Use of scribing technology in the speech therapist’s corrective work with children with SSD

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Use of scribing technology in the speech therapist's corrective work with children with SSD

Kurienkova A.V.

PhD in 016 Special Education, Senior Lecturer of Pre-School Education Department Kryvyi Rih state pedagogical university, Ukraine

Severe speech disorders (SSD) are persistent specific deviations in the formation of the components of the speech system (vocabulary, lexical and grammatical structure of speech, phonemic processes, sound production, prosodic organization of the sound stream), which are found in children with preserved hearing and normal intelligence [1]. Oral speech in children with SSD is characterized by a strict limitation of the active vocabulary, persistent agrammatisms, lack of coherent speech skills formation. The peculiarities of speech development of this category of children affect formation of the child's personality, as well as all mental processes and educational activities. The above-mentioned peculiarities in the development of children with SSD cannot be overcome spontaneously. They require teachers to carry out specially organized corrective work using innovative techniques, as these techniques help specialists increase the effectiveness of classes on the development of speech and other mental processes [1]. disorders speech lexical

Currently, various modern technologies and methods, which include a technology of scribing (from English "scribe" - to make sketches or drawings), are actively used [2].

Scribing is a new technique invented by the British artist Andrew Park for a British organization that promotes scientific knowledge. The speaker's speech is illustrated "on the fly" with felt-tip pen drawings on a white board (or a sheet of paper). It seems like a "parallel tracking effect", when we both hear and see approximately the same thing [2].

In other words, scribing is a representation of drawings, a transformation of ideas into visual images.

This phenomenon is new for our country and not yet known, but the demand for it is increasing every day. In general, looking at the scribe-pictures, the listener must reproduce the story he heard in his memory and reproduce it. If the pictures are chosen correctly, it will not be too difficult. Therefore, it is important not how to draw, but what to draw.

A distinctive feature of scribing in working with children, compared to other ways of conveying information, is that it becomes possible to use the child's hearing, speech, vision and imagination at the same time. And when the fixation of simple images occurs in the process of conveying information, preschoolers not only understand them better, but also remember them. Looking at the scribe-pictures, the child can reproduce in memory the story he heard and reproduce it, at least in general terms. This technology can be actively used in the development of coherent speech in children with SSD.

Scribing techniques are inexpensive and can be used anywhere and at any time, both in individual and small group sessions. Despite the ease of using this technology, we cannot fail to note the fact that all the necessary educational requirements were taken into account during its creation: conceptuality - the basis of scribing is the principle of presentation created directly while listening to the text; systematicity - information transmission must be complete, logically understandable and interconnected at each stage of the story; controllability - an interesting plot and a certain logic of the story is established from the beginning by the speech therapist teacher, adjusted during presentation of the material and taking into account the peculiarities of the reproduction of images by the listeners; reproducibility - this technology, after its presentation by a speech therapist teacher, can be implemented by other teachers of a preschool education institution in working with children with health disabilities [1].

In corrective and developmental work with children with SSD, all scribing can be divided into several types: painted, application, magnetic, flanelograph, video scribing. When the teacher using pictorial scribbling, he draws pictures, diagrams in parallel with the text, draws with felt-tip pens, pencils, using paper and presentation board. Applique scribbling is a technique in which ready-made images that correspond to the spoken text are superimposed or glued onto an arbitrary background. Magnetic scribbling is a type of application, the only difference is that ready-made images are attached with magnets to a presentation magnetic board.

Creating flannelboard scrapbooking requires a board covered with flannel, on which you will attach ready-made figures and images that are necessary to tell a story.

Video scribing are short, vivid video explanations on certain issues, which are accompanied by schematic drawings, and are created using special programs and online services.

Using this technology in joint activities with children, the main stages of scribing should be highlighted: Stage 1 - introduction of the topic (idea), which should be understandable for children with SSD. Stage 2 - selection of visualization type. It is chosen according to the types of scribing. Stage 3 - development of the scenario. It is necessary to think through and summarize the story in detail, as well as to choose which images will be used to convey the meaning for children with SSD. Stage 4 - to think over sketch drawings. Their number and the speed with which they will be shown to children should coincide with the time for voicing. Stage 5 (used only when performing video scribing) - final gluing and verification of video scribing [3].

A distinctive feature of scribing in working with children with SSD compared to other methods of conveying information is that it becomes possible to use the child's hearing, speech, vision, and imagination at the same time. The process of fixation by children with general underdevelopment of speech on simple images occurs during the delivery of information. Note that preschoolers not only understand them better, but also remember them. Looking at the scribe-pictures, the child can recall in memory the story he heard and reproduce it, at least in general terms. It is advisable to use this technology for the development of coherent speech in children with SSD. The scribing technique does not require costs and can be used anywhere and at any time, both at individual and in small group classes [1].

The most important points of using scribing in working with children with SSD are as follows. First of all, it is necessary to take into account the age characteristics of children, as well as the intellectual, emotional and physical level of development. When creating stories, it is necessary to have a certain character or hero. Each of them should have special character traits, which will be reflected in the described events. The main character must be likable. The story should evoke feelings of empathy with the characters presented. It is important to use open-ended questions when working with SSD children, which involve them in the story telling. It is necessary to understand that presentation of facts is not yet a story, since children perceive this world holistically. Based on this, it is necessary to add emotion to the facts. In addition, one should not forget that imagination and fantasy of children is more flexible than that of an adult.

Thus, it should be noted that the use of scribing in speech therapy work with preschool children significantly increases the efficiency of the memorization process, increases its volume, enriches the vocabulary, develops coherent speech and creative imagination of preschoolers. Children have a desire to retell - the child understands that it is not difficult at all. The process of memorizing poems turns into a game that children really like. Therefore, scribbling is one of the effective ways not only to develop the preschoolers' speech, but also such basic mental processes as memory, attention, and imaginative thinking.

Список використаних джерел

1. Курєнкова А.В. (2022). Скрайбінг-технології в корекційно-розвивальній діяльності з дітьми дошкільного віку з ТПМ. Корекційно-реабілітаційна діяльність: стратегії розвитку у національному та світовому вимірі. С. 51 -54.

2. Шеремет М.К. (2018). Логопедія. Слово. 856 с. Полєвікова О.Б. & Пятько Н.В. (2021). Скрайбінг як лінгводидактична інновація. Fundamental and applied research in the modern world. BoScience Publisher. P. 792

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