By contingent:

for orphans and children left without parental care

for children with disabilities (visually impaired, hearing impaired, etc.)

for children with abilities (including those selected at Olympiads, see for example above)

for “difficult” teenagers (those who are often brought to the police for hooliganism, who are registered in the children’s room of the police, or who are detained for vagrancy, for other reasons).

According to the educational program:

General education

Special, with in-depth study of certain disciplines.

Corrective, with training focused on limited abilities.

General education boarding schools

primary general, basic general and secondary (complete) general education

with in-depth study of subjects (for example, physics and mathematics boarding schools, etc.)

boarding schools

boarding lyceums

sanatorium-forest schools, sanatorium boarding schools

cadet corps

sports boarding schools

1.3Types of boarding schools

Currently, there are eight main types of special schools for children with various developmental disorders. In order to exclude the inclusion of diagnostic characteristics in the details of these schools (as was the case before: a school for the mentally retarded, a school for the deaf, etc.), in regulatory legal and official documents these schools are called by their type by serial number: special ( correctional) educational institution of the first type (boarding school for deaf children); special (correctional) educational institution of type II (boarding school for hearing-impaired and late-deafened children); special (correctional) educational institution of the third type (boarding school for blind children); special (correctional) educational institution of type IV (boarding school for visually impaired children); special (correctional) educational institution of type V (boarding school for children with severe speech impairments); special (correctional) educational institution of type VI (boarding school for children with musculoskeletal disorders); special (correctional) educational institution of type VII (school or boarding school for children with learning difficulties - mental retardation); special (correctional) educational institution of the VIII type (school or boarding school for children with mental retardation). The activities of such institutions are regulated by the Decree of the Government of the Russian Federation of March 12, 1997. No. 288 “On approval of the Model Regulations on a Special (Correctional) Educational Institution for Students and Pupils with Developmental Disabilities”, as well as a letter from the Ministry of Education of the Russian Federation “On the specifics of the activities of special (correctional) educational institutions of types I - VIII”. In accordance with these documents, special educational standards are implemented in all special (correctional) educational institutions. An educational institution independently, on the basis of a special educational standard, develops and implements a curriculum and educational programs, based on the characteristics of the psychophysical development and individual capabilities of children. A special (correctional) educational institution can be established by federal executive authorities (Ministry of Education of the Russian Federation), executive authorities of constituent entities of the Russian Federation (administration, committee, ministry) of education of a region, territory, republic) and local (municipal) self-government bodies. A special (correctional) educational institution may be non-state. In recent years, special educational institutions have been created for other categories of children with disabilities: those with autistic personality traits, those with Down syndrome. There are also sanatorium (forest) schools for chronically ill and weakened children. Graduates of special (correctional) educational institutions (with the exception of type VIII schools) receive a qualified education (i.e., corresponding to the levels of education of a mass general education school: for example, basic general education, general secondary education). They are issued a state-issued document confirming the level of education received or a certificate of completion of a special (correctional) educational institution. Education authorities send a child to a special school only with the consent of the parents and upon the conclusion (recommendation) of the psychological, medical and pedagogical commission. Also, with the consent of the parents and on the basis of the conclusion of the PMPC, a child can be transferred within a special school to a class for children with mental retardation only after the first year of study there. In a special school, a class (or group) can be created for children with a complex structure of defects as such children are identified during psychological, medical and pedagogical observation in the educational process. In addition, in a special school of any type, classes can be opened for children with severe mental disabilities and other accompanying disabilities. The decision to open such a class is made by the pedagogical council of a special school if the necessary conditions and specially trained personnel are available. The main tasks of such classes are to provide elementary primary education, create the most favorable conditions for the development of the child’s personality, and receive pre-vocational or basic labor and social training, taking into account his individual capabilities. A student of a special school may be transferred for study to a regular general education school by educational authorities with the consent of the parents (or persons replacing them) and on the basis of the conclusion of the PMPK, as well as if the general education school has the necessary conditions for integrated education. In addition to education, the special school provides children with limited health and vital functions with medical and psychological support, for which the special school has appropriate specialists on staff. They work in close cooperation with teaching staff, carrying out diagnostic activities, psychocorrectional and psychotherapeutic measures, maintaining a protective regime in a special school, and participating in career counseling. If necessary, children receive medication and physiotherapeutic treatment, massage, hardening procedures, and attend physical therapy classes. The process of social adaptation and social integration is helped by a social teacher. Its role especially increases at the stage of choosing a profession, graduating from the School and transitioning to the post-school period.

Special school type I where deaf children are studying, conducts the educational process in accordance with the level of general education programs at three levels of general education: 1st level - primary general education (for 5-6 years or 6-7 years - in the case of training in a preparatory class); 2nd stage - basic general education (for 5-6 years); 3rd stage - complete secondary general education (2 years, as a rule, in the structure of an evening school). For children who have not received full preschool preparation, a preparatory class is organized. Children from 7 years old are accepted into first grade. All educational activities are permeated with work on the formation and development of verbal and written speech, communication, and the ability to perceive and understand the speech of others on an auditory-visual basis. Children learn to use the remnants of hearing to perceive speech aurally and visually using sound-amplifying equipment. For this purpose, group and individual classes are regularly held to develop auditory perception and form the pronunciation side of oral speech. In schools operating on a bilingual basis, equal teaching of verbal language and sign language is carried out, but the educational process is conducted in sign language. As part of a special school of type I, classes are organized for deaf children with a complex structure of defect (mental retardation, learning difficulties, visually impaired, etc.). The number of children in a class (group) is no more than 6 people, in classes for children with a complex structure of the defect up to 5 people. Special school type II, where hard of hearing (those with partial hearing loss and varying degrees of speech underdevelopment) and late-deafened children (who became deaf in preschool or school age, but who retained independent speech) study, has two departments: the first department is for children with mild speech underdevelopment associated with hearing impairment ; the second department is for children with profound speech underdevelopment, the cause of which is hearing impairment. If in the process of learning there is a need to transfer a child from one department to another (the child finds it difficult in the first department or, conversely, the child in the second department reaches such a level of general and speech development that allows him to study in the first department), then with the consent of the parents and recommendations of the PMPC such a transition occurs. Children who have reached the age of seven are accepted into the first grade in any of the departments if they attended kindergarten. For children who, for whatever reason, do not have appropriate preschool preparation, a preparatory class is organized in the second department. The class (group) capacity in the first section is up to 10 people, in the second section up to 8 people. In a special school of type II, the educational process is carried out in accordance with the levels of general education programs at three levels of general education: 1st level - primary general education (in the first department 4-5 years, in the second department 5-6 or 6-7 years); 2nd stage - basic general education (6 years in the first and second departments); 3rd stage - secondary (complete) general education (2 years in the first and second departments). The development of auditory and auditory-visual perception, the formation and correction of the pronunciation aspect of speech are carried out in specially organized individual and group classes using sound-amplifying equipment for collective use and individual hearing aids. The development of auditory perception and automation of pronunciation skills continues in phonetic rhythm classes and in various activities related to music. Special schools of III and IV types are intended for the education of blind (III type), visually impaired and late-blind (IV type) children. Due to the small number of such schools, if necessary, joint education (in one institution) for blind and visually impaired children, as well as children with strabismus and amblyopia, can be organized. Type III special schools admit blind children, as well as children with residual vision (0.04 and below) and higher visual acuity (0.08) in the presence of complex combinations of visual impairments, with progressive eye diseases leading to blindness . Children aged 6-7 years old, and sometimes 8-9 years old, are accepted into the first grade of a special school of type III. The class (group) size can be up to 8 people. The total period of study in a type III school is 12 years, during which students receive secondary (complete) general education. Type IV special schools admit visually impaired children with visual acuity from 0.05 to 0.4 in the better-seeing eye with tolerable correction. In this case, the state of other visual functions (field of vision, near visual acuity), the form and course of the pathological process are taken into account. This school can also admit children with higher visual acuity, with progressive or often recurrent visual diseases, and in the presence of asthenic phenomena that occur when reading and writing at close range. The same school accepts children with strabismus and amblyopia who have higher visual acuity (over 0.4). Children aged 6-7 years are admitted to the first grade of type IV school. There can be up to 12 people in a class (group). During 12 years of schooling, children receive secondary (complete) general education. Special school type V is intended for the education of children with severe speech impairments and may have one or two departments. The first department teaches children with severe general speech underdevelopment (alalia, dysarthria, rhinolalia, aphasia), as well as children with general speech underdevelopment accompanied by stuttering. In the second department, children with severe stuttering and normally developed speech study. Within the first and second departments, taking into account the level of speech development of children, classes (groups) can be created, including pupils with homogeneous speech impairments. If the speech disorder is eliminated, the child can, based on the conclusion of the PMPK and with the consent of the parents, move to a regular school. Children aged 7-9 years are accepted into first grade, and children aged 6-7 years into preparatory grade. After 10-11 years of studying at a Type V school, a child can receive basic general education. Special speech therapy and pedagogical assistance is provided to the child in the process of education and upbringing, in all lessons and during extracurricular hours. The school provides a special speech regime. Special school VI type intended for the education of children with disorders of the musculoskeletal system (motor disorders with different causes and varying degrees of severity, cerebral palsy, congenital and acquired deformities of the musculoskeletal system, flaccid paralysis of the upper and lower extremities, paresis and pas- raparesis of the lower and upper extremities). The VI type school carries out the educational process in accordance with the levels of general education programs at three levels of general education: 1st level - primary general education (4-5 years); 2nd stage - basic general education (6 years); 3rd stage - secondary (complete) general education (2 years). Children from 7 years of age are accepted into the first grade (group), but children 1-2 years older than this age are allowed. A preparatory class is open for children who have not attended kindergarten. The number of children in a class (group) is no more than 10 people. In the VI type school, a special motor regime is established. Education is carried out in unity with comprehensive correctional work, covering the child’s motor sphere, his speech and cognitive activity in general. Special school of the VII type Designed for children with persistent learning difficulties and mental retardation. The educational process in this school is carried out in accordance with the levels of general education programs at two levels of general education: 1st level - primary general education (3-5 years) 2nd level - basic general education (5 years). Children are admitted to Type VII schools only in preparatory, first and second grades, and in third grade - as an exception. Those who started studying in a regular school at the age of 7 are admitted to the second grade of a VII type school, and those who started studying in a regular educational institution at the age of 6 can be admitted to the first grade of a VII type school. Children who have not had any preschool preparation can be admitted at the age of 7 years to the first grade of a VII type school, and at the age of 6 years - to the preparatory class. The number of children in a class (group) is no more than 12 people. Students in a Type VII school retain the opportunity to transfer to a regular school as developmental deviations are corrected and gaps in knowledge are eliminated after receiving primary general education. If it is necessary to clarify the diagnosis, the child can study in a Type VII school for a year. Children receive special pedagogical assistance in individual and group correctional classes, as well as in speech therapy classes. Special school VIII type provides special education for children with intellectual disabilities. Education at this school is not qualified, having a qualitatively different content. The main attention is paid to social adaptation and vocational training when students master the available volume of educational content in general education subjects. In a Type VIII school, a child can be admitted to the first or preparatory grade at the age of 7-8 years. The preparatory class allows not only to better prepare the child for school, but also provides the opportunity to clarify the diagnosis during the educational process and psychological and pedagogical study of the child’s capabilities. The number of students in the preparatory class does not exceed 6-8 people, and in other classes - no more than 12. The duration of study in a Type VIII school can be 8 years, 9 years, 9 years with a vocational training class, 10 years with a vocational training class. These terms of study can be increased by 1 year by opening a preparatory class. If the school has the necessary material resources, then classes (groups) with in-depth labor training can be opened in it. Students who have completed the eighth (ninth) grade move to such classes. Those who complete the class with in-depth labor training and successfully pass the qualification exam receive a document conferring the appropriate qualification category. In Type VIII schools, classes for children with severe mental retardation can be created and function. The number of children in such a class should not exceed 5-6 people. Children may be sent to a preparatory (diagnostic) class. During the school year, the preliminary diagnosis is clarified, and depending on this, the next year the child can either be sent to a class for children with severe forms of intellectual disability, or to a regular class of a Type VIII school. The enrollment of classes for children with severe forms of intellectual underdevelopment is carried out at three levels: 1st level - from 6 to 9 years of age; Level 2 - from 9 to 12 years old; Level 3 - from 13 to 18 years old. Children under the age of 12 can be sent to such classes and remain in the school system until the age of 18. Expulsion from school occurs in accordance with the recommendations of the PMPC and in agreement with the parents. Children with psychopathic behavior, epilepsy and other mental illnesses are not accepted into such classes! requiring active treatment. These children may attend counseling groups with their parents. The working hours of the class (group) are established by agreement with the parents. The learning process is carried out in the mode of each pupil going through an individual educational route, determined by specialists in accordance with the psychophysical capabilities of a particular child. If a child is unable to attend a special (correctional) educational institution, his education is organized at home. The organization of such training is determined by the Decree of the Government of the Russian Federation “On approval of the procedure for raising and educating disabled children at home and in non-state educational institutions” dated July 18, 1996 No. 861. Recently, home-based education schools have begun to be created, whose staff , consisting of qualified speech pathologists and psychologists, works with children both at home and in the conditions of partial stay of such children in a home-schooling school. In conditions of group work, interaction and communication with other children, the child masters social skills and gets accustomed to learning in a group or team setting. The right to study at home is granted to children whose diseases or developmental disabilities correspond to those specified in the special list established by the Ministry of Health of the Russian Federation. The basis for organizing home-based education is a medical report from a medical institution. A school or preschool educational institution located nearby is involved in providing assistance in educating children at home. During the period of study, the child is given the opportunity to use textbooks and the school library for free. School teachers and psychologists provide advisory and methodological assistance to parents in their child’s mastery of general education programs.

Preview:

Features of training and education

children in school V type

The purpose of a special educational institution for children with disabilities (LD), in particular with severe speech impairment (SSD), is to prepare them for independent life in society. The skills acquired at school will allow verbal children to rationally and effectively apply their knowledge in a real life situation and independently achieve their goals. The organization of educational activities as a special form of child activity aimed at changing oneself is closely related tothe problem of his speech development.

The spoken language of children entering school in most cases is laconic and closely related to a specific situation. In children with special needs development, namely in type V schoolchildren, by the beginning of school their language means are not sufficiently formed, and the formation of the communicative and generalizing functions of speech is delayed. These features of students’ speech development determine the specifics of education in a Type V school. The main academic subject, which serves most correctional purposes, is the initial course of the Russian language. The content of lessons on this subject in a special school has several directions: elimination of speech development disorders, organization of speech practice, teaching writing and reading, systematic study of information on grammar, spelling, preparation for further mastery of the Russian language as a subject. In the process of special language teaching, the development of cognitive activity based on speech facts, the gradual formation of abstract verbal thinking, and the creation of a solid foundation for further raising the educational and cultural level of students are also carried out.

Main speech development taskis to bring students closer to the normal level of practical proficiency in their native language, i.e. teach to use speech as a means of communication. To this end, the forms of speech communication and means of language are systematically improved according to the following interrelated directions:

A). development in children of various types of oral speech (dialogical, monological) based on enriching knowledge about the world around them; b). formation and expansion of the lexical side of speech; V). practical mastery of the basic laws of language based on the assimilation of semantic and grammatical relations; G). formation of lexical and grammatical readiness for conscious mastery of other sections of the native language (teaching grammar, literacy, spelling).

The starting point for the system of work on speech development isprinciple of communicative orientation of speech. Compliance with it involves the formation of communication in the process of active speech activity, the creation of a motivated need for speech in students by stimulating their speech activity and modeling situations that contribute to the generation of independent and proactive statements. Students with general speech underdevelopment are involved in communicative activities from the earliest stages of learning, not yet mastering the entire language system. At the beginning of training in a Type V school, a predominantly situational form of communication is used, and then the basis for contextual speech is formed. At this time, a dialogue is formed in a learning and play situation (1st grade) with a gradual transition to a short conversation based on the children’s ideas (2nd, 3rd grades). In the 3rd and 4th grades, the development of coherent oral speech is carried out during thematic conversations. Attention is drawn to the correct sequence in the transmission of events, the inclusion of elements of reasoning, evaluation and evidence.

Mastery of the grammatical structure of a language, morphological and syntactic elements is carried out in a practical way, without the use of grammatical terms. By highlighting one or another grammatical category or form for study, the teacher leads students to certain grammatical generalizations. In the 1st, 2nd, and 3rd grades, students practically master the basic grammatical patterns of the language. Starting from the 3rd grade, children develop the ability to use complex sentences and consolidate the skills of using learned types of sentences in coherent speech. In the 4th and 5th grades, practical generalization of learned grammatical patterns is provided. Based on the development of oral speech, skills in the field of written speech are developed. The methodology for teaching written speech is correctional and propaedeutic in nature.

The main link in correctional and developmental work isclasses with a speech therapist teacher. The purpose of the classes is to organize and develop sound, morphological and syntactic generalizations in children. On this basis, the formation and improvement of coherent (contextual) speech, its oral and written forms occurs. In speech therapy classes, the prerequisites for full-fledged educational activities are created. Children learn to give detailed answers, which are based on: a). analysis and synthesis; b). generalization; V). grouping of material; G). comparison, comparison of the material being studied.

An important task of speech therapy classes is to teach a story from a picture, from a series of pictures; descriptive, narrative stories; story according to plan, according to questions, according to supporting words; a story with a given beginning or ending. The ability to compose stories allows you to identify the student’s ability to establish cause-and-effect relationships and determine the time frame of the event. In speech therapy classes, children also retell monologue texts, talk about real and imaginary events and objects, and learn to compose, which contributes to the formation of communication skills used in everyday life.

Schoolchildren consolidate their acquired speech skillson the hours of speech development and sound culture of speech, which are conducted by teachers in the afternoon. Teachers use various methods and techniques for propaedeutics and correction of oral and written speech, for the development of its various types and forms. Thus, students read and retell works, reason and compose stories on a given or free topic, write mini-essays, discuss them collectively, share their impressions, and express their point of view. In a word, students during the hours of speech development and sound culture of speech use different types of speech.

Gradually, schoolchildren learn to understand the goals and conditions of communication, consciously use linguistic means with the help of which a communicative task can be solved, and actively interact in a specific communication situation. Students master the ability to adequately assimilate and transmit information in the process of interpersonal communication, manage collective forms of work, and correctly respond to various situational factors of communication. Under the influence of comprehensive correctional training and education, graduates of a special school of type V experience positive changes in the development of speech and cognitive activity. All this allows us to positively assess the possibilities of their full social adaptation.

Description of the presentation by individual slides:

1 slide

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Type V schools accept students with speech impairments, in particular children who stutter.

2 slide

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According to WHO, general speech impairments are currently observed in an average of 30% of children entering the first grade of school, i.e. Objectively, during the preschool period, in a third of the entire population of children, speech function does not reach the norm and requires additional corrective influences from speech therapists. However, external manifestations of speech underdevelopment in these children are accompanied by significant differences from the norm in the course of neuro-psychophysiological processes and, as a result, a decrease in the level of attention and development of higher mental functions - perception, representation, memory, thinking.

3 slide

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One of the main features of the mental development of children with speech pathology is a change in the nature of their interaction with the outside world. This is primarily due to the fact that their speech communication is impaired to one degree or another. Psychological history reveals a number of difficulties associated with the formation of different types of activities. Thus, in preschool age, peculiarities of expressive speech are often noted (“understands everything or almost everything, but speaks poorly,” “is embarrassed to speak,” etc.). Parents of children complain about their child’s mastery of reading, writing, and counting skills.

4 slide

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It is revealed: poor, agrammatic speech, the child’s verbal communication is limited. The situational business form of communication predominates. Parents often note the child’s exhaustion during play and the increase in the number of unsuccessful actions with objects against this background. Most often they prefer to play silently. In a situation where parents are involved in the game, he begins to speak, but the meaningful side of his communication is primitive.

5 slide

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The degree of speech underdevelopment most often corresponds to the level of general psychological underdevelopment. First of all, the appearance of speech is usually significantly delayed. Many children develop speech by the age of 6-7 years. However, there are cases of deviation in one direction or the other. In some children with seemingly rich speech, one can observe a stream of meaningless cliched phrases with the preservation of previously heard intonations. In such cases they speak of empty, echological speech. In some children, speech does not arise and hardly develops. These are the so-called “speechless” children.

6 slide

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There may be instability of auditory attention (“flickering” attention). Distractibility in these children is combined with disordered activities, frequent changes of activities and lack of concentration.

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A child’s mental developmental development (meaning a child under 3 years of age) is influenced by several factors that can be divided into internal and external. Internal factors include: · some hereditary diseases; · features of pregnancy; · presence of intrauterine and birth hypoxia; · presence of certain diseases in the child; · gender of the child; · child - left-handed or right-handed; · personal characteristics of the child. That is, we are talking about factors that practically do not depend on the child, and which he inherited. External factors include the following: stressful situations; the presence of younger brothers and sisters (especially with a small difference); family bilingualism; change of place of residence (one of the types of stress), kindergarten; a few more parameters. That is, external parameters include everything that surrounds the child.

8 slide

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Currently, students with severe speech impairments in grades 5-10 are taught according to the public school program. 1. An important component of the work is the involvement of tasks aimed at transforming the text (structural, lexical and grammatical). This allows schoolchildren to realize the compositional and semantic unity of the text, to use variable means to express the same thought. 2. The study of various types of speech begins with narration, since in such texts the unfolding of the message corresponds to the actual course of events; narrative texts are quite simple in their structural design.

Slide 9

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3. Teaching reasoning is carried out orally and is closely linked with the study of program material in the Russian language, literature, subjects of the humanities and natural sciences; there will also be those who are interested in the history of Rome. This makes it possible to implement the communicative principle of teaching, according to which the primary task is the development of oral speech, and on the other hand, to establish interdisciplinary connections. 4. The communicative principle is also implemented by including written speech in those types of student activities that may subsequently be in social demand (drafting business papers, letters, etc.) 5. Particular attention in the work is paid to the content, structure, and linguistic design of texts. In this regard, a large place is given to the analysis of finished texts, presentations, and the compilation of one’s own texts based on the created model, by analogy with the analyzed text. 6. Research and school practice show that composition in the form in which it exists in public schools is inaccessible to most students with severe speech impairments. We have designated this type of work as composing a text using various kinds of meaningful and semantic verbal and non-verbal supports, which together represent a model of the analyzed or created statement. 7. The formation of basic lexical concepts is transferred from Russian language lessons to speech development lessons and is linked to work to enrich students’ vocabulary.

10 slide

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Formation of classes from pupils with homogeneous speech defects, with mandatory consideration of the level of their speech development. The correctional institution carries out the educational process in accordance with the levels of general education programs at two levels of general education: primary general education, basic general education. At the primary school level, the following is provided: correction of various manifestations of speech defects (violations of sound pronunciation, voice, voice tempo, phonemic hearing, agrammatism, dysgraphia, dyslexia), the resulting deviations in the mental development of the pupil, the initial formation of his personality, the identification and holistic development of his abilities, formation of pupils' motivation for educational activities. Acquiring the skill of phonemically correct conversational speech, expanding vocabulary, learning to formulate utterances in a grammatically correct manner. At the level of receiving basic general education, the development of full-fledged skills of oral conversational and written literary speech, necessary for full inclusion in public life, is carried out. Children are admitted to preparatory class from 6-8 years of age, and to 1st grade from 7-9 years of age. Class capacity is up to 12 people.

11 slide

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The first department of the school accepts children with a diagnosis of alalia, aphasia, dysarthria, rhinolalia, stuttering, and those with severe general speech underdevelopment that impedes their ability to study in a general education school. When recruiting classes, the level of speech development and the nature of the primary defect are taken into account first of all. Department II enrolls children suffering from severe stuttering with normal speech development. In departments I and II, the educational process is carried out in accordance with the level of education of the programs of the two departments. In the 1st department - 1st stage - primary general education with a standard period of development - 4 - 5 years; Stage II – basic general education with a standard period of completion – 6 years. The maximum class size is 12 people. Graduates of special schools receive a certificate of incomplete secondary education. The educational process provides for a large number of hours of on-the-job training. At the same time, two tasks are solved: work as an important correctional and educational means of overcoming defects in development and personality formation, and as the main condition for preparing children with deviations in psychophysical development for life and work in society. Correction of speech and writing disorders in students is carried out systematically throughout the entire educational process, but to the greatest extent in the lessons of their native language.

12 slide

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For 1st grade students with systemic speech underdevelopment. Goals: Activation, generalization and consolidation of knowledge about vowel sounds and letters. Development of letter gnosis and the skill of correct and conscious reading; prevention of phonemic and semantic dyslexia, also dysgraphia. Objectives: Develop articulatory motor skills and speech pronunciation skills; automation of the pronunciation of the sound l in syllables and words. Strengthen sound-letter connections and the skill of writing written letters. Develop the ability to explain the meaning or several meanings of a read word; the ability to relate a word to various semantic groups; Enrich students' vocabulary with polysemantic words. Develop fine motor skills of the fingers. To develop the skill of correct inflection (formation of plural forms with the ending –ы). To foster cognitive activity, interest in learning the native language, attention to the sound of one’s own speech

Slide 13

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Differentiation of vowels in words. While we were playing ball, Little Red Riding Hood found a flower with a word written on it. But the vowel letter dropped out of this word: which one? Let's insert a letter into this word and see what happens. Children write down the resulting words and indicate the vowel letter. We have solved the mystery of this unusual flower and it’s time to say goodbye to the vowels. Let's sing: “Goodbye, vowels A, O, U, Y, I!” To return home, we will build a path: - Working with the manual “Petals” (Spatial orientation).