An adult gives him a sign, which he puts his hand to the object (picture) (Fig. 8, 9). Then the same work is carried out with the second word. After that, the adult gives the child a second copy of the house plate, reads it and puts the child's hand under the first plate. He compares both plates, paying attention to the fact that they are the same, shows that the house plate cannot be placed near the fish. Then the same actions are carried out with the second word. An adult takes one tablet, for example, a fish, and together with the child looks for other fish in the room - pictures, toys, placing this tablet next to each of them. Do the same with the second word.

Training on laying duplicate plates is carried out over several days. At the same time, the objects and pictures to which they are selected change daily, i.e., an adult offers images of different houses, fish, and attracts a variety of toys. Then new pairs are used, for example, mother and child's name (photographs are used), a ball and a bunny, a jacket and a cup, a hat and a plate.

When the child has learned to put plates on the sample, he is taught to find the right signature on his own. An adult gives the baby a sign, such as a ball, and offers to put it on the desired object, or, conversely, lays out signs in front of the child and offers to put appropriate pictures or objects on them. First, the baby learns to correlate the tablet with the object (picture) in terms of choosing from 2, then from 3 or more. As the child masters the ability to correlate a tablet with an object with a limited choice - from 2-3, he is taught to find the corresponding object on the tablet, a picture that is not in front of his eyes, but in a room, on the street.

It should be remembered that the tablets first offer words that are already familiar to the baby, so the adult shows the tablet silently. Only after the child puts it to the object (picture), the adult pronounces the word written on it, and checks with the baby whether he completed the task correctly. Each tablet, after it has been placed, is read: first, the adult reads, guiding his finger under the tablet, then the child, together with the adult, leads his finger under the tablet and “reads” it, that is, pronounces the word as he can. Reading is carried out by syllables (but not by sounds), the pronunciation of which is somewhat slow. The baby must “read” well-known signs on his own: he leads his finger under the sign and pronounces a word or phrase.

From the time tablets began to be used in the classroom, each new word is offered to the child not only orally, but also in writing (on a tablet). In addition, objects that the child most often encounters are “signed” in the house, that is, signs are attached to furniture, toys, dishes, etc. As the child learns the word in oral and written form, the signs are removed.

For 1-1.5 years, the child learns at least 20-30 tablets, which he recognizes in any situation. If an adult in the room shows a soap sign, the kid, after “reading” it, must find soap in the bathroom. Many children master a significantly larger number of tablets during this period.

Children over two years of age should be taught to compose words from a split alphabet. This work begins after the baby learns to distinguish the first 10-15 tablets. First, the child makes up a word according to the sample plate. At the same time, the adult gives him only the letters included in this word. At this stage of training, the letters themselves are not called. The child puts a sign next to the picture, "reads" it, and then collects a word from letters under it. When the baby begins to cope with this task, he is taught to compose a word from memory, without a sample. You need to start with well-known, short words: house, ball, ball, spinning top, mother, etc. You can offer the following approximate scheme.

The child puts the tablet to the object (picture), “reads” it, the tablet turns over (or closes), and he makes a word from memory. Then the tablet opens, correlates with the composed word. After the child begins to cope with this task, you can proceed to the next stage.

2nd stage.
The child independently names the object or picture, and then collects the word from the letters proposed by the adult. At first, these are only the letters that make up the given word, and then the “extra” ones that the baby must put aside.

Experience teaching autistic children primary school skillsZalomaeva N.B.

Nikolskaya O.S., Baenskaya E.R., Liebling M.M. Autistic child. Ways of help.-M.6Terevinf, 2005

To teach autistic children to read and write, the "global reading" methodology has been modified. This technique was originally developed for deaf children (see Korsunskaya B.D. Education of a deaf preschooler in a family. - M .: Pedagogy, 1971). Some traditional methods of work were introduced into it to develop the ability to distinguish a sound and a letter in a word, to develop graphic skills and teach the beginnings of writing.

FIRST STAGE

The first stage of work, during which the child must gradually get used to the learning situation, begins with looking at photographs from the family album. Mom and her child are sorting through pictures taken in the summer at the dacha, on vacation, during memorable events, holidays - photographs of family members, the child himself, including those taken when he was very young. Mom comments on the pictures, telling the child in detail about what he sees in the photo. Together, they seem to relive pleasant moments, and it is important that both mother and child enjoy this.

Then photographs of the child himself and his family members are selected. Mom (or instead of her teacher) prepares signs for all photos with the inscriptions: "I", "MOM", "DAD", "GRANDMA", "GRANDPA", "SISTER", "BROTHER".

The lesson is held in a child-friendly environment - not necessarily at the table, it is possible on the couch, on the floor. Mom lays out photographs on the left in front of the child, and signs with inscriptions on the right (at the beginning of classes, no more than five pictures are used and, accordingly, no more than five signatures. Then their number can be increased to 7-10). She takes one photo and puts it in the middle, then finds a sign for this picture and puts it under the photo, commenting: "Look, this is our dad (points to the picture). And here it says:" Dad "(points to the sign)" Mom does the same with all the other pictures.

Later, when the child gets used to such an organization of the lesson, the mother performs this task with the hands of the child. She takes it left hand, chooses it desired photo and puts it in the middle (in the center of the visual field of the child). Then, with the right hand of the child, the mother takes the desired plate and puts it under the photo. At the same time, she explains: “This is a photograph of a grandmother. But it says:“ Grandmother. After several joint lessons, the child learns the way of actions with photographs and signs, and can perform part of the tasks independently.

During the lesson, the mother is next to the child. If he needs help, she can either take the right picture or signature with his hand, or simply tell him what needs to be done now.

At this stage of training, we use simple words, the pronunciation of which coincides with their spelling (for example, the word "house"), since in this case it will be easier for the child to cope with the task.

At the first stage, the child must learn the concepts of "card" and "inscription-tablet". To do this, mom can specially sign some household items, for example, make labels for products, stickers on jars of cereals. You can just go to the kitchen with your child - "check stocks", and show him packages with sugar, salt, cereals, pasta, while reading the labels on them. One can "tidy up" the bookshelf where children's books and magazines are kept by reading the titles of the books; you can also lay out records, filmstrips, showing the child the labels on them and reading the inscriptions. On the street, you need to draw the child's attention to the signs with the names of the streets, read the names of the shops. Then at home, mom can draw a walking route, signing in the necessary tests: "Pharmacy", "Products", etc.

SECOND PHASE

The second stage can begin with the design of the album, where mom sticks all the photos and captions to them (or just signs them). Then 7-10 pictures are selected with images of objects well known to the child (pictures must be made in the same style) and plates are prepared with the inscriptions: "CUP", "SPOON", "MILK", "Juice", "TABLE", "CHAIR" , "CAR", "DOLL", "DOG", "SHIRT", etc. Classes are held according to the same scheme as in the first stage.

Note that for children of the third and fourth groups, the first stage is optional. With them, you can immediately engage in pictures, including 2-3 photos of loved ones and the child himself in the set. With these children, it is also possible to do without manipulating their hands, since most of them will be able to complete the task themselves after the teacher shows several times how to do it.

Gradually, the set of pictures and plates needs to be increased. This can be done in two ways. The first is to consistently master the categories of objects, that is, offer the child pictures and inscriptions to them on the topic "Transport", then, when he masters them, take the topic "Clothes", then - "Food", etc. The second way - offer him several pictures from different topics. At the same time, it is important to take into account the interests and attachments of the child, to choose topics that are interesting to him.

Album work. Simultaneously with the work on the pictures, the mother (or instead of her teacher) begins to work with the album. On each page of the album, a new letter is mastered. At first, the mother herself writes this letter, then asks to enter her child - with paint, felt-tip pen, pencil, pen. Then objects are drawn: first those whose name begins with a given letter, then those whose name has a given letter in the middle, and finally those whose name ends with a given letter. If the child can, then he draws the desired object himself at the request of the teacher, or the teacher draws with the child's hand. You can not draw an object, but cut out a picture of this object from some magazine and stick it in an album.

Then the picture (drawing) is signed in block letters, and the word can be written by the mother herself, leaving the child a place so that he can add desired letter(or she writes this letter with the child's hand)

Methodology Nureyeva L G.

Learning to read
Learning to read is advisable to conduct in three areas:

Global reading (whole words);
- syllable reading;
- analytical-synthetic (letter by letter) reading.

The lesson is based on the principle of alternating all three directions, since each of these types of reading involves different language mechanisms of the child. Using the techniques of analytical-synthetic reading, we give the child the opportunity to focus specifically on the sound side of speech, which creates the basis for turning on the onomatopoeic mechanism. Reading by syllable helps to work on the continuity and prolongation of pronunciation. Global reading relies on a good visual memory of an autistic child and is most understandable to him, since the graphic image of a word is immediately associated with a real object. However, if a child is taught only the methods of global reading, quite soon there comes a moment when the mechanical memory ceases to hold the accumulating volume of words. With the normal development of speech, the child performs all the analytical work on isolating the phoneme as the main component of the unit of oral speech independently. To isolate a single letter from a word and correlate it with a certain sound, such a child also does not need much help from an adult. In the conditions of the pathological formation of speech, the baby is not able to make such a complex analysis of speech units himself, therefore, without special training, he will not be able to move from photographic "guessing" words to true reading.

Global reading
Teaching global reading allows you to develop a child's impressive speech and thinking to mastering pronunciation. In addition, global reading develops visual attention and memory.

The essence of global reading is that a child can learn to recognize written words as a whole, without isolating individual letters. To do this, words are written in block letters on cardboard cards. It is better to use white cardboard and black font. The height of the letters is from 2 to 5 centimeters.

When teaching global reading, it is necessary to observe gradualness and consistency. The words that we want to teach a child to read should denote objects, actions, and phenomena known to him. You can enter this type of reading not earlier than the student can correlate the object and its image, select paired objects or pictures.

TYPES OF JOBS:
1. Reading automated engrams (name of the child, names of his relatives, nicknames of pets). It is convenient to use the family photo album as didactic material, providing it with appropriate printed inscriptions. On some cards, the inscriptions are duplicated. The child learns to select the same words, then the captions for photographs or drawings in the album are closed. The student is required to “learn” the necessary inscription on the card from memory and put it to the drawing. The closed word is opened and compared with the selected signature.

2. Reading words. Pictures are selected for all the main lexical topics(toys, dishes, furniture, vehicles, domestic and wild animals, birds, insects, vegetables, fruits, clothes, food, flowers) and are supplied with signatures.

We begin to put signs for toys or pictures ourselves, saying what is written on them. Then we offer the child to put a sign to the desired picture or toy on their own.

After memorizing two tablets, we begin to gradually add the following.

The order in which new lexical topics are introduced is arbitrary, since we mainly focus on the interest of the child.

3. Understanding written instructions. Sentences are made using different nouns and the same verb.

Topics of proposals:

Body scheme (“Show your nose”, “Show your eyes”, “Show your hands”, etc. - it’s convenient to work in front of a mirror here);
- room plan (“Come to the door”, “Come to the window”, “Come to the closet”, etc.). Presenting the cards, we draw the child's attention to the different spelling of the second words in the sentences.

4. Reading sentences. Suggestions are made for a series of plot pictures in which one character performs different actions.

The cat is sitting.
The cat is sleeping.
The cat is running.

You can use the plates when studying colors, when determining the size, quantity.

Global reading allows you to find out how much a non-speaking child understands addressed speech, allows him to overcome a negative attitude towards classes, and gives self-confidence.

Each of these techniques separately does not work on our children with severe mental retardation and with autism spectrum disorders. For this technique to work, these children must be prepared. Nurieva writes that teaching GLOBAL READING IS THE FOURTH STAGE.

The depth of autistic disorders does not allow one to immediately start educating the child's understanding of the speech addressed to him and the development of the pronunciation side of speech. Before starting work on the speech function, special preliminary stages of work are necessary.

CONCLUSIONS.

Thus, work on global reading is necessary for the development of communication skills in children, for the development of understanding and activation of speech. This work should permeate all subjects learning activities and household self-service. This work must be well planned and consistent. When teaching global reading, it is necessary to observe gradualness and consistency. The words that we want to teach a child to read should denote objects, actions, and phenomena known to him. You can enter this type of reading not earlier than the student can correlate the object and its image, select paired objects or pictures.

Teaching children the elements of global reading with severe speech disorders

Children with sensory alalia are capable of literacy, although reading and writing are impaired. Literacy begins to teach children as early as possible. Researchers note the greater ease of mastering written speech and understanding it by a child compared to oral speech, as well as the predominance of visual perception of speech in such cases over auditory. Through literacy, the child's understanding is expanded and refined, work is being done to develop their own lexico-grammatical and phonetic capabilities. When teaching literacy to children with sensory alalia, it is not the sound-letter path that is based on the child’s analytical and synthetic activity in connection with sounds, syllables, words, sentences that is effective, but global reading, having mastered which he expands his articulatory and acoustic capabilities, and then continues in-depth analytical-synthetic work with perceived and spoken speech.

A child is taught to read and write even when he still does not have some sounds, this, as studies show, is not a serious obstacle to memorizing letters and mastering the sound fusion technique. After listening to the sound, syllable, word, the child shows a letter or a tablet with a syllable, a word, adds a syllable, a word from a split alphabet. So gradually the child develops a connection between the phoneme, grapheme and article.

Teaching global reading begins with children 3-4 years old. The researchers found that about 50% of learning abilities in children are laid in the first four years of life, another 30% before the age of seven, but this fact does not mean that by the age of 4 preschoolers acquire 50% knowledge or 50% wisdom, or 50% intelligence. The bottom line is that the basic structures necessary for learning are formed in a child during the first years of life. Everything else that a person learns and learns in his life, he will build on this foundation, around this core.

L.S. Vygotsky noted: a preschooler is capable of learning according to a certain program. But “the program itself, by its nature, according to its interests, according to the level of its thinking, can assimilate to the extent that it is its own program”, i.e. it is necessary to match the methods of teaching a preschooler and the ways of his knowledge.

Initially, when teaching children, such types of speech are used that can be perceived globally. These types are the global perception of oral speech (auditory-visual perception) and written speech (by tablets). From the very beginning, global perception should be accompanied by reflected reproduction, so that the formation of a single visual-speech-motor image of a word begins in children as early as possible.

Speech is included in the education of children from the first days of their stay in kindergarten. The speech of adults and the children themselves is accompanied by the fulfillment by children of all regime moments, according to speech instructions (orally and on tablets), children perform various tasks.

The program for the development of oral speech, first of all, provides for the creation of an emotional attitude to speech, attitudes towards oral speech, the formation of speech activity, constant exercises of the articulation apparatus, not only in the process of special classes, but also in everyday life and in games.

The requirements for the development of written language include teaching the understanding of tablets - the names of objects, actions, qualities, etc., teaching the use of tablets in the course of classes, as well as independent writing of children.

When learning to read, the initial word is the whole word, the meaning of which children know well. Children learn continuous oral reading extended in time, relying on their auditory-visual perception. Then the children begin to read familiar words, and then acquire the skills of independent reading of unfamiliar words.

Teaching global reading to children with severe speech disorders helps to improve their phonemic hearing, overcome the mixing of sounds that are close in place and method of articulation, teaches them to more clearly pronounce endings that children often omit, and contributes to the formation of sound-letter analysis. In addition, children's vocabulary expands, the semantic meaning of many words is clarified.

Tasks that are set and solved in the process of work:

Creating a situation of success, as children suffering from organic disorders are often embarrassed by their deficiency and have a negative attitude towards various speech therapy tasks. Experience has shown that children are more willing to complete the task of memorizing tablets than other exercises. And the work of teaching reading becomes the starting point in the process of overcoming shyness and negativism.

Teaching children to understand the oral form of speech and writing based on auditory-visual perception.

The development of figurative memory, visual-objective thinking, speech perception, which in the child's mind for the first time correlates with an integral structure, a graphic sign - a word.

Development fine motor skills hands and spatial perception.

The work on teaching global reading is carried out in stages .

The first stage includes reading short words denoting objects well known to the child, in which the pronunciation, for example, “dad”, “mother”, “house” does not diverge from the spelling.

We teach children to put signs with the names of the subject (written in block letters, without isolating individual letters) to toys or pictures.

Very often, as non-speaking children learn to recognize words, they begin to pronounce them. It is not scary if the words are not pronounced clearly enough. It is important that they become the basis for the development of the child's speech. Gradually, the alphabetic composition of the word is remembered. In the future, as the skill of reading - recognition is formed, the need for a drawing disappears. For children familiar with letters, this task is not difficult, but they are also willing to engage in global guessing of words. This type of activity does not directly affect the process of learning to read by syllables, but draws attention to the spelling of words, improves visual memory, gives the child confidence, because he knows how to do something "adult".

As children reach the level of free reading of words of this type, they include in reading words in which the pronunciation diverges from the spelling, using superscripts

A F

SHOVEL, AUTO

At the second stage, similar tablets are offered with action words (singular verbs, III persons), for example, “goes”, “eats”, “lies”. Just like at the first stage, pictures depicting the action are attached to the plates. As soon as the child has learned to recognize the words, sentences should be added, for example, "mom is sleeping."

Simultaneously with teaching global reading, it is necessary to teach the child to put words from a split alphabet. Children show their understanding of the meanings of familiar words perceived in writing, as well as those made up of letters of the split alphabet. different ways:

a) find the appropriate item;

b) draw or mold its image, make an application or construction;

c) perform themselves or with the help of toys the actions corresponding to the word.

In parallel with this, children are taught to print familiar words, first with the presentation of a word tablet, and then without it. In the process of typing words, they offer to circle the letter with a finger, a pencil on tracing paper, mold it from plasticine, lay it out with a string, draw it in the air.

Ability to globally read several dozen words - an important part the process of learning to read. The child has an interest in letters, words. But the most important thing is to teach him to recognize syllables.

This is the third stage of work. Here they use the reading of words with open syllables. This is no longer global reading, but analytical, so only those syllables that the child can pronounce correctly are offered. We do not tell him what letters are written on the tablet. Now it is important to teach the child to recognize the syllable, and not to pronounce the name of the letters. The child is asked, showing the appropriate sign, to say “ma” (and not “em”, “a” or “me”, “a”). The sequence of syllables presented: consonants with the vowel "a", then "y", "s", "o", "i", "I", "e", "yu", "e". Vowels, which are a syllable in some words, are written on separate tablets to form words such as "Yasha", "ear", "willow". After the children have memorized the syllables with the sound "a", it is proposed to compose words from these syllables ("heat", "vase", "wound").

After two-syllable words, three-syllable words and short phrases can be suggested: “ditch”, “cabin”, “I am walking”.

As in the previous stages, in parallel, we propose to compose syllables and words from the split alphabet and print these words.

As the child learns to read words and short phrases from syllabic tablets, you can invite him to read the same words and phrases, but already written on large sheets of paper. large print.

Reading words with closed syllables and with a confluence of consonants is the fourth stage of work. On the tablets, a fairly noticeable dot is placed above each consonant letter. We explain that these letters must be pronounced abruptly. First, voiceless consonants are offered, then voiced. The selected consonant sound should be located at the end of the word, then in the middle and at the beginning (“lu To", "boo To wa", " To handle"). Words with "y" and "b" are read without discussing what kind of letter it is. When meeting with "b", we suggest that children do not read this letter at all.

The final, fifth stage of work is reading the text.

As practice shows, the used system of teaching children to read provides the necessary level of preparation for teaching them to read and write at school. And, finally, the school curriculum is such that by the end of the second quarter, a first grader should be able to read not only the text from the Primer, but also the condition of the problem, the task for the exercise. And if the child does not cope well with this, then he begins to mask his inability to read with hesitation. Therefore, it is extremely important that children read as well as possible by the time they enter school.

Teaching Global Reading to Children with Autism

Teaching global reading allows you to develop a child's impressive speech and thinking to mastering pronunciation. In addition, global reading develops visual attention and memory.

Preparing to teach global reading.

For the formation of global reading, preparatory and work is required - these are a variety of games and exercises for development:

visual perception;

attention;

visual memory;

Understanding of addressed speech;

Accomplishments simple instructions;

Ability to select paired objects and pictures;

The ability to correlate an object and its image;

Understanding the content of what is being read.

It is possible to introduce training in global reading not earlier than the above skills are formed in the child.

It is advisable to use didactic games, the purpose of which is to trace paths, lay out patterns from a mosaic according to a model, and decorative drawing.

It is also important to provide motivation for the use of signs with printed words and phrases, which can be achieved in the process of playing with dolls and animal toys.

These are games like:

- "Labyrinths";

- "Who lives where";

- "Lotto";

- "Find by contour";

- "What's missing?";

- "Find by silhouette";

- "Find a place for dolls";

- Paired pictures.

Types of work in teaching global reading

1. Reading automated engrams (name of the child, names of his relatives, nicknames of pets).

To teach global reading, you can use homemade books or the so-called simple communication albums with pictures and captions to them. At first, they are compiled without taking into account a specific topic and contain the material that is most often encountered by the child in life situation. It is convenient to use a family photo album as a didactic material, providing it with appropriate printed inscriptions. The inscriptions are duplicated on separate cards, and the child learns to select the same words. Then the captions for photographs or drawings in the album are closed, and the child is required to “learn” the necessary inscription on the card from memory and put it next to the drawing. The closed word is opened and compared with the selected signature. As the dictionary is accumulated, two-three-word captions are given to the pictures (for example: “Here is mother Ira”, “This is father Yura”).

When working with homemade books, several options for working are used:

Orders: give, show, find, correlate.

Demonstration of the action shown in the picture through the use of a gesture.

Consolidation of speech material at home.

Thus, the child conjugately pronounces and accumulates a passive vocabulary in the form of global reading, which later turns into an active one.

2. Reading words

Pictures are selected on all major lexical topics (toys, dishes, fruits, clothes, food, flowers) and provided with captions.

It's good to start with the topic "Toys". First, we take two tablets with different spelling words (for example, “doll” and “ball”). You can not take words similar in spelling (for example, "bear", "car").

We begin to put signs for toys or pictures ourselves, saying what is written on them. Then we offer the child to put a sign to the desired picture or toy on their own. After memorizing two tablets, we begin to gradually add the following. The order in which new lexical topics are introduced is arbitrary, since we mainly focus on the interest of the child.

3. Reading written instructions.

Sentences are made for a series of plot pictures in which one character performs different actions (The cat is sitting. The cat is sleeping. The cat is running. The cat is eating.).

You can use the plates when studying colors, when determining the size, quantity.

Global reading allows you to find out how much a "non-speaking" child understands addressed speech, allows him to overcome a negative attitude towards classes, gives self-confidence, stimulates the accumulation of a passive vocabulary and its transition to active speech.

Teacher-defectologist Shalkina A.M.

Global, syllable and letter by letter reading

The work of teaching writing and reading to children with early childhood autism is very complex and lengthy. Replacing verbal abstract images with visual ones greatly facilitates the learning of an autistic child, so real objects, pictures, printed words are used at all stages.

Teaching reading to children with ASD is carried out in three areas:

analytical-synthetic (letter by letter) reading;

syllable reading;

global reading.

The lesson can be built according to the principle of alternating all three directions.

Teaching global reading allows you to develop a child's impressive speech and thinking to mastering pronunciation. In addition, global reading develops visual attention and memory. The essence of global reading is that a child can learn to recognize written words as a whole, without isolating individual letters. When teaching global reading, it is necessary to observe gradualness and consistency. The words that we want to teach a child to read should denote objects, actions, and phenomena known to him. You can enter this type of reading not earlier than the student can correlate the object and its image, select paired objects or pictures.

1. Reading automated engrams(name of the child, names of his relatives, nicknames of pets). It is convenient to use a family photo album as a didactic material, providing it with appropriate printed inscriptions. On some cards, the inscriptions are duplicated. The child learns to select the same words, then the captions for photographs or drawings in the album are closed. The student is required to “learn” the necessary inscription on the card from memory and put it to the drawing. The closed word is opened and compared with the selected signature.

2. Word reading. Pictures are selected on all major lexical topics (toys, dishes, furniture, transport, domestic and wild animals, birds, insects, vegetables, fruits, clothes, food, flowers) and are provided with captions.

It's good to start with the topic "Toys". First, we take two tablets with words that are different in spelling, for example, “doll” and “ball”. You can’t take words that are similar in spelling, for example, “bear”, “car”. We begin to put signs for toys or pictures ourselves, saying what is written on them. Then we offer the child to put a sign to the desired picture or toy on their own.

After memorizing two tablets, we begin to gradually add the following. The order in which new lexical topics are introduced is arbitrary, since we mainly focus on the interest of the child.

3. Understanding written instructions. Sentences are made using different nouns and the same verb.

Suggestions could be as follows:

body diagram (“Show your nose”, “Show your eyes”, “Show your hands”, etc. - it’s convenient to work in front of a mirror here);
room plan (“Come to the door”, “Come to the window”, “Come to the closet”, etc.). Presenting the cards, we draw the child's attention to the different spelling of the second words in the sentences.

4. Reading sentences. Sentences are made for a series of plot pictures in which one character performs different actions:

You can use the tablets to teach autistics to read also when studying colors, when determining the size, quantity.

In order to compile a sufficient number of syllabic tables, you need to know the main types of syllables:

open: consonant + vowel (pa, mo);
closed: vowel + consonant (ap, om).

In the table, one consonant letter can be taken in combination with different vowels (la, lo, lu ...) or one vowel with different consonants (an, ak, ab ...).

1. Reading syllable tables from open syllables. Tables are made according to the lotto principle with paired pictures. The child chooses a syllable on a small card and places it on the corresponding syllable on a large card. At the same time, the teacher clearly pronounces what is written, making sure that the child’s gaze at the moment of pronunciation is fixed on the adult’s lips.

2. Reading syllable tables made up of syllables closed type . Plastic vowels and consonants are selected, which are superimposed on top of the written letters. The vowels are pronounced drawlingly, and the plastic letters corresponding to them move to the consonants, i.e., "go to visit them."

3. Reading syllabaries where letters are written at a considerable distance(10-15 cm) apart. A thick thread or elastic band is smoothly stretched between the letters (the elastic band is usually more like children, but if its “clicking” scares the child, it is better to take a thread).

The tip of the elastic band tied into a knot, the child presses with a finger or palm to the consonant letter, and with the other hand pulls the free end of the elastic band to the vowel. The teacher voices the syllable: while the rubber band is stretching, a consonant sound is pronounced for a long time, when the elastic band clicks, a vowel is added (for example: “nnn-o”, “lll-a”).

Analytical-synthetic reading

First of all, we form the skill of sound-letter analysis of the beginning of a word. The development of this skill requires a lot of exercises, so you need to make a sufficient number of didactic aids so that the lessons are not monotonous for the child.

1. On a large card with clear pictures (various lottos can be used), the child lays out small cards with the initial letters of the names of the pictures. First, we give him considerable help: we clearly name the letters, holding the card so that the child can see the movements of the lips; with the other hand we show a picture on a large map. Continuing to pronounce the sound, we bring the letter closer to the child (so that he can follow the movement of the letter with his eyes, you can use a piece of goodies, as when working with paired pictures), then give the card with the letter to the student (he eats the delicacy at the time of transmission). Using the teacher's hint in the form of a pointing gesture, the child puts the letter on the corresponding picture. Over time, he must learn to independently lay out all the letters on the right pictures.

The reverse version of the game is possible: on a large card, initial letters are printed from words denoting pictures on small cards.

2. Small printed cards are made(approximately 2x2 cm). In the corner, they are stitched with a stapler with two or three staples. With the help of a magnet, the child “catches a fish”, that is, letters, and we clearly pronounce them. This exercise helps to fix the child's gaze on the letter for a longer time and allows you to expand the range of his arbitrary actions.

3. We select pictures for certain sounds. On landscape sheets, we print large letters selected for study. We set two letters at different corners of the table. The child lays out the pictures offered to him, the names of which begin with the sounds corresponding to the letters. Initially, you can support the child’s hands and help him find the right “house”. It is better to select pairs of letters that denote as contrasting sounds as possible.

4. When teaching autistics to read, there must be a manual that the child can take at any time and view it as he wants. Such an aid may be an alphabet album, in which we gradually draw pictures for a certain sound. It is better to draw in such a way that the child sees the process of filling in the pages, while discussing and discussing the drawings with him. Since the album can quickly wear out, you do not need to spend a lot of time on drawings, and if necessary, restore damaged pages.

When a child learns to hear the beginning of a word, work can begin on the formation of a sound-letter analysis of the end of a word.

1. Pictures are drawn on a large map, the names of which end with a certain sound. Next to the picture is a “window” with the last letter of the word written in large letters. We highlight the end of the word with our voice, the child puts a plastic letter on the one printed in the “window”.

Notes: for the exercise, you cannot use paired voiced consonants (B, C, D, 3, D, G), since they are stunned at the end and the sound does not match the letter; iotized vowels (I, E, E, Yu) cannot be used, since their sound also does not correspond to the letter designation.

2. The corresponding word is placed under the picture. We pronounce it clearly, emphasizing the last sound. The child finds the right one among several plastic letters and puts it on the last letter in the word.

Complex exercises

Very useful exercises for teaching autistics to read, combining elements of global and letter-by-letter reading. Cards are made (a convenient format is half a landscape sheet) with pictures and their corresponding words. The words are printed in a font that matches the height of the plastic letters in size. The child looks at the word under the picture and puts the same plastic letters on top. The teacher reads the word clearly. Then the word assembled from the letters is shifted from the card to the table, the name of the picture printed on paper is closed, and the child is asked to determine under which picture the same word as on his table. First, the child makes a choice from two cards, then from 3-4. When the choice is made, the word under the picture is opened and compared with the sample on the table.

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TEACHING READING TO CHILDREN WITH AUTISM.

2. SYLLABLE TABLE IN CARDS

We fix ideas about letters and sounds;

We get acquainted with vowels and consonants sounds and letters;

Getting acquainted with printed and uppercase capital and lowercase letters;

We learn (or consolidate the ability) to find the desired letter at the beginning, middle and end of the word.

Stage 1 - Learn and memorize letters;

Stage 3 - We read and understand the meaning of the read word;

Stage 4 - We read and perceive the words read as part of some semantic whole: phrases, sentences, text.

Reading. COLLECTION OF TEXTS AND EXERCISES FOR THE DEVELOPMENT OF READING SKILLS. 1 class.

This manual can be used to teach reading to children of preschool and primary school age. Each lesson consists of a group of exercises based on the phonetics and vocabulary of one short story. The task of the collection is to develop the technique of reading, but without violence against the child, but on the basis of the development of interest in reading. The main goal of the manual is to improve reading skills, because. poor reading technique invariably affects reading comprehension. This manual can be recommended to school teachers, parents who closely monitor the development of their children, as well as tutors.

MEANING READING. (Development of reading technique)

Tula: Burakov-Press 2011

A guide to the development of reading technique. Performing various tasks, the child will learn to understand the meaning of the text, will be able to compose a sentence from words, and a text from sentences. He can easily find the answer to the question in the text, complete the sentence or guess the riddle. For children 5-8 years old, parents, teachers, speech therapists.

1. Sokolova E.V., Nyankovskaya N.N.

Words and sentences. Educational notebook for children 5-7 years old

Development Academy, 2007

This guide will help your child learn to read. The material in the manual is selected by topic: Forest, Village, Apartment, City, Zoo, Family, Nature. Learning to read is a difficult and lengthy process. It is very important to teach the child the syllabic principle of reading for a smooth transition to reading in whole words.

2. Svetlana Ignatieva

I read to myself. Collection with developmental exercises

Most parents understand their child's learning style and needs better than anyone. It can help you to observe other children in the family or non-autistic children of friends who are going through different developmental stages at the expected time. This helps you better identify what your child with autism is not yet good at, what he is good at, and where developmental gaps exist. It is important to determine at what stage of development your child's reading abilities are. The following is a checklist before and during learning to read: Check the checklist for items that your child can repeatedly do in everyday situations. The first gap you find is the skill you need to work on.

LISTS OF REQUIRED SKILLS FOR LEARNING TO READ.

I will tell you about the application of the method in working with the boy Dimoi?, who? He started attending classes at the age of 5 years and 7 months. His speech at that time was phrasal, agrammatic, in complex words there were permutations of syllables. To overcome these problems, it was decided to teach Dima to read. At the time of training, Dima knew how to compose his name from letters. He did not know other letters, but he was interested in them.

First, I began to teach the boy to distinguish between written syllables. For this, tables with syllables were made according to the lotto principle with paired cards. Dima, after the instruction, for example: “put MA”, had to put the card with the syllable in its place on the table. At the same time, the speech therapist had to clearly pronounce the syllable written? on the card (Fig. 1).

At the next stage, learning to recognize syllables began, i.e. correlation of written and spoken syllables. The speech therapist gave the task: “Dai? MA.

After some time, Dima began to accurately find the tasks? syllable in a number of different syllables. After Dima was able to distinguish and recognize syllables, he had to be taught to read them. The boy repeated the name of the syllable after the speech therapist and after that, at the request, “read? syllable" called him himself. Almost immediately, he became interested in reading two syllables at a time. So, from the first learned syllables MA, PA, SHA, BA, YES, I, he managed to read the following words: MOTHER; MASHA; PASHA; YASHA; PIT; DAD; WOMAN; DASHA; PASHA; LADY

Signs and Treatments for Autism in Adults

Autism in adults is a serious mental disorder that is caused by functional disorders of the brain. The second name of the disease is Kanner's syndrome. The reasons for its occurrence are still not fully understood. The disease is manifested by a complete or partial lack of a person's ability to fully interact with the outside world. Such people experience difficulties in communication and social adaptation, do not know how to think outside the box and have a very limited range of interests. Doctors treat the concept of autism as a phenomenon, the nature of the manifestation of which depends on the degree of complexity of the pathology and its form. Childhood autism is being replaced by an adult, in which the manifestations practically do not change over time.

Autism can be diagnosed even in early childhood. The presence of severe symptoms can be determined in a child up to one year of age. The fact that the baby has autism is evidenced by such signs as lack of activity, unsmiling, weak response to given name, lack of emotionality.

Symptoms in the presence of this pathology manifest themselves from the very beginning of life, and by the age of three there is no doubt about this. As you get older, the symptoms of the disease become more pronounced. This can be explained by the fact that children's behavior is determined by the individuality of his personality, but the deviations of adults are striking.

People diagnosed with autism try not to leave their little world, they do not seek to make new acquaintances, they do not make good contacts and recognize only well-known people and relatives with whom they have to communicate every day. The emergence of difficulty in autistic social adaptation can be explained by two reasons:

subconscious desire for loneliness;
difficulties in the formation of social relationships and connections.

Autistic people do not show interest in the world around them and in any events, even if they affect their own interests. They can worry only in the event of an emotional shake-up or a radical change in the usual course of events.

According to statistics, about 10% of patients suffering from this disease can become relatively independent people. All other patients need periodic assistance from close relatives and guardianship.

Like any other disease, autism has its own symptoms. Among the main signs of this pathology are:

difficulties of social adaptation;
communication problems;
a tendency to ritualistic behavior;
narrowness of interests;
isolation.

Autistic people also have the following characteristics:

poor ability to concentrate;
photophobia;
response to loud noise
dysmotility;
Difficulties with perception of information and learning.

Autistic people with any form of the disease spend their entire lives away from society. Establishing social contacts is difficult for them, in addition, with this diagnosis, patients do not feel the need for this.

In medical terminology, there is the concept of "autistic involuntarily." This category of people includes patients suffering from dementia or disabled people with congenital speech and hearing impairment. Being rejected by society, they tend to withdraw into themselves, but patients experience discomfort at the same time.

Autism is also referred to as a congenital pathology. For true patients, communication with other people is not of interest. The phenomenon of this disease is explained by the tendency of autistic people to asocial life. IN childhood they start talking pretty late. At the same time, the reason lies not in weak mental development or any physical abnormalities, but in the lack of motivation for communication. Over time, most autistic people learn communication skills, but they are reluctant to use them and do not classify them as essentials. Patients in adulthood do not differ in verbosity, and their speech is devoid of emotional coloring.

Autistic people have an increased need for stability and constancy. Their actions have a pronounced resemblance to ritualism. This is manifested in the observance of a certain daily routine, addiction to the same habits and the systematization of things and personal items. In medical terminology, there is a definition of "diet for autists." Patients react aggressively to any violation of their lifestyle. On this basis, they may even develop panic conditions. Autistic people have a very negative attitude towards change. This may explain the limited nature of their interests.

The tendency to repeat the same actions sometimes leads to idealization of the result, the perfection of which is determined by the level of mental abilities of the patient. Most autistic adults have disabilities and low IQs. In this situation, they will not become virtuosos in the game of chess. At best, their main entertainment will remain a children's designer.

According to statistics, the signs of autism appear with the same frequency in both men and women.

A mild form of autism suggests the possibility of maximum adaptation in society. Having matured, such patients have every chance to get a job where repetition of the same type of actions is required without the need for advanced training.

On this moment There are several forms of autism, each of which is characterized by certain symptoms:

Kanner's syndrome;
Asperger's syndrome;
Rett syndrome;
atypical autism of the combined form.

Kanner's syndrome is the most complex form of autism, in which the patient has almost all the signs of this disease. Such a person, even in adulthood, has weakened speech skills. Sometimes they may be completely absent, especially in the case of atrophy of the speech apparatus. Autistic people diagnosed with Kanner's syndrome have the lowest degree of social adaptability. The structure of the nervous system in such people is not developed, and the level of intelligence is regarded as a moderate or severe degree of mental retardation. Patients with this diagnosis are not adapted to independent living. In complicated cases, hospitalization in a specialized medical facility with subsequent isolation of the patient may be required.

Asperger's syndrome is characterized by a milder course. Despite the fact that patients feel some problems with social adaptability, when establishing new contacts and maintaining communication, they are fluent in speech. At the same time, they have sufficiently developed cognitive abilities. External signs of the disease are quite well expressed, among them are isolation of character and some clumsiness. Despite this, people with Asperger's syndrome can be quite independent. In adulthood, they get jobs and even participate in social life.

Rett syndrome, compared with other forms, is the most dangerous and is a chronic hereditary disease that has the ability to be transmitted through the female line. The first signs of autism appear in childhood. They can be seen not earlier than the child is one year old. Therapeutic intervention can only slightly improve the clinical picture of the disease. People with this disease live up to about 25 - 30 years. Older women with Rett syndrome are rare.

If, after differentiation, the form of autism could not be determined, then we are talking about an atypical combined illness. This disease most often occurs in a mild form.

Treatment of the disease called autism must begin in early childhood. In this situation, young patients have every chance to grow to independence. The fundamental factor for the development of a treatment regimen is the root cause that provoked the development of pathology. Research on this disease is still ongoing. This phenomenon has not yet been fully elucidated. To date, the subject of active discussion is the theory of gene mutation. Professors of medicine and scientists came to grips with this issue. In the course of research, they were able to identify genes that can affect the development of autism. But the causes of the mutation process itself have not yet been determined.

It is worth noting that autism belongs to the category of incurable diseases and a special medicine that could cope with these manifestations has not yet been invented.

It is possible to improve the situation with the help of behavioral therapy and speech therapy sessions. Periodic visits to a psychotherapist are highly recommended for autistic people throughout their lives.

Patients are treated with medication to relieve symptoms. In most cases, these are psychotropic drugs and drugs with an anticonvulsant spectrum of action. With their help, it is really possible to temporarily correct the patient's condition and minimize manifestations.

With the help of long-term complex therapy, it is possible to prevent the occurrence of seizures and significantly improve the quality of life of the patient. Today, many are being developed special programs and methods aimed at the rehabilitation of adult autistics.

The phenomenon of autism in children Lately more and more causes discussions about the causes, symptoms, ways to solve the problem. And, in general, how to consider this specific form in communication: as a disease or as a behavior, given that autism can manifest itself not only before the age of three, as is commonly believed, but also later. Let's try to figure this out.

Under autism one should understand the features of the brain that lead to various kinds of mental disorders, which are accompanied by a delay in the development of the child and his unusual attitude towards society. The word autism came to us from the Latin language: autos- "himself", therefore, autistic- is closed in itself. A child with autism may experience:

lack of interest in the environment;
unwillingness to enter into communication even with relatives and friends;
expressed fears;
emerging difficulties in acquiring social and everyday skills.

important After analyzing these behavioral features, pediatricians tend to believe that autism is a disease, and the sooner it is diagnosed and treated, the more autistic people will be helped to discover and realize their natural abilities.

Unfortunately, this incurable diagnosis has been heard more and more often lately. Conducted studies state that boys are more susceptible to this disease than girls. There is one girl for every 4-5 autistic boys. But every person has the right to happiness, which means that these “special” children need to learn to live with such a diagnosis all their lives. And you can help them. It is only necessary not to turn a blind eye to the problem, but to look for ways to solve it.

Causes of autism in children

The causes of autism in children are integrated: it is a combination of genetic characteristics with external factors.

responsible for predisposition to autism;
affecting the development of the brain;
controlling the severity of symptoms.

Failures in one genetic group may be without consequences, but combined together, they lead to autism. Moreover, sometimes this process occurs spontaneously, taking into account the individual characteristics of the organism, and sometimes it is a hereditary manifestation.

There is an opinion that if there is one child with autism in the family, then in the future these same parents may have a similar baby. And if you watch the relatives of these people, then they also have slightly pronounced problems with communication.

External factors include viral infections, difficulties in bearing a child, air pollution.

information There is a version in publications that the consequences of vaccination are directly related to the development of autism. However, this hypothesis is not officially supported, because today it is not possible to raise a healthy child without vaccinations.

Autism in children is diagnosed before the age of three, when symptoms characteristic of this disease are observed:

up to two years the child did not utter a single word;
until three did not begin to speak;
starts talking, and then stops and is silent again;
the illusion that the child does not hear;
the baby sways, behaves strangely;
plays not with the whole toy, but only with its part;
does not respond to external stimuli;
attached to certain things;
is disturbed when the habitual mode or rhythm of life changes;
played alone;
does not seek eye contact.

Moreover, you can notice something “abnormal” in the behavior of a child already in the first year of life:

up to six months, the baby does not smile and does not express joy with facial expressions;
up to nine - does not show interest in onomatopoeia;
up to a year does not gesticulate.

important If you, after observing the behavior of your child, found some or even many of the listed symptoms, then you need to be on your guard. Perhaps your child really needs help. However, do not forget: there is no "typical autistic". Symptoms can vary from mild to severe.

With age, other difficulties are connected: the intellect develops, not corresponding to age, or does not develop at all. In adolescence, children fall into frequent depression, and those who still have an average or normal intellect are prone to unjustified worries. Epilepsy may even develop.

The final diagnosis - autism - should only be made by a pediatrician. And if your child, unfortunately, falls under the “special” category, start acting immediately. It is difficult to treat autism, but it is possible and necessary, even knowing that this disease is incurable.

Criteria for making a diagnosis

Parents should immediately consult a doctor if they notice any peculiarities in the behavior of their child.

information Pediatricians have developed standards that allow them to understand how much a child has symptoms of autism.

The child must undergo a hearing test. Perhaps behavioral abnormalities are associated with other diseases. The need to make a diagnosis by a pediatrician or therapist is explained by the fact that it is very important to professionally point out certain difficulties and help get medical help. Autism in children requires specific treatment. And only experts can help find it.

Today it is difficult to name a single scheme for solving this problem. But unequivocally, all doctors tend to argue that it should be a complex therapy.

MM. Kabanov (Director of the St. Petersburg Research Psychoneurological Institute named after V.M. Bekhterev, Honored Scientist of the RSFSR, Doctor of Medical Sciences, Professor, Head of the Rehabilitation Psychiatric Clinic) formulated the basic principles of working with autistic children:

Partnerships between family and doctor. The latter should treat the family with a sick child, not as a job, but as a part of his life. Actively and constantly cooperate with this family in order not to miss anything and to give an opportunity to accelerate the restoration of the mental balance of the child.

Complexity, versatility and diversity in work.

Integration of social and biological methods.

A stepwise transition from one activity to another.

A cyclical return to solving therapeutic, diagnostic and readaptation tasks, which will help not only improve the adaptation of autistic children at the moment, but will also contribute to a more adequate development of the psyche in the future.

It is the readaptation of M.M. Kabanov assigns a leading role in the treatment of childhood autism.

Different approaches to solving the problem of autism in children

important The sooner behavioral therapy begins, the sooner the reward will come: the child will learn to serve himself and communicate with people.

In the treatment of autism, parents play a huge role, because their main task is to help the child acquire social skills. Only a consistent and constant process of personal example can teach an autistic child to take care of himself: brush his teeth, wash, get dressed, fasten his buttons, lace up his shoes, eat, clean the dishes, and the like.

Given the individual characteristics of an autistic individual, treatment may include physical or speech therapy. Medications may be used to treat depression or obsessive-compulsive disorder.

People with autism are very different, the course of the disease is ambiguous in each separate case. Therefore, the methods of treatment should be selected individually. And it is very important that not only parents and doctors are involved in the treatment process, but also everyone involved in raising a child: grandparents, uncles, aunts, friends and buddies. Everyone will try different methods suitable for treatment, and all together will give a positive result.

Medication treatment for autists

Separately, it should be said about the medical methods of solving the problem. Only a doctor should, if necessary, choose the right remedy for autism for children. This may be the use of small tranquilizers. At the same time, attention should be paid to individual characteristics in the proportions between excitability and inhibition in a child. Here it is better to use for symptomatic purposes:

seduxen, elenium - if excitability is increased;

trioxazine, medazepam (rudotel) and other drugs that have a small inhibitory or sufficiently stimulating effect - when the advantage of inhibition processes is evident in the clinic of the disease.

During the treatment of autism, to reduce disinhibition and psychomotor agitation, they often try to prescribe chlorpromazine, but in most patients the opposite effect is observed: it only enhances them. It can be used only with clear confidence in lowering the threshold of excitability. Otherwise, even a one-time use of it can lead to increased disinhibition. Haloperidol in small (tranquilizing) doses well stops a number of phobias and can reduce excitability and disinhibition.

important Any medical intervention should treat autism, and not cause complications in the child. Therefore, you need to be very careful in the selection of drugs so as not to harm your baby.

IN modern world Unfortunately, there is no way to beat autism. With this diagnosis, you need to live and try to be happy. And only family and friends can help make this happen.

It is necessary to find a family in which there is also an autistic child, and to establish friendly relations with her. The constant communication of such families will make it easier to cope with the difficulties caused by the disease, moreover, it will allow you to see a clear positive trend in treatment.

Parents should look into this issue the child needs a technique that will help to educate, develop, assist and raise a happy person.

To teach autistic children to read and write, the "global reading" methodology has been modified. This technique was originally developed for deaf children (see B. D. Korsunskaya. Education of a deaf preschooler in a family. - M .: Pedagogy, 1971). Some traditional methods of work were introduced into it to develop the ability to distinguish a sound and a letter in a word, to develop graphic skills and teach the beginnings of writing.

First stage

The first stage of work, during which the child must gradually get used to the learning situation, begins with looking at photographs from the family album. Mom and her child are sorting through pictures taken in the summer at the dacha, on vacation, during memorable events, holidays - photos of family members, the child himself, including those taken when he was very young. Mom comments on the pictures, telling the child in detail about what he sees in the photo. Together, they seem to relive pleasant moments, and it is important that both mother and child enjoy this.

Then photographs of the child himself and his family members are selected. Mom (or instead of her teacher) prepares signs for all photos with the inscriptions: “I”, “MOM”, “DAD”, “GRANDMA”, “GRANDPA”, “SISTER”, “BROTHER”.

The lesson is held in a comfortable environment for the child - not necessarily at the table, it is possible on the couch, on the floor. Mom lays out photographs in front of the child on the left, and signs with inscriptions on the right (at the beginning of classes, no more than five pictures are used and, accordingly, no more than five signatures. Then their number can be increased to 7–10). She takes one photo and puts it in the middle, then finds a sign for this picture and puts it under the photo, commenting: “Look, this is our dad (points to the picture). And here it is written: “Daddy” (points to the sign). Mom does the same with all the other pictures.

Later, when the child gets used to such an organization of the lesson, the mother performs this task with the hands of the child. She takes his left hand, selects the desired photograph with it and places it in the middle (in the center of the child's visual field). Then, with the right hand of the child, the mother takes the desired plate and puts it under the photo. At the same time, she explains: “This is a photograph of my grandmother. And here it is written: “Grandmother”. After several joint lessons, the child learns the way of actions with photographs and signs, and can perform part of the tasks independently.

During the lesson, the mother is next to the child. If he needs help, she can either take the right picture or signature with his hand, or simply tell him what needs to be done now.

At this stage of training, we use simple words whose pronunciation matches their spelling (for example, the word "house"), since in this case the child will be able to cope with the task more easily.

At the first stage, the child must learn the concepts of "card" and "inscription-tablet". To do this, mom can specially sign some household items, for example, make labels for products, stickers on jars of cereals. You can just go with your child to the kitchen - "check stocks", and show him packages of sugar, salt, cereals, pasta, while reading the labels on them. You can "clean up" the bookshelf where children's books and magazines are stored by reading the titles of the books; you can also lay out records, filmstrips, showing the child the labels on them and reading the inscriptions. On the street, you need to draw the child's attention to the signs with the names of the streets, read the names of the shops. Then at home, mom can draw a walking route, signing in the right places: “Pharmacy”, “Products”, etc.

Second phase

The second stage can begin with the design of the album, where mom sticks all the photos and captions to them (or just signs them). Then 7–10 pictures are selected with images of objects well known to the child (pictures must be made in the same style) and plates are prepared with the inscriptions: “CUP”, “SPONN”, “MILK”, “Juice”, “TABLE”, “CHAIR” , "CAR", "DOLL", "DOG", "SHIRT", etc. Classes are held according to the same scheme as in the first stage.

Note that for children of the third and fourth groups, the first stage is optional. You can immediately work with them from pictures, including 2-3 photos of loved ones and the child himself in the set. With these children, it is also possible to do without manipulating their hands, since most of them will be able to complete the task themselves after the teacher shows several times how to do it.

Album work. Simultaneously with the work on the pictures, the mother (or instead of her teacher) begins to work with the album. On each page of the album, a new letter is mastered. At first, the mother herself writes this letter, then asks her child to write it - with paint, felt-tip pen, pencil, pen. Then objects are drawn: first those whose name begins with a given letter, then those whose name has a given letter in the middle, and finally those whose name ends with a given letter. If the child can, then he draws the desired object himself at the request of the teacher, or the teacher draws with the child's hand. You can not draw an object, but cut out a picture of this object from some magazine and stick it in an album.

Then the picture (drawing) is signed in block letters, and the word can be written by the mother herself, leaving the child a place so that he can add the desired letter (or she writes this letter with the child’s hand).

First, we study the letters "A", "M", "P", "U", "B", "D". Then we add the letters that make up the names of the child, mom, dad. Then we move on to the remaining vowels: "O", "I", "E", "I", etc., then the remaining consonants go: "K", "L", "T", "P", "Sh" ", etc. A page is allocated for each letter in the album. The placement of letters, pictures, words is as follows:

So, at the top left, the letter being studied is written large, and the rest of the place is occupied by pictures with signatures. For a letter and for each word, we first draw a line on which they will then be written. This is done so that the child gradually gets used to writing along the line without crawling out of it. However, we can make the letters themselves in words of different sizes, different color so that the child does not stereotypically “get stuck” on the image of the letter that the teacher wrote to him for the first time. We need the child to recognize this letter in different books, magazines, on signs, etc. Therefore, we are trying to ensure that he begins to understand that each letter can be depicted in different ways: it can be red, blue, and plasticine, and cut out of paper, etc., and not just the one that my mother draws.

If it is difficult for a child to immediately write a printed letter, we either put dots in advance, and the child writes the letter, connecting these dots with lines, or we give him a stick and, moving his hand, “write” this letter in the air (this way it is easier for the child to learn the necessary movement).

Many children really like such activities when they are held in a playful way with their parents. For example, a teacher and a mother with a child, or a mother, father and child take sticks, then each in turn draw their own letter in the air and come up with stories about it (of course, adults tell the story for the child or help him with this). “My letter “O” is very fond of donuts and all kinds of sweets,” dad begins. “I have a very big one, she waddles and says: “Oh-oh.” - “And my letter“ O ”, - mother picks up,“ is not at all fat, but thin and loves to sing “Oh-oh-oh” very much” (draws her letter in the air). “And Vasya’s letter“ O ”is still quite small,” Mom continues and with Vasya’s hand draws “his” letter in the air. Then dialogues are held on behalf of the letters - about how they are friends with each other, go to visit each other, what they like to do, etc.

A child can also master the spelling of a letter using a stencil. The stencil is placed on a sheet of paper, the child traces it with a pencil, and then runs his finger over it and over his own letter, thereby assimilating its “motor image”.

In general, the work in the album goes in the following sequence:

1) a new letter is written first by an adult, and then by the child himself (or by an adult with his hand);

2) objects are drawn, in the names of which there is a studied letter. The child either draws this object himself at the request of an adult, or finishes some detail in his drawing;

3) the drawn objects are signed. At the request of an adult, the child himself writes a familiar letter in the word (if necessary, the spelling of the letter is preliminarily practiced using the exercises we have indicated).

You can play with the studied letters: sculpt them from plasticine, cut them out of colored paper with scissors, from candy wrappers, lay them out of counting sticks, mosaic elements. At the same time, we fantasize, come up with what the letter looks like: “H” - on a ladder, stretched up, “O” - on a cucumber, “T” - on an antenna, “M” - mother’s letter, looks like a swing, “P” - dad's letter - on the football goal; you can build houses for letters. In the evening, the mother leafs through the album with the child and comments, fantasizes, introducing new details into the story.

1-2 lessons are allotted for the study of one letter. The teacher tries to highlight this letter with a voice, intonation, so that the child masters its sound. Gradually, the child begins to understand that all letters sound different.

Thus, the album becomes a "piggy bank" of all the child's impressions related to the study of letters: what he knows, what he can do, what he likes, what he is pleased to remember, talk about.

By the end of the second stage, the child can already find and take the desired picture from a number of others, can choose a signature plate and put it under the corresponding picture. In other words, he now recognizes the right word, reads it in its entirety. In addition, the child highlights in words and knows how to write printed letters, and sometimes short words.

There are other options for working with the album. So, for example, when studying a new letter, an adult, together with a child, draws objects in an album in which this letter is at the beginning, end, or middle of a word. They then write the names of these items on separate strips of paper. A slot is made under each drawing in the album, where the child will insert inscriptions in subsequent lessons. At the bottom of the page, you can stick an envelope in which these inscriptions will be stored.

The next step is that the teacher and the child examine the objects that they drew in the album, then they take out the inscriptions from the envelope, after which the child must select the appropriate inscription for each picture and insert it into the slot under the picture. Then we ask the child to read the inscriptions one by one and write them again on strips of paper (that is, we make duplicates of the inscriptions). And finally, we teach the child to correlate what he wrote with the inscription in the slot. An adult comments on all the actions of the child, teaches him to find errors in the words that he wrote and correct them.

Another step is dealing with duplicates. In front of the child’s eyes, we cut the duplicate into separate letters with scissors (it turns out a “scattered word”) and teach the child to collect this word. We explain to him that each letter has its own place in the word, that if any letter is lost, it will be difficult for us to understand what word is written and what it means.

Very important point What you should pay attention to is the difference in the pronunciation of the word and its spelling. Mom explains to the baby that many words need to be written differently from how we pronounce them (“For example, the word “milk”, in which we write three letters “o”, is pronounced “ma-la-ko””). Thus, we help the child pronounce the word, understand its meaning, and then remember its spelling.

Preparing a child's hand for writing. Now let's say a few words about the development of graphic skills in a child. Some children find it very difficult to hold a pen correctly, write lines, letters. They therefore need special training to prepare their hands for writing. At the same time, it is better to beat the whole lesson, use a game commentary on tasks, for example, “Help the mouse get to the cheese” or “Help the fish swim away from the shark”:

The child draws straight, wavy lines, draws zigzags, serpentine paths, strokes figures, traces them along the contour, connects dots, etc.

Together with the teacher, the child puts together a pattern, a house, a path, a ship, a car, a Christmas tree, a fence out of sticks. All this helps him to hold the pen more confidently, to acquire the graphic skills necessary for writing.

In addition, to prepare the child's hand for writing, you can use letter stencils, inviting him to first circle the letter, and then shade it. The child's hand is also developed by working with plasticine, constructor, mosaic. Together with his mother, he can sculpt letters from plasticine, clay, dough - and even lay out whole words at the same time. Help the development of fine motor skills and such well-known techniques as finger gymnastics, massage of the hands.

Of course, an autistic child may not accept any of these techniques. For example, a massage may be unpleasant for him, which in this case is not worth insisting on. If the child nevertheless "accepts" the massage, then we begin with stroking, kneading the fingers, hands, directing the massage movements from the fingertips to the elbow joint. (For more information about preparing a child’s hand for writing, see the book: Triger R. D., Vladimirova E. V., Meshcheryakova T. A. I am learning to write. - M .: Hals-Plus, 1994.)

Another important task that we must solve at the second stage of work is to teach the child to hear the sound composition of the word and be able to reproduce it, that is, to transmit it in writing. In other words, we teach the child to analyze the composition of the word.

Working with the letters of the magnetic alphabet. We begin to work with the magnetic alphabet at the moment when the child already understands that the written word can be read aloud, pronounced, “voiced”. The teacher needs to prepare a plot picture (it is best to choose or draw it based on the interests of the child) and talk with the child about its content (the teacher himself will tell, and the child can make additions). At the next lesson, the teacher puts a picture in front of the child and next to it - a magnetic alphabet. The teacher starts the story from the picture, for example: “The cat wanted to eat fish. He began to go fishing. He took out a backpack and began to collect it.

Then the teacher calls the objects that are drawn in the picture, or provokes the child to name them: “First, the cat put ...” (points to the milk carton in the picture). - Child: Milk. - Teacher: "Let's put the word" MO-LO-KO ". Let's take the letter "M" (takes the letter "M" from the magnetic alphabet), then "O" (takes "O"), "M" and "O" - it will be "MO". "LO" - take "L" and "O" (the teacher by the child's hand or the child himself, at the request of an adult, takes these letters). "KO" - take "K" and "O". It turned out "MOLO-KO".

Thus, work is underway on the analysis of words.

Teacher: “What else did the cat put in? He put ... ”(points to sugar). – Child: “Sugar”. Then, at the request of the teacher, he adds the word "SUGAR" from the letters of the magnetic alphabet. The teacher can help - put the letters of the word "sugar" in front of him, and the child himself will lay them out in the desired sequence.

In subsequent lessons, the child must look for the necessary letters on his own, but if he has difficulties, the teacher puts the desired letter with his hand. After the word is laid out, the teacher asks to read it aloud. In case of difficulty, you need to read for the child: “You got the word“ sugar ””. This is how the child gets to know sounding word and learn to analyze it.

Third stage

At this stage, the child is taught to compose phrases, read whole sentences. When working on phrasal speech, you need to use your favorite children's books, fairy tales - preferably simple ones, such as "Turnip", "Kolobok", "Teremok", etc. Having learned to work with them, the child transfers his experience to other books. But it happens that these fairy tales are no longer interesting for a child - then it will be easier if he himself names his favorite book.

Work on the phrase is carried out simultaneously in two directions: 1) based on the materials of your favorite book; 2) using the experience of the child himself.

Let's take a closer look at these areas.

1) The teacher prepares tablets with inscriptions reflecting the content of the text. Unlike the first two stages, the tablet is no longer written a word, but a whole phrase. At first, these are five short phrases (of two or three words), then the phrases become longer and their number is brought to seven to ten. The teacher tells the child a fairy tale, for example, “Teremok”, then stops, opening a suitable picture in the book: “Now we will tell you what the animals did. Here is a frog, ”and at the same time he selects a sign with the phrase“ Here is a frog ”and puts it near the picture. The following dialogue is then possible.

teacher: "What does she have?"

Child: "Pies". (The teacher finds a sign with the phrase “She has pies” and puts it next to the previous one.)

teacher: “Pies for whom? Probably for a mouse. (A sign with the words "Pies for the mouse" is selected and added to the previous ones.)

teacher: "The mouse has..."

Child: "...Broom." (A sign with the phrase “The mouse has a broom” is selected and placed on top of the previous ones.)

teacher: "The mouse is sweeping..."

Child: "...Floor". (The teacher adds a sign "The mouse is sweeping.")

Thus, the child, knowing the content of a fairy tale and seeing a picture-illustration for it in front of him, simultaneously hears a sample of a phrase and sees in what order the tablets with phrases are laid out. It will be more convenient for the child if the picture book lies in upper corner table, and the tablets are arranged in a column next to the book (but not in the order in which they should be laid out when retelling), and the lower part of the table right in front of it is free - on it, when compiling a story, we gradually lay out the tablets in a line.

In the next lessons, we ask the child to lay out these phrases on their own (if necessary, the teacher tells you where the required tablet lies, or lays it out with the child’s hand). So the whole fairy tale is laid out with signs with phrases. Then, when we move on to another tale, the teacher mainly tells, and the child independently works with the tablets in an already mastered way. If he experiences difficulties, the teacher provides him with the necessary assistance.

2) At the same time, we are working on the phrase, using the experience of the child himself, i.e., making up stories about him, about his life. First, the teacher and the child draw on big sheet some story from the life of a child (about a walk, about how they prepared dinner for dad, or about how they bought and decorated a Christmas tree with the whole family). Everything in the figure is signed with words and short phrases, and the teacher begins to write the phrases, and the child completes the last word. For example, the teacher writes: "The Christmas tree was very ..." - the child adds: "...beautiful." The teacher pronounces those phrases that are being written and that have already been written.

Then ten tablets are prepared with phrases according to the content of the picture. In the lesson, the child looks at the drawing, tells (with the help of the teacher) the depicted story and lays out the tablets. For example:

Me, mom and dad went to the Christmas tree.
We took the sled.
Everyone chose a tree.
The tree was very beautiful.
The tree was placed on the sled.
Dad was bringing the tree home.
The tree was placed on the floor.
Mom brought toys.
I decorated the Christmas tree with my mother.
I put up a star.

So, the work goes in two stages: first we create a drawing and sign it (or we give this task to the mother at home), and then in the lesson we lay out tablets with phrases with the child. Instead of drawings, you can use photographs in which the child bathes in the river, plays with a cat, celebrates his birthday, etc. It is useful to alternate work with a drawing and a fairy tale.

"Reading" in books and filmstrips. At this stage of work with an autistic child, it is convenient to use his tendency to complete the unfinished to develop reading skills. You can sit with him on the floor or sofa and read him a fairy tale or watch a filmstrip.

When reading a fairy tale, it is desirable that the font in it be large. The adult reads the beginning of the sentence, pauses, and the child reads the last word. To make it easier for him to find the right place in the book, an adult, when reading, runs his finger over the text. For example, the teacher reads: "The wolf wanted to eat ...", and the child reads: "... fish." For "finishing" it is good to use poetry (A. Barto, S. Marshak, S. Mikhalkov, K. Chukovsky). The work on filmstrips is also going on: the adult scrolls the film, reads the sentences and makes a pause at the end, and the child reads the ending.

It is important that when “finishing” the child hears himself and realizes his role in reading. It is still difficult for a child to read the entire text aloud - this is not required of him. Some words may cause him difficulties, a combination of some preposition and a word may also be unfamiliar to him. An adult, when he provokes a child to finish reading two or three words at the end of a phrase, must take all this into account.

In order for the child to proceed to reading several words in a row, and then whole phrases, the teacher first runs his finger along the lines of the text, and then asks the child to “help”: “Now you follow, please.” So we move on to alternate reading: for example, the teacher (or mother) reads two sentences, and the child reads the next two. Then we carefully teach him to read on his own, constantly introducing game moments into the lessons. For example, we tell the child that “today we will read for a poor hare who twisted his leg” or “today we are sailing on a ship, and you, the captain, will read in the captain’s voice.” You can fantasize: “How would you read if you were Carlson?” You can practice reading in the morning, and surprise dad in the evening; or read to your grandmother on the phone - “How happy she will be!”

It happens that the child flatly refuses to read. In such cases, he should not be scolded and forced to read by force, as it is possible to fix persistent negativism in classes. It is necessary to postpone reading for a while, to let it “miss you”. If the teacher feels that the child’s refusal is not quite serious, you can still try to organize him for reading, having previously found some suitable explanation for his behavior: “Your throat is probably dry, you need to drink some water, then we will read everything right away”, or: “Indeed, it’s only five minutes to twelve now, and you and I always start reading at twelve o’clock sharp.” Maybe the child is tired of the book and needs to take another one to read.

Throughout the third stage of learning to read, work continues with the album. At the request of the mother, the child independently signs album pictures with words and short phrases. Work continues with the magnetic alphabet. The child can gradually lay out phrases of several words. You can play as follows: an adult composes the beginning of a phrase, and a child finishes it. For example, the teacher lays out from the magnetic alphabet: "The gingerbread man was round ...", and the child finishes: "... and small." Or: "The fox was red ...", and the child completes: "... and cunning." At the same time, an adult helps the child in every possible way (he can suggest a letter, participate in its search).

We continue to develop the child's graphic skills: we draw sticks, ovals, circles, lines with him, sign the drawings in block letters. In addition, we practice shading objects, we add figures from sticks. Usually at this stage of work, the child already has better control of his hand; the lines that he draws are smoother, "softer".

Fourth stage

This stage involves the development of writing and counting skills. The skills previously acquired by the child are now reinforced. The material for reading, laying out words, phrases becomes more difficult. The child himself chooses a book, can ask questions about the content of the text. At the same time, two new types of work appear: 1) the development of copybooks; 2) learning to count.

Let's consider them in more detail.

1) Starting work with copybooks, you need to remember that the child must write in them on his own. It is difficult, so the preliminary work is carried out on a draft. Both the teacher, the child himself, and the teacher can write in a draft notebook with his hand. It must be remembered that the child may get used to the fact that the teacher writes with his hand, and require constant support. Therefore, we immediately agree that we help his hand only when we train on a draft, and only he writes cleanly in the copybook.

Classes are conducted in the usual copybooks for elementary school. We monitor the child's posture, how he holds the pen, how he sits, in what position his legs are, since the posture itself can help organize the child in the classroom, or, on the contrary, can relax him, dissipate attention.

We master the spelling of letters in the sequence suggested in the recipe. When we just started teaching a child to read, we first of all introduced him to the “most important” letters for him, that is, those that he most often encountered (with which his name begins, the names of close people, the names necessary items, favorite toys). When teaching an autistic child to write, this sequence can no longer be followed: after all, he already knows the letters, reads them. Now the main thing for us is to teach him to independently write in capital letters the word he read, heard or invented by himself.

When studying a new capital letter, the teacher first shows it to the child in copybooks, and then writes in a draft: first a large one, then a small one. After that, we ask the child to write the letters first in the draft (large and small), and then in copybook. If the letter does not work out, it can first be written in the draft by dots. Then the child learns to write syllables, words. In the process of writing, the teacher helps the child: organizes it, suggests what needs to be done, but tries to minimize hand support. One new letter is mastered in two or three lessons, and it is written both in syllables and in combination with letters already mastered by the child, and if possible, in words. Mastering the letter, you should not rush - you need to consolidate the skills of correct spelling of letters and their correct connection.

If a child does not want to write in cursive at all or writes scribbles (because of fatigue, feeling unwell), then you should not force him to do this by force, thus forming negativism in relation to writing. If the letters turn out badly, and this annoys the child, you can “blame” the fact that the pen with which we write “has been playing something crazy today.” We promise the child that next time we will write “not with this green minx pen, but with a red excellent student pen.” In order for the child to have an incentive to engage in writing, we play up his situation, say, for example, that today we will write a letter to the child’s favorite toy, or to one of his relatives. It is necessary to constantly introduce new details into the existing stereotype of the lesson, creating diversity. These seemingly small things actually regulate the behavior of the child.

2) Teaching an autistic child to count is based on a method similar to "global reading". The teacher prepares a set of cards with numbers: numbers are written on paper squares on top, and their names are written below (in a word):

In addition, we will need cards with images of objects in different quantities (one apple, two cherries, three boats):

First, introduce the child to numbers within ten. The teacher lays out pictures with images of objects to the left of the child, and to the right of him - a digital row. Then he takes a picture of one nut, commenting: “This is one nut,” and puts a card with a number under it. The same goes for other numbers. In subsequent lessons, we work out this manipulation either with the child’s hands, or he does it himself according to the teacher’s instructions.

Next, we remove pictures with images of objects and instead use counting sticks, chips, cardboard figures. The child, at the request of the teacher, takes the desired number and next to it lays out the same number of chips or sticks. At the same time, the teacher, as it were, “voices” the actions of the child: “I took the number three and put three sticks,” and then asks the child to independently count the number of objects and name the corresponding number. It is important that the child understands that, for example, the number "1" can mean one stick, and one car, and one cup. Numbers are written in a large cell in a notebook, and the corresponding number of objects is drawn next to them.

Children really like it when they are asked riddles like: “How many sticks do I have in my hand?” or “How many fish did I draw?” We explain to the child that ten objects can be called ten (“ten sticks are ten”).

Then we introduce the child to mathematical signs: "+", "-", "=". This is done with the help of plates on which these signs are depicted, and below their names are given. When we explain the meaning of signs to a child, we do it with examples, in connection with a specific task, so that the child learns mathematical operations not only formally, but also understands their content, practical meaning. Therefore, we, for example, tell the child that if one more apple is added to one, then two apples will be obtained (and not “equal to two apples”).

We teach counting using objects (toys, chips, figurines) or pictures with their images. For example, a teacher puts a picture of one mushroom in front of the child, and next to it - a card with a “+” sign, while saying: “Look, we have one mushroom. I'm putting in another one. Will … ". If the child does not answer, the teacher says: “There will be two mushrooms. I'll add another mushroom. Will … ". Adding one mushroom at a time, we reach 10, and then we try to master the subtraction: “There were 10 mushrooms, we ate one. It remains ... That's right, nine mushrooms. At the same time, it is essential that the teacher teaches action in both objective and symbolic form and pronounces all the actions performed together with the child.

Counting sticks are also helpful. The teacher asks the child to build a fence. The child puts down one stick, another, then the next, and so on, counting them at the same time. Then the “wind blows” and the fence gradually “breaks”: first one stick is removed, then another one, etc. It is also worth making a model of a natural series with the child in the interval from zero to ten in the form, for example, of a ladder with ten steps:

Such a ladder allows the child to catch the order in which the natural series is built (the fact that each number is one more than the previous one).

Then we introduce him to the composition of the number. To do this, we make a house on the plane of the table from sticks or a designer, in the window of which we put the number "2". We lay out cards near the house:

We play up this situation: “Two people live in the house - grandma and grandpa.”

When we repeat the same actions with the number “3”, then, in order to beat the new situation, we comment: “A child and two adults live in the house. Just three." At the same time, next to the house we lay out cards:

So we go through the composition of all numbers up to 10. In a notebook in a large cell, you can ask the child to draw the following:

The study of the composition of the number is very important in order for the child to understand the meaning of arithmetic operations in the future, therefore, if you cannot master this topic “on the move”, you should analyze it in detail using visual material. You can use sets of sticks, wooden figurines (Christmas trees, houses, mushrooms), kits geometric shapes(squares, circles, rectangles, triangles).

The teacher asks the child to divide a certain number of objects into two groups. For example, if the composition of the number "5" is being studied, the child lays out five apples on two plates. The teacher asks the child to arrange a given number of objects in different ways. New concepts are introduced into the child’s dictionary: “decompose”, “decompose in a different way”. Then the teacher explains to the child that 5 is 3 and 2; 5 is 4 and 1. At the request of the teacher, the child lays out these examples first with the help of pre-prepared cards with the inscriptions: “5”, “this”, “3”, “and”, “2”; "5", "this", "4", "and", "1". After a few lessons, the sign with the word "this" is replaced by a sign with the sign "=", and the sign with "and" is replaced by "+". When the child has mastered laying out these examples, we teach him to write them down in a notebook in mathematics in a large cell. Next to the example, you can perform a picture:

It is important that the child learns to lay out on different material, since autistic children tend to approach tasks in a stereotypical way, requiring the use of the same items (for example, only apples and plates) and not completing the task on others. Therefore, we ask the child to lay out gifts for two children, then carrots for two hares, then put toy cars in two garages, then arrange cups on two shelves, etc. This is how we consistently master the composition of all numbers up to ten with the child.

At the next stage of work, the teacher introduces the child to the concept of "add to ..." and teaches to add to a given number of items missing up to a given number. You can play a "treat of toys": the teacher offers to distribute to the "guest" toys, for example, four sweets, and there are six toys. The child treats his "guests" and realizes that there are not enough sweets. The teacher explains: “There are many guests, but few sweets, not enough. We must add. How much will you add? If the child gives the correct answer, the teacher can lay out the resulting example from the tablets together with him (for which tablets with the inscriptions “NECESSARY TO ADD ...”, “LET'S ADD TO ...” and plates with numbers are prepared). Then in the notebook the child writes down the corresponding examples, such as: 6=4+2. Or you can draw five castles " in and three keys and ask the child to add the required number of keys. In a notebook, the child writes down the corresponding examples, say, like this:

If the child makes a mistake, then you need to offer him to complete the task on the subject material. For example, a teacher shows a child two bags (envelopes, boxes) and says that he put eight cubes in two bags. The child must guess how many cubes are in each bag.

Next, we move on to solving examples and problems within ten. For this, a counting set of plastic or wooden numbers is used. We lay out on the table in front of the child: 1 + 1 - and ask him to put the answer number. Then we put: 1 + 2, 2 + 2, etc. If the child made a mistake, the teacher verbally repeats the example again and waits for the child's answer. If he does not answer, you need to cheer him up: “Well, of course, there will be four, you forgot a little.” At the same time, we work out the inscription of numbers in a notebook, and later we teach the child to write down examples and answers correctly. In the notebook, you can offer the following tasks:

Let us give examples of two problems.

1) The bunny has four carrots:

Of these, he ate two carrots:

How many carrots are left?

2) Each Christmas tree should have eight branches. How many branches do you need to draw?

We introduce the child to the signs "=", ">", "<». Учим его сравнивать два числа и узнавать, на сколько одно число больше или меньше другого. Например, пять больше трех на два. Чтобы это установить, нужно из пяти вычесть три. Для того чтобы ребенку было легче усвоить сравнение двух чисел, мы соотносим одно количество предметов с другим (четыре пирамидки и три пирамидки). В тетради записываем примеры на сравнение:

So, we taught the child to operate with numbers, perform simple arithmetic operations, solve problems, that is, the child mastered counting skills within ten. Then we can introduce him to the second, third, fourth, fifth ten, using the methods of work we have already described.

We have described our version of mastering elementary school skills with an autistic child. Each teacher can supplement and develop it creatively. We saw our task primarily in identifying the difficulties that are characteristic of teaching autistic children and showing ways to overcome them. So, for example, in working with autistic children, we usually rely on the principle "from the general to the particular, from the whole to the part." In addition, for the successful education of such children, it is necessary to take into account their own interests, play out tasks, constantly comment on all our actions, lack of coercion, “pressure”. We believe that all autistic children are learnable and in great need of learning, and despite the fact that it often takes a lot of time and patience on the part of adults, such children can achieve excellent results, surprising and delighting us.

Appendix 2 Experience of pedagogical work with an autistic girl. Zakharova I. Yu.

When we started working with Lera, she was five years old. The girl was very detached and passive, did not react at all to the speech addressed to her, she also did not have her own speech. Lera did not pay attention to the departure and arrival of her mother, did not look at her, calmly remained without her. The girl generally did not have a sufficient reaction to the living, often she could use a person as an object (for example, as a support to climb up, or as a “device” to get the desired object). She did not look at her face, she avoided making eye contact. Lera did not comply with the requests, but allowed her to passively lead herself by the hand. The girl really liked music, she could spend the whole day in headphones, listening to tape recordings. Her only speech manifestations were songs in her own "bird" language, in which the motive of famous pop songs was guessed, but only Lerina's mother could make out individual words similar to "real ones". Sometimes the girl moved to the music in front of the mirror or danced with her own shadow.

Entering the study room, Lera, as a rule, sat down at the table and began to sort the felt-tip pens or the letters of the magnetic alphabet by color. Another favorite pastime of hers was to cut out pictures from magazines and stick them on paper. Together with the teacher, Lera was happy to smear plasticine on a board or cardboard.

At some point, we noticed that she is very sensitive to rhythm (musical, color, speech, motor). Rhythm attracted her attention, she "plunged" into it, enjoying it. Of course, we immediately tried to use this in our work. It all started with a swing, when the rhythm of the poem, phrase, song that the teacher sang was superimposed on the rhythm of the movement. Lera carefully looked at the teacher's mouth and tried to repeat the movements of her mouth, sometimes reproducing a melody.

Using Lerino's passion for color rhythms (the girl liked to sort small objects by color, down to shades), we tried to get her interested in drawing. At first, the teacher depicted different color patterns, rhythmically combining colors in different combinations. The girl was ready for hours to follow what was happening, plunging into the magic of the pattern. Almost always, the teacher accompanied her drawing with some melodic song. Gradually, Lera began to sing along, and in this situation, sometimes very indistinctly, but still reproduced the words of the song. We had several favorite songs, and Lera quickly learned them from beginning to end.

Drawing has become our favorite pastime, at home the girl also began to draw with her mother. We depicted various forms and colored them rhythmically, then we began to draw various objects: houses, flowers, trees, and finally moved on to people. The main characters of our drawings were Lera herself, her mother, father. The plots were very different, but she painted, brightly coloring and signing pictures and commenting on what was happening, so far only a teacher. Sometimes the teacher's hand “freezes” when coloring, and Lera, unable to pause, takes this hand holding a felt-tip pen and tries to manipulate it, painting over the drawing further or finishing the line. When the teacher’s hand “didn’t dare” to choose some kind of felt-tip pen by color, Lera herself put the right one into this hand. So the girl began to show the first signs of purposeful activity.

Sometimes the teacher's hand "ceased to obey", and Lera wanted to continue the drawing so much that we managed to switch roles. Now the teacher was manipulating the hand of the girl holding the felt-tip pen. Lera allowed her to draw anything with her hand, and even sign the drawings (characters and objects were indicated by separate words). If the girl was in a bad mood, we returned to the previous stage, when she was only a spectator. (It was always felt whether Lera was ready to enter the “field of activity” of the teacher and obey him, or not.) Gradually, we developed stereotypes of drawings, letters (it was important for the girl to learn, first of all, the sequence of movements necessary to draw an object or write a letter) . This gave Lera the opportunity to show her inner activity. The teacher's hand no longer directed the girl's hand, but simply lay on top. So Lera began to draw and write on her own (of course, only those drawings and words that had already been drawn and written “a million times”).

Drawing, we began to tell fairy tales, “live through” different stories from Lera’s life, get acquainted with the seasons, holidays, etc. We have already begun to sign our drawings with short phrases. At home, Lera's mother continued this work, following the teacher's recommendations; the only difference was that Lera had other plots of drawings with her mother: “How Lera walked and splashed through the puddles”, “How Lera and her mother went to the kiosk to buy chewing gum”, etc. In the classroom, we gradually began to introduce our figures drawings, master counting.

... Joint drawing is convenient because it allows you to work on the development of motor skills, speech, gradually work out the elements of learning skills. In addition, such activities give the child the opportunity to alternate passive perception with active action ...

In parallel, work was underway with the speech activity of the girl. She purchased more " Greater intensity also due to the fact that Lera's parents conducted holding therapy with her. Both at home and in the classroom with a teacher, Lera began to repeat rhythmic phrases, songs, and then just phrases and words. It is interesting that in this case the work on the disinhibition of speech and the teaching of drawing, reading and writing went on simultaneously, helping each other.

Now, a year and a half later, work with the girl continues. We do a lot of mirror work. We examine Leroux there, and then draw a large portrait of her (what are her eyes? nose? mouth? ears?). Lera can already name, without repeating after the teacher, parts of her face in the drawing. We began to depict the surrounding objects, carefully comparing the amount of detail and color. Lera herself chooses the necessary felt-tip pen, sketches the objects herself (although the teacher's hand, as a rule, continues to lie on Lera's hand, but no longer controls it at all). Sometimes, if Lera is in a bad mood, she may refuse any activities, she does not want to read, write, count, listen to reading books. But we take it calmly, and when this happens, we return to “passive perception”, not requiring activity from the girl, or we come up with new forms of work, for example, we draw letters and words on cards that look like cards. Lera loves the last lesson very much - then she does not part with these cards for a long time, constantly sorting through them.

Lera began to observe the children, which we immediately used in our work: we began to introduce her to group training sessions, in the expectation that the girl would be interested in doing something by imitation, but not yet requiring her independent purposeful activity.

At home with her mother, Lera learns new poems and songs, listens and finishes (during the pauses that her mother leaves her) short stories and fairy tales. The “stories about Leroux”, which the mother composes and draws with the girl, are still loved. There are a lot of such plots now, they became especially diverse after the summer holidays (“How Lera swam with a dolphin”, “Train ride”, etc.). Now Lera is already listening to fairy tales “with a sequel”: “The Adventures of Dunno”, “Thumbelina”. Often she asks her mother to draw illustrations for these fairy tales, and she wants them to be exactly the same as in the book. Spontaneous appeals appeared in Lera’s speech, however, quite often her mother needs to specifically ask her: “Tell me, what do you want?” Then Lera answers her, but, as a rule, very quietly.

And the most important thing is that now, after a year and a half, we already see Lera's desire to communicate with adults, with children, we see that she began to use speech, that she became active in the classroom, especially in music, dance, drawing lessons.

Concise glossary of technical terms

Agrammatism- violation of the grammatical structure of oral or written speech.

Activation- awakening activity.

Alalia- the absence or limitation of the ability to use speech, which arose before the time of its natural occurrence and does not cause hearing or intelligence impairment.

Amicable- completely or partially devoid of facial expressions.

Autostimulation(lit. self-irritation) - persistent stereotypical extraction of sensory sensations with the help of surrounding objects and one's body.

Affect- an innate elementary, pre-cultural form of experiences. Every mental phenomenon has two aspects: intellectual and affective.

Verbal- verbal; having a verbal form.

vestibular sensations- sensations associated with a change in the position of the body in space.

vital associated with the preservation of life.

Vocalization- outwardly incoherent pronunciation or singing of individual sounds and syllables.

Generalized- not aimed at anything specific; having a general character.

Overdiagnosis- "exaggerated" diagnostics, i.e., interpretation of individual alarming developmental trends as an established pathology.

Hyper compensation- the pathological behavior of the child, aimed at filling (compensating) the qualities he lacks.

hospitalism- caused by a chronic lack of communication (for example, due to a long stay in a hospital setting), a temporary change in the mental state and behavior of the child, expressed in symptoms similar to those of autism.

Deprivation(lit. deprivation) - a mental condition that occurs as a result of a long-term dissatisfaction with basic mental needs.

Scarcity- insufficiency.

Dysontogenesis- violation of individual development.

cognitive- pertaining to knowledge or to the intellectual sphere in general.

Communication- communication in any form.

compensatory- replenishing.

Machine-like movements- lack of smoothness of movements in combination with their stereotype.

Mutism- the complete absence of purposeful speech communication, with the possibility of accidentally pronouncing individual words or even phrases.

inarticulateness- vagueness, blurring (speech).

Neurotic- having a neurosis as its cause (i.e., a mental disorder caused by an external psycho-traumatic effect).

Negativism- resistance, devoid of reasonable grounds.

neuroinfection- an infection that affects the nervous system. Neuroinfection is caused, for example, by encephalitis.

Partial- partial, relating to a limited area.

Pathogenic- pathogenic.

Pervasive- all-pervasive.

Field behavior- unaccountable behavior of the child, determined by objects that accidentally appear in the field of his perception.

Arbitrary(in relation to attention, behavior, etc.) - consciously regulated, aimed at achieving a specific goal.

Psychodrama- reproduction of an impression similar to a traumatic one, with a gradual build-up of tension, a climax and a successful resolution at the end.

sensitivity- increased sensitivity.

Sensory- pertaining to the senses.

sensorimotor- combining sensory and motor (motor) qualities.

Symbiosis- joint inseparable existence.

Symbiotic connection- a relationship of the type of symbiosis, which does not involve meaningful communication and emotional interaction.

Scanning- accentuation of stress and intonation of individual syllables and words.

Somatic- bodily; pertaining to the body.

Stereotyping- transformation into a stereotypical form.

stereotypes- stable forms of monotonous actions.

Tactile Pertaining to sensations of touch and pressure.

Etiology- Causes of a disease or developmental disorder.

echolalia- involuntary repetition of sounds, syllables, words of someone else's speech.

Literature

Baenskaya E.R. Features of early affective development of an autistic child aged 0 to 1.5 years // Defectology. - 1995. - No. 5. - P. 76–83.

Bashina V. M. Early childhood autism // Healing. - M., 1993. - S. 154-165.

Vedenina M.Yu. The use of behavioral therapy for autistic children for the formation of household adaptation skills. Message I // Defectology. - 1997. - No. 2. - S. 31-40.

Vedenina M.Yu., Okuneva O.N. The use of behavioral therapy for autistic children for the formation of household adaptation skills. Message II // Defectology. - 1997. - No. 3. - S. 15–20.

Children with communication disorders: early childhood autism / Lebedinskaya K.S., Nikolskaya O.S., Baenskaya E.R. and others - M .: Education, 1989. - 95 p.

Kagan V.E. Autism in children. - L.: Medicine, 1981. - 190 p.

Lebedinskaya K.S. Drug therapy of early childhood autism // Defectology. - 1994. - No. 2. - P. 3–8.

Lebedinskaya K.S., Nikolskaya O.S. Defectological problems of early childhood autism. Message I // Defectology. - 1987. - No. 6. - P. 10–16.

Lebedinskaya K.S., Nikolskaya O.S. Defectological problems of early childhood autism. Message II // Defectology. - 1988. - No. 2. - P. 10–15.

Liebling M. M. Holding therapy as a form of psychological assistance to a family with an autistic child // Defectology. - 1996. - No. 3. - P. 56–66.

Nikolskaya O.S. Problems of teaching autistic children // Defectology. - 1995. - No. 2. - P. 8–17.

Emotional disorders in childhood and their correction / Lebedinsky V.V., Nikolskaya O.S., Baenskaya E.R., Liebling M.M. - M.: Publishing House of Moscow State University, 1990. - 197 p.

Autism: a reappraisal of concepts and treatment / Eds: M. Rutter,

E. Schopler. - New York etc.: Plenum Press, 1978. - 506 p.

Behavioral issues in autism / Eds: E. Schopler, G. B. Mesibov. - New York etc.: Plenum Press, 1994. - 295 p.

Classic reading in autism / Ed.: Anne M. Donnellan. - New York etc.: Teachers College (Columbia University), 1985. - 440 p.

Communication problems in autism / Eds: E. Schopler, G. B. Mesibov. - New York etc.: Plenum Press, 1985. - 333 p.

Diagnosis and assessment in autism / Eds: E. Schopler, G. B. Mesibov. - New York etc.: Plenum Press, 1988. - 327 p.

Early childhood autism / Ed.: L. Wing. – 2nd ed. - Oxford: Pergamon Press, 1976. - 342 p.

Frith U. Autism: explaining the enigma. - Oxford: Blackwell, 1989. - 204 p.

Preschool issues in autism / Eds: E. Schopler, M. E. Van Bourgondien, M. M. Bristol. - New York etc.: Plenum Press, 1993. - 276 p.

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Welch M. Holding-Time. - New York (NY): Saimon and Shuster, 1988. - 254 p.

Teaching autistic children to read

Translator: Irina Goncharova

Editor: Anna Nurullina

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Learning to read can be a major challenge for children with autism spectrum disorders (ASD), but the right pedagogical approach can solve it. If teachers and parents in the learning process rely on the strengths of the child and take into account his interests, then it will be much easier to master this important learning skill.

FIVE TIPS FOR TEACHING YOUR AUTHIC CHILD TO READ

In order to determine whether a child has an autistic disorder, there are certain diagnostic criteria, the most significant of which are impairments in communication and social interaction, as well as behavioral problems. These three main factors directly affect the ability to read and you need to keep them in mind when you are working on this skill. In addition, it is important not to forget that the best pedagogical approach should always be individual.

USE THE INTERESTS OF THE CHILD FOR EDUCATIONAL PURPOSES.

Children with ASD often have unusual interests and passions. Trains, timetables, mathematical facts or credit cards can be a real source of joy for them. These special interests also provide a great opportunity to get a child's attention. Try the following ideas for using your student's tendencies to your advantage.

As you begin working with your child, collect a few items related to their preferences. For each item, make a card, write the first letter of the item's name on it and glue this card to it. Each time the child wants to pick up an object, ask him or her what letter the name of the object begins with. After that, proceed to writing whole words on the cards.

Write a short informational story about your child's special interests and passions. Include a few facts that the child does not know about, along with details that he is familiar with. Teach your child to read this story.

Choose books to work on topics that interest your child. For example, if he is interested in weather phenomena, use books about natural disasters, types of clouds, and so on.

Reward your child for his progress with objects or information related to his hobbies. For example, once a child has learned to read ten words, he or she can choose a new card containing the word that is the name of the desired object.

DO NOT OVERLOAD SENSORY OR DESTABILIZE.

According to Psychology Today, most people with autism suffer from sensory disintegration. This disorder affects a person's ability to perceive and process any information from the outside, such as other children talking, a dog barking outside, or a strange smell. In addition, due to sensory impairments, children often make stereotyped, repetitive movements: clap their hands, sway, spin. This is one of the diagnostic criteria for autism. Sensory disturbances make it very difficult for a child to concentrate on any task, including reading.

The following ideas can help your child regulate sensitivity and focus on reading.

Practice in a calm, neutral environment. The room should be lit with dim light. It is better to remove any external stimuli, for example, posters or paintings on the walls. Work sitting together on the floor and talk quietly to your child.

Try to determine if your student's sensory system is being overstressed or if the child's sensitivity is reduced. It is possible that he has both problems. An ergotherapist can help you solve these by suggesting the right tools—weighted vests, vibrating pencil tips, chewing tubes—anything that can help your child focus on class.

Many autistic children learn better on the move. Why not? Try to practice swinging on a swing. Another option is a swivel chair. Movement can help you focus.

Take frequent breaks so your child can regain sensory balance. For example, work for ten minutes and then take a five-minute break for sensory stimulation. Although such frequent breaks in classes may seem illogical, but over time you will see for yourself that in this way the child learns much more effectively.

CHOOSE THE RIGHT PEDAGOGICAL TECHNIQUES AND MATERIALS.

Standardized reading books and educational programs may be fine for ordinary students, but children with ASD cannot learn in traditional ways. According to a study conducted at the Pennsylvania State Medical University, most autistic people have very well-developed visual perception. However, every child is different and some special students have significant visual learning difficulties because they are better at absorbing information aurally or kinesthetically through the senses. It is very important to determine the dominant way of learning from the very beginning, as this will allow you to select the right materials and design classes with your special student in such a way that you get the maximum benefit and pleasure from them. If you are not sure which channel your child has, try different approaches and alternative techniques.

The following companies produce educational materials for children with autism:

Reading Mastery is McGraw Hill's specialized textbook production product. Teachers highly appreciate the quality of their materials.

PCI Education offers reading materials for both speaking and non-speaking autistic people.

Special Reads is an educational program for children with Down syndrome, but the manufacturer claims it is very effective for autistic students.

USE ADVANCED TECHNOLOGIES

Many parents and educators of children with special needs have found from their own experience that the use of computer programs makes it possible to teach a child to read more effectively. The Journal of Autism and Developmental Disorders cited the results of a study that confirmed that autistic children showed better progress and also had more fun in class when computer programs were used in the learning process.

Take a look at the following computer programs for learning to read.

Kidspiration is a visual learning game aimed at increasing vocabulary and better reading comprehension.

Click N' Read Phonics is an entertaining visual game that teaches kids how to make letters and syllables into words.

Computhera is a program specifically designed to teach autistic children to read.

EVERY CHILD IS SPECIAL.

Since autism is a spectrum of disorders, each child with this diagnosis learns differently. This means that methods that work well with one student may not work well with another. The most effective reading programs and the most successful teachers aim to overcome the individual difficulties of the child with autism, to identify and use their strengths, and to experiment with the most appropriate teaching method for the special student.

specialtranslations.ru

Global, syllable and letter by letter reading

Teaching reading to children with ASD is carried out in three areas:

analytical-synthetic (letter by letter) reading;
syllable reading;
global reading.

The lesson can be built according to the principle of alternating all three directions.

Global reading

TYPES OF JOBS:

After memorizing two tablets, we begin to gradually add the following. The order in which new lexical topics are introduced is arbitrary, since we mainly focus on the interest of the child.

3. Understanding written instructions. Sentences are made using different nouns and the same verb.

Suggestions could be as follows:

body diagram (“Show your nose”, “Show your eyes”, “Show your hands”, etc. - it’s convenient to work in front of a mirror here);
room plan (“Come to the door”, “Come to the window”, “Come to the closet”, etc.). Presenting the cards, we draw the child's attention to the different spelling of the second words in the sentences.

4. Reading sentences. Sentences are made for a series of plot pictures in which one character performs different actions:

You can use the tablets to teach autistics to read also when studying colors, when determining the size, quantity.

By syllable reading

In order to compile a sufficient number of syllabic tables, you need to know the main types of syllables:

open: consonant + vowel (pa, mo);
closed: vowel + consonant (ap, om).

In the table, one consonant letter can be taken in combination with different vowels (la, lo, lu ...) or one vowel with different consonants (an, ak, ab ...).

2. Reading syllable tables composed of closed syllables. Plastic vowels and consonants are selected, which are superimposed on top of the written letters. The vowels are pronounced drawlingly, and the plastic letters corresponding to them move to the consonants, i.e., "go to visit them."

Analytical-synthetic reading

The reverse version of the game is possible: on a large card, initial letters are printed from words denoting pictures on small cards.

When a child learns to hear the beginning of a word, work can begin on the formation of a sound-letter analysis of the end of a word.

TYPES OF JOBS:
1. Pictures are drawn on a large map, the names of which end with a certain sound. Next to the picture is a “window” with the last letter of the word written in large letters. We highlight the end of the word with our voice, the child puts a plastic letter on the one printed in the “window”.

Complex exercises

Source: Nurieva L.G. Development of speech in autistic children

obuchalka-dlya-children.ru

Teaching children with Autism Spectrum Disorder (ASD) to read and write by creating a "Personal Primer"

Over the years, the Institute of Correctional Pedagogy of the Russian Academy of Education has been developing a system for preparing children with autism and other autism spectrum disorders (ASD) for schooling. Mastering reading and writing by creating a "Personal Primer" is a technique that is the result of summarizing the experience of correctional and developmental education of more than twenty autistic children. All children who were involved in the formative experiment were subsequently able to study in a public school and master the general education program. Creating a "Personal Primer" is the initial stage of teaching an autistic child the skills of reading and writing.

At the same time, we note that classes in preparation for school using this technique can be carried out with autistic children who use speech and have passed the preparatory stage of education, the task of which is to form learning behavior. Thus, for all children with ASD, with the exception of those who lack external, expressive speech (that is, mutic, non-speaking children), classes with the help of the "Personal ABC Book" are necessary and useful - subject to some preparatory work to organize their voluntary attention and behavior.

The optimal age for conducting training using this primer is 5–7 years, but it can be started later if the formation of voluntary self-organization skills in a child is delayed.

This primer, like the entire system of preparing an autistic child for school, is based on the idea of his special educational needs. To understand the specifics of classes for the development of literacy by an autistic child, it is worth highlighting one of these needs, namely, the development of meaning formation, which we understand as achieving a meaningful attitude of the child to the learning process itself, to any information he learns, the formation of meaningful skills, which in the future the child can be used both at school and, in general, for learning about the world around.

The experience of our advisory work shows that attempts to teach school-relevant skills using traditional methods and techniques, or the use of approaches used in working with children with other developmental disabilities, are inadequate in relation to children with ASD. In consultations, parents of autistic children told us about typical learning problems:

the child knows all the letters, plays with them, collects ornaments from the magnetic alphabet, but refuses to put letters into words;
the child knows the letters, but relates each of them to only one specific word;
the child knows how to put words together from letters or is taught to read by syllables, but does not understand the meaning of what is read, cannot answer a single question;
the child can read, but cannot and categorically refuses to learn to write;
the child understands the short story he has read, answers questions about the text, but cannot retell it.

These and other characteristic problems inevitably arise when teaching autistic children without taking into account their special educational needs. Failing to achieve the goal, such attempts each time cast doubt on the very possibility of preparing an autistic child for schooling and adapting him to the conditions of a mass school.

The task of developing meaning formation required the use of special educational material filled with personal meaning for the child, the organization of such learning conditions that allow the child to achieve awareness of each educational task, each of his own actions, as well as a complete understanding of each acquired skill. Otherwise, at all intermediate stages of the educational process, there is a danger of emasculating its meaning, turning the newly acquired skill into a stereotypical mechanical game, and the educational material into a means of autostimulation.

Therefore, the logic of pedagogical work in general was set by the principle “from the general to the particular”, or rather, “from meaning to technology”. For example, when teaching reading, this meant that the teacher had to first create in the child an idea of what letters, words, phrases are, fill them with personal, emotional meanings, and only then work out the reading technique. It was difficult to adhere to such logic, but any deviation from it led to the mechanical, thoughtless assimilation of a certain skill by an autistic child, to the impossibility of its meaningful use.

In particular, this is why, while studying letters with the child using the “Personal Primer”, and creating in him the idea that letters are the constituent parts of words, the teacher simultaneously used elements of the “global reading” technique, thanks to which words and phrases acquired for the child their meaning, "overgrown" with personal meanings. Only then could one turn to analytical reading without fear that the child would learn to read mechanically.

Thus, the primer, which will be discussed, serves to study letters, to create in the child an idea about the letter, that it takes on meaning in the word. This primer, unlike the traditional one, does not provide for mastering the analytical way of reading. Having mastered such a “primer”, the child knows all the letters and, of course, can involuntarily read individual words, but the teacher does not consciously develop this skill, moreover, does not fix the child’s attention on it in order to first create an idea of the word and phrase.

Self-acquaintance of an autistic child with letters often occurs even before classes with a teacher. In everyday life, an autistic child, just like an ordinary child, involuntarily pays attention to signs, product names, favorite books, cartoons. When the teacher introduced the children to the letters of the alphabet, some of them already knew the name and spelling of individual letters.

For example, Misha K. (7 years old) already knew “B” before starting the letter classes. His favorite book "Pinocchio" began with this letter.

Alyosha R. (6.5 years old) wrote the initial letter of his name on a blackboard, in an album, on pieces of paper and showed it to adults.

However, due to the tendency to stereotyping and autostimulation, the autistic child reproduced only a set of letters that was significant for him. He manipulated the "valuable" letters in the game, lined them up in rows, folded patterns. Attempts by an adult to draw the child's attention to learning new letters with the help of a traditional primer often caused anxiety and fear in the child. He could leaf through the primer, look at the pictures, but he refused to learn the letters from it.

Tyoma G. (6.5 years old) picked up the primer bought by his mother and said:

He is not my friend. - Why? Mom asked. - No about Chip and Dale.

A primer is the first book on the basis of which the prerequisites for meaningful reading are formed. Reading itself becomes interesting later, at first the child's attention is attracted by illustrations. The traditional primer covers a fairly large range of educational topics that are understandable and interesting to an ordinary child (vegetables, fruits, dishes, animals, etc.). But even with a successful combination of speech and visual material, the primer does not always affect the interests of an autistic child. It is clear that the traditional primer most often has nothing to do with his selective predilections (for example, the life of pirates or robots).

It was unacceptable to use the stereotypical hobbies of an autistic child or his interest in letters as abstract signs that could be elements of an ornament or a collection when teaching. In this case, we would encourage his tendency to autostimulation, and the child could use the developed reading and writing skills only in line with his “supervaluable interests”, and not for learning about the world around him.

The most true and natural in this situation seemed to us the maximum connection of learning with the child's personal life experience, with himself, his family, the closest people, with what is happening in their lives. Experience shows that this is the only way to make the learning of an autistic child meaningful and conscious. Starting with mastering the alphabet, recognizing letters in words, and gradually moving on to reading words and phrases, we necessarily relied on the material of the child’s own life, on what happens to him: everyday activities, holidays, trips, etc. This approach to learning in parallel, he developed a system of emotional meanings for an autistic child, helping him to realize the events of his own life, relationships, feelings of loved ones.

So, the teacher offered the child to create his own primer. It is clear that the selectivity and stereotyping of interests, an increased level of anxiety and fear of everything new led to the fact that the child could first refuse our offer, say that “he doesn’t need any primer”, that he “doesn’t want to invent anything”, “does not will do nothing." Then the teacher, together with the parents, sought to create positive motivation in the child, to tell him why it is so important to create his own primer, what an interesting and necessary thing it is.

Of course, the child needed to be explained what a primer is, why it is needed, why you need to know the letters. But at the same time, we started from his interests, from what he loves, knows and can do, trying to find the most significant motive. For example, if a child was fond of diagrams, maps, and talked about travel, the teacher could ask: “How can I write a note to my mother that her son went to travel if you don’t know how to write?” or “How do you understand a map if you don’t know what it says?” and so on.

In many cases, it was possible to rely on the child's expressed cognitive interest, to tell him how much you can learn from books about his favorite insects or about volcanoes. It was important in the end to get a positive answer from the child to the question of whether he wants to learn letters. Then, as homework, the teacher asked the child and her mother to choose and buy an album for letters and bring her photograph. At the lesson, the teacher and the child together pasted the photo into the album, and under it the teacher signed “My primer”.

The creation of the "Personal primer" assumed a special sequence in the study of letters, aimed at their meaningful assimilation. So, in our practice, the study always began with the letter “I”, and not with “A”, and the child, together with the adult, pasted his photograph under it.

It is known that with autism, a child speaks about himself in the second or third person for a long time, does not use personal pronouns in speech. The study of the first letter “I” and at the same time the word “I” allowed the child to “go away from himself”, instead of the usual “we”, “you”, “he”, “Misha wants”. Creating a primer as a book about himself, in his own name, in the first person, from "I", the child rather comprehended those objects, events, relationships that were significant in his life.

Then the child needed to learn that the letter "I" can occur in other words, at the beginning, middle, end of the word. The teacher prompted the child with suitable words, but which of them to leave in the album was a matter of his personal choice.

For example, Nikita V. (7 years old) took a long time to choose objects that had “I” in their names.

- Nikita, what objects will we draw on "I": an apple, a lizard, an egg, a yacht, a box? the teacher asked. - Definitely not an egg, what to choose? Maybe a box? “Maybe something tasty?” the teacher asked. - Then an apple or apple juice. Actually, I love a lot of things. I love sweets,” he continued. - Nikita, today we are talking about the letter "I". There is no "I" in the word "candy". "I" is in the word "apple", "apple juice". Choose what you will draw. “Apple,” the child replied.

After studying the "I" we moved on to the letters from the name of the child. When they were completed, the adult, together with the child, signed his photo: “I .... (child's name)”.

Then the letters "M" and "A" were studied. Consistent study of the letters "M", "A" and mother's photograph in the album with the caption "mother" involuntarily led the child to read the word "mother" - instead of the abstract syllable "MA".

Mastering the letters, we tried to avoid the stereotype inherent in the autistic child and together with him to come up with as many words as possible that begin with the letter being studied. If you study a letter in one example, there is a danger that the child will associate it with only one specific word. For example, a teacher at a diagnostic appointment was faced with a situation where an autistic child could not read the word "house", instead he called the words beginning with each letter in turn: "D" - "woodpecker", "O" - "monkey", " M" - "motorcycle".

Next, we tried to create in the child the idea that any letter can occur at the beginning, in the middle or at the end of a word. If the letter being studied is always located only at the beginning of a word, an autistic child, with his inherent stereotype, remembers it in this position and may not recognize it in the middle or at the end of the word. For example, a child could learn that "A" is only "watermelon", "orange", "apricot", and not perceive it in other words (for example, "tea", "car").

Therefore, while studying, for example, the letter “M”, together with the child, we pasted a photo of the mother into the album, and next we drew a lamp and a house, signing the pictures and explaining to the child that the letter “M” can be at the beginning, and in the middle, and at the end of a word.

The photographs and drawings in the album accompanied the whole process of learning letters and, in general, learning to read. Visualization is important for autistic children even more than for others, since their visual perception and attention in most cases prevails over auditory. Therefore, the teacher sought to supplement any oral instruction, oral explanation with a drawing, picture, photograph.

The child mastered the study of the letter "P" in the word "dad" and two words in the name of which "P" occurs in the middle and at the end (for example, "hat", "soup").

To the previously studied letters "I", "M", "A", "P", as well as the letters from the child's name, the letters that make up the names of mom, dad, (relatives) were added. Then the remaining letters corresponding to vowels were studied.

Then the question arose about the sequence of introducing the remaining letters into the primer, corresponding to consonant sounds. In our experience, this sequence was individual in each case, since it was set by the need to introduce a new letter at a certain point in time into a word familiar and interesting to the child. This guaranteed the meaningfulness of mastering all the letters of the alphabet by an autistic child (it formed an attitude towards them not as abstract icons, but as parts of a whole word and what it means).

For example, Marina P. (7 years old) has always been interested in the life of mice. The teacher, taking into account the interests of the girl, added “Sh” and “K” to the previously studied letters in order to collect the word “mouse”, and then “C” to draw “cheese”, the mouse’s favorite food, “D” - for “ holes" in cheese, "H" - for "mink", where the mouse lives, etc.

The meaningfulness of mastering letters was thus associated with the constant visual demonstration of the essence of reading and writing to the child, with the creation of conditions for the rapid mastery of these skills. The teacher always encouraged the child to first find the letter being studied in different words, then find and complete it in well-known words (“... ok”, “cha ... s”, “but ...”), and then independently write well-known words (“I” , "mother, father").

In addition, we tried to connect the drawings in the album with the child's personal experience, with himself, his family, the subjects of his favorite games and activities. For example, when learning the letter "D", the child could draw a cake with candles on the table and name the picture "Birthday". Joint drawing, emotional and semantic commentary, dialogue with the child about significant events helped, on the one hand, meaningful learning, and, on the other hand, emotional comprehension, the formation of a personal attitude of an autistic child to the events of his own life.

The sequence of work with the primer

At the first lesson in the album, which is called "My Primer", the teacher in front of the child made a "working blank". In the upper left corner of the sheet, a “window” for the letter was drawn, next to it on the right - 3 rulers for writing it (in block letters). In the lower half of the sheet, 3 “windows” were outlined for drawings of objects in the name of which there is a given letter, and for signatures denoting them.

Such preparation helped to organize the attention of the child during the lesson. It is well known that an autistic child absorbs information more easily and completes a task faster if everything needed to complete the task (or complete the sequence of tasks) is in the child's field of vision. In addition, a good visual memory ensures that an autistic child captures visual information that is meaningful to him. At home, the child, together with his mother, made similar workpieces for mastering letters for each subsequent lesson.

On each page of the primer, a new letter was mastered. At first, the teacher wrote this letter himself, commenting on the spelling: “A stick, a circle, a leg - the letter “I” turned out.” The continuous writing of all the graphic elements of the letter was commented on and worked out by the teacher at the time of its development. Learning to write with a hand detachment after each element creates additional difficulties for an autistic child, who is characterized by fragmented perception and difficulty switching attention. True, when mastering some printed letters (“A”, “Sh”, “Yu”, etc.), it was not always possible to write them without taking your hands off. We taught the child to write such letters with the smallest hand separation.

Then the teacher wrote a few letters on the first line and asked the child to circle them - with a colored pencil or fountain pen. If he found it difficult to circle the letter on his own, the adult manipulated his hand. On the second line, the child wrote letters at the points that the adult outlined for him as a guide, on the third - already on his own. It is also important that while working in the album, the child learned to see the “working line”, got used to writing along the line without going beyond it.

A child could also master the spelling of a letter using a stencil. To do this, the stencil was superimposed on the landscape sheet, and the child circled it with a pencil, and then ran his finger over the stencil and over the written letter, thereby memorizing its “motor image”. The child was not faced with the task of writing all three lines of a new letter in class. Part of the task was completed in class, the rest of the letters were completed at home.

As soon as the child wrote several letters on his own or did it with the help of an adult, the teacher named three words in the name of which the studied letter occurs at the beginning, middle and end. The teacher asked the child to repeat these words and pointed to three windows at the bottom of the sheet. Then the adult wrote the studied letter in three boxes, each time in the place where it should be in the named word. For example, the teacher said the first word "juice" and wrote "C" at the beginning of the first box, said "hours" and wrote "C" in the middle of the second box, said "nose" and wrote "C" at the end of the third box.

The child did not have to immediately add words, because for this you need to quickly analyze what sounds they consist of, and correctly place each word on the sheet. We led the child to solve these problems gradually, while we were drawing together with him in the windows the objects we named. If it was difficult for the child to draw the desired object on his own, the teacher helped by leading him with his hand. We did not strive to completely draw all the objects in the lesson. It was enough for the child to draw the outlines of objects in the classroom, and then paint over them at home.

It was more important, in our opinion, not just to draw an object with the desired letter with the child, but to give this object some features that would connect it with the child's personal experience. For example, we encouraged the child to paint on a plate, exactly the same as at home, to a previously drawn apple, or draw a familiar fringed home rug under the ball. With the help of emotional and semantic commentary, the teacher always sought to connect the child's drawing with a specific life situation familiar to him.

In addition, the teacher's comment was aimed at expanding the child's ideas about the properties and qualities of objects. An autistic child could see these objects in everyday life, even play with them, get acquainted with their sensory properties. But, doing this involuntarily, the child was not aware of either the qualities themselves or their connection with a particular object, with its functional significance. Therefore, the teacher’s reasoning became a real discovery for him, for example, that “you and I are now drawing an apple, look how green it is, fragrant and with a twig on top, and sour and round ...”. The child listened with interest to the adult, saying at the same time: “more”, “and then”, and continued to draw.

Sequential drawing of objects in each of the three windows made it possible to immediately show the child the place of the desired word on the sheet. That is, here, as in many other cases, we used a visual rather than verbal explanation, taking into account the cognitive characteristics of an autistic child. Signing drawings with words formed the interest of an autistic child in written language. In addition, thanks to a good visual memory, he quickly memorized the correct spelling of words. While the child did not know all the letters of the alphabet, he wrote only the familiar letter in the word. More precisely, he circled the letter being studied, which the adult had already written in three windows. Later, as the child mastered the alphabet, the child wrote in the word all the letters he knew.

Over time, the child himself could come up with words with the studied letter. It was important to teach him not to rush, to listen to himself and check the pronunciation of the word with its spelling. For example, while studying the letter "B", we asked the child to write the word "mushroom". The child pronounced “flu” and informed the teacher that the letter “B” was not in this word. Then the teacher told the child that some words are not spelled the way we hear and pronounce them. In this example, the teacher first suggested “naming the mushroom affectionately” (“fungus”, “mushroom”), and then finishing the phrase: “Many, many grow in the forest ...” (“mushrooms”) so that the child hears the desired sound. If there was no “logical” explanation for spelling, the teacher explained to the child, for example, like this: “Despite the fact that we pronounce the word “marozhin”, you need to write “ice cream”. Thus began the necessary work on sound-letter analysis and mastering the rules of spelling words.

When all the items were signed, the teacher asked the child to circle or underline the studied letter in the words. At the same time, first the teacher, and later the child himself, named the place of the letter in the word.

For example, Nikita V. (7 years old) talked about the letter “Sch”: “This is “Sh”. This is my favorite puppy. "Sch" begins with "puppy".

Then the child spoke in great detail about what his puppy likes to do, and continued his reasoning: “These are vegetables: carrots, potatoes, cabbage. Beet. Here it is "Sch" - in the middle of the word. And this is a bowl of soup. “A plate of borscht,” the teacher corrected him. - Nikita, in the word "borscht" is there "Sch"? - Of course, there is, it ends with "Sch".

At the end of the lesson, we talked with the child, turning to his mother, what he studied today. In the first lessons, the teacher did this from a single “common face” (“We”) with the child, accompanying her story by showing the page of the primer. This fixed in the child's memory the sequence of performing tasks in the lesson, which subsequently helped him to independently plan his actions. In addition, emotionally commenting, pronouncing what happened in the lesson, the teacher brought to the child's consciousness the meaning of what happened in the lesson (what and how the child studied, how he did it, who would praise him for it, etc.).

For example? First, Nikita and I learned a new letter "I" and learned how to write it. Then we pasted Nikitin's photograph into the primer and signed it "I". Then we drew a ball and a snake and signed them. Nikita - well done, he tried so hard, he wrote and drew so well! He made us all happy: me, my mother, and the nanny! And dad will look at the album at home and ask: “Who painted the ball, the snake so beautifully, wrote the letter “I”? This is probably a mother or a nanny? “No, it’s me myself,” answered the child.

In general The sequence of work with the primer can be represented as follows:

Learning a new letter. The letter is first written by an adult, then the child himself (or an adult with his hand).
Drawing objects whose names contain the letter being studied. The child independently or with the help of an adult draws objects or finishes some detail in a drawing made by an adult.
Signing of drawn objects. The child himself or with the help of an adult writes a familiar letter in the word. If necessary, writing a letter is worked out in advance with the help of exercises.

1-2 lessons were assigned to the study of one letter.

When all the letters of the alphabet have been completed, The Personal Primer usually becomes the autistic child's favorite book. If we asked children to bring an ABC book to class, they most often protested, so we had to come up with special pretexts for this - “Let's show the kids who still can't read to their parents.” The primer became a valuable personal book for the child, which he cherished very much.

For example, the mother of Zhenya L. (8 years old) said that his “Personal primer” should not be taken out of the house. The child does not go to bed until he has watched it from beginning to end.

For example, the mother of Tyoma G. (7 years old) said that when her son saw several primers on a bookcase, he asked her to buy them all at once. "Why do we need so many?" Mom asked. "You, me and dad," he replied.

Thus, the “Personal ABC Book” introduced the autistic child to letters, helped him remember their graphic representation, gave him the idea that letters are components of words, that words can denote different objects or be the names of close people. Of course, by inscribing familiar letters at the beginning, middle, and end of words, the child was formally ready to master analytical reading. However, knowing that the process of folding letters or syllables into words would inevitably distract the autistic child from their meaning, we preceded the development of analytical reading with a short stage of “global reading”, within which we gave the child the idea that only a whole word has a certain meaning and that words can form phrases.

Summing up, we list what necessary skills are developed in a child with ASD at the initial stage of learning to read in the process of creating a "Personal Primer":

The ability to correctly recognize and name the letter separately and in words.
It was important for the teacher not only to teach the child to name the letter correctly, but also to recognize the location of the letter in the word. If the child stereotypically repeated his examples after the teacher, but could not come up with his own, the skill was not considered formed. Assimilation of a letter was assessed by the child's ability to come up with (or independently recall) words with the studied letter. Even if he independently came up with only one word that began with the letter being studied, we considered the skill to be formed. For example, when naming the letter "I", the child could say "pit", "box", for the letter "K" - "pit", for "C" - "construction", "pump". The spelling of some words the child could remember from books, magazines that he saw at home or in newsstands.
The ability to correctly write a letter separately and in words.
Thanks to instant visual memory and interest in abstract signs, an autistic child can involuntarily remember the graphic image of many letters and write them in a chaotic way, upside down, in a mirror image, enjoying the image of “incomprehensible icons”. However, it is much more important for us that the child learns to write letters as part of a meaningful voluntary activity, realizing the possibility and necessity of using the writing skill in his life. Therefore, the skill was considered formed when the child not only could write the studied letter separately, but also wrote it in words in the right place.

Examples of pages "Personal primer"

The project "Personal primer" - semantic reading and writing (authors employees of the ICP RAO: N.B. Lavrentyeva, M.M. Liebling, O.I. Kukushkina) is being prepared for publication by the Prosveshchenie publishing house (expected by December 2017).

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