Mironova S. Logopedic work in preschool institutions and groups for children with speech disorders

The formation of gaming activity in preschool age involves its organization by a speech therapist to the educator. Moreover, the smaller the children, the more in their games there should be direct participation from adults.

As for children with general underdevelopment of speech, along with the general influence of play on the entire course of their mental development, it has a specific effect on the development of speech. Children should be constantly encouraged to communicate with each other and comment on their actions, which helps to consolidate the skills of using initiative speech, improve colloquial speech, vocabulary enrichment, the formation of the grammatical structure of the language, etc.

Games, the content of which is the staging of a plot, the so-called dramatization games, have a great influence on the development of children's speech. Round dance games and games with singing contribute to the development of expressiveness of speech and the coordination of words with movements. Such games also form an arbitrary memorization of texts and movements.

At preschool age, role-playing games and games with rules are held. The latter include didactic and mobile.

The authors of the first domestic method of speech therapy work with stuttering children of pre-preschool and preschool age N. A. Vlasova and E. F. Rau construct an increase in complications speech exercises depending on the degree of speech independence of children.

N. A. Vlasova distinguishes 7 types of speech, which, in order of gradualness, must be used in classes with preschool children:

1) conjugated speech,

reflected speech,

Answers to questions on a familiar picture,

Self-description of familiar pictures,

Retelling a short story

Spontaneous speech (story from unfamiliar pictures),

Normal speech (conversation, requests, etc.).

E. F. Rau sees the task of speech therapy work in that, through systematic planned classes, to free the speech of stuttering children from tension, to make it free, rhythmic, smooth and expressive, and also to eliminate pronunciation errors and develop clear, correct articulation. All classes on the re-education of the speech of stuttering children are divided into 3 stages according to the degree of increasing complexity.

At the first stage, exercises are offered in joint and reflected speech, in the pronunciation of memorized phrases, poems. Declamation is widely used.

At the second stage, children practice in the oral description of pictures on questions, in compiling an independent story based on a series of pictures or on this topic, in retelling the content of a story or fairy tale read by a speech therapist.

At the third, final stage, children are given the opportunity to consolidate the acquired skills of fluent speech in everyday conversation with other children and adults, during games, classes, conversations, and at other moments in a child's life.

The methods of N. A. Vlasova and E. F. Rau are based on a different degree of speech independence of children. The undoubted merit of these authors lies in the fact that they were the first to propose and use a step-by-step sequence of speech exercises in work with young children, developed instructions for the individual stages of the system for correcting the speech of stuttering preschoolers. For many years, the proposed method has been one of the most popular in practical work with stuttering children. Currently, speech therapists use many of its elements.

Mironova's technique

S. A. Mironova proposed a system for overcoming stuttering in preschoolers in the process of passing the program of middle, senior and preparatory groups kindergarten by sections: Acquaintance with the surrounding nature, Development of speech, Development of elementary mathematical representations, Drawing, modeling, application, design.

When passing through the program of a mass kindergarten with stuttering children, some of its changes are proposed related to the speech abilities of children: use at the beginning school year material of the previous age group, rearranging some topics of classes, lengthening the time for studying more difficult topics, etc.

Corrective tasks of the first quarter consist in teaching the skills to use the simplest situational speech in all classes. It occupies a significant place vocabulary work: expansion of the dictionary, clarification of the meanings of words, activation of the passive vocabulary. It is assumed that the speech therapist himself is particularly demanding on the speech: the questions are specific, the speech consists of short precise phrases in different versions, the story is accompanied by a display, the pace is unhurried.

The correctional tasks of the second quarter are to consolidate the skills of using situational speech, in a gradual transition to elementary contextual speech and in teaching storytelling on questions of a speech therapist and without questions. A large place is occupied by work on a phrase: a simple, common phrase, the construction of phrases, their grammatical design, the construction of complex sentences, the transition to composing a story. The sequence of studying program material is changing. If in the first quarter, in all classes, children get acquainted with the same subjects, then in the second quarter, subjects are not repeated, although objects are selected that are close in terms of the common theme and purpose.

The correctional tasks of the third quarter are to consolidate the skills of using previously learned forms of speech and to master independent contextual speech. A significant place is given to work on compiling stories: on visual support, on questions of a speech therapist, and an independent story. The practice of children in contextual speech is increasing. In the third quarter, the need for a slow study of the program, which is typical for the first stages of education, disappears, and classes are approaching the level of a mass kindergarten.

Corrective tasks of the fourth quarter are aimed at consolidating the skills of using independent speech of varying complexity. A large place is occupied by work on creative stories. Along with this, the accumulation of the dictionary continues, the improvement of the phrase, begun at the previous stages of learning. In speech, children rely on the questions of a speech therapist, on their own ideas, express judgments, and draw conclusions. Visual material is almost never used. The questions of the speech therapist relate to the process of the upcoming work, conceived by the children themselves. remedial education It is aimed at observing the logical sequence of the transmitted plot, at the ability to give additional explanations, clarifications.

The methods of N. A. Cheveleva and S. A. Mironova are based on teaching stuttering children to gradually master the skills of free speech: from its simplest situational form to its contextual one (the idea belongs to Prof. R. E. Levina). Only N. A. Cheveleva does this in the process of developing the manual activity of children, and S. A. Mironova does this when passing through different sections of the kindergarten program. The very principle of the necessary combination of the tasks of correctional and educational work with stuttering children should be considered correct and necessary in speech therapy practice.

Cheveleva's technique

A peculiar system of corrective work with stuttering preschoolers in the process of manual activity was proposed by N. A. Cheveleva. The author proceeds from the psychological concept that the development of a child's coherent speech is carried out by moving from situational speech (directly related to practical activities, with a visual situation) to contextual (generalized, related to past events, with missing objects, with future actions), and then, throughout the preschool period, contextual and situational forms of speech coexist (S. L. Rubinshtein, A. M. Leushina). Therefore, the sequence of speech exercises with stuttering children is seen in a gradual transition from visual, lightweight forms of speech to abstract, contextual statements and includes the following forms: accompanying, final, preliminary.

The system of sequential complication of speech also provides for a gradual complication of objects of activity through an increase in the number of individual elements of work into which the entire labor process breaks down in the manufacture of handicrafts.

This system for overcoming stuttering in children includes 5 periods:

Propaedeutic. The main goal is to instill in children the skills of organized behavior, to teach them to hear the laconic but logically clear speech of a speech therapist, its normal rhythm, to temporarily limit the speech of the children themselves.

accompanying speech. In this period, children's own speech is allowed about the actions they simultaneously perform. The greatest situationality of speech is provided by constant visual support. At the same time, it becomes more complicated due to the change in the nature of the questions of the speech therapist and the corresponding selection of crafts.

Closing speech - children describe the work already done or part of it. By regulating (gradually increasing) the intervals between the child's activity and his response to what has been done, a different complexity of the final speech is achieved. With a gradual decrease in visual support for the work performed, a sequential transition to contextual speech is carried out.

Introductory speech - children talk about what they intend to do. They develop the ability to use speech without visual support, plan their work, name and explain in advance the action that they have yet to do. Getting more complicated phrasal speech: children pronounce several phrases related in meaning, use phrases of complex construction, build a story on their own. In this period, they are taught to think logically, to express their thoughts consistently and grammatically correctly, to use words in their exact meaning.

3reinforcing skills independent speech provides for children's stories about the entire process of making a particular craft, their questions and answers about their activities, statements on own will etc.

In the methodology of N. A. Cheveleva, the principle of sequential complication of speech exercises in the process of manual activity is implemented on the basis of one of the sections of the Program for the upbringing and education of children in kindergarten.

Seliverstov's technique

V. I. Seliverstov’s technique is mainly designed to work with children in medical institutions (in outpatient and inpatient settings) and involves the modification and simultaneous use of different (known and new) methods of speech therapy work with them. The author believes that the work of a speech therapist should always be creative, and therefore, in each case, a different approach is needed for children in search of the most effective methods for overcoming stuttering.

In the scheme proposed by the author of successively complicated speech therapy sessions with children, 3 periods are distinguished (preparatory, training, fixing), during which speech exercises become more complicated depending, on the one hand, on the degree of independence of speech, its readiness, loudness and rhythm, structure, and on the other hand. the other - from the different complexity of speech situations: from the situation and the social environment, from the types of activities of the child, in the process of which he verbal communication.

Depending on the level (threshold) of free speech and the characteristics of the manifestation of stuttering in each case, the tasks and forms of speech exercises differ for each child in the conditions of speech therapy work with a group of children.

A prerequisite for speech therapy classes is their connection with all sections of the Program for the upbringing and education of children in kindergarten, and above all with the game as the main activity of a preschool child.

Treatment of stuttering in children and adults (+DVD)

This is an excellent practical guide to using complex techniques, programs and devices to eliminate stuttering. A description is given of both traditional, time-tested and highly effective methods of stuttering correction, as well as new ones that have appeared in last years techniques.

Videos for these techniques are provided on the accompanying DVD. Also on the disk is the Zaikanie.NET program for the correction of stuttering and logoneuroses, offered to readers free of charge under a cooperation agreement between the Institute information technologies in Education UNESCO and the National Research Center for Biocybernetics (Moscow). Using Personal Computer, microphone and headphones, you or your loved ones who have a stuttering problem can already today use this program to get tangible benefits and begin to restore fluency in speech.

The book is intended for parents, high school students and students facing the problem of stuttering. Undoubtedly, the publication is also of interest to professionals: speech therapists, neurologists, students of medical and pedagogical universities.

The book is a collection role playing and functional training in the correction of stuttering, as well as practical tasks designed to reduce fixation on a speech defect and overcome the fear of speech communication.

The book also includes exercises aimed at developing communication skills, games, and tasks to improve psychological and speech skills, skills of interaction with the interlocutor.
The author of the book - Paruyr Iyanesovich Isaguliev - devoted more than forty years to psychological and pedagogical work with stuttering adolescents and adults.

The book is addressed to teenagers and adults suffering from stuttering, as well as to parents, psychologists, teachers, defectologists.

S. A. Mironova proposed a system for overcoming stuttering in preschoolers in the process of passing the program of the middle, senior and preparatory groups of the kindergarten in the sections: “Introduction to the surrounding nature”, “Speech development”, “Development of elementary mathematical concepts”, “Drawing, modeling, application, design”.

î Corrective tasks of the first quarter consist in teaching the skills to use the simplest situational speech in all classes. Dictionary work occupies a significant place: expansion of the dictionary, clarification of the meanings of words, activation of the passive vocabulary. It is assumed that the teacher-defectologist is especially demanding on the speech: the questions are specific, the speech consists of short precise phrases in different versions, the story is accompanied by a demonstration, the pace is unhurried.

î Corrective tasks of the second quarter are to consolidate the skills of using situational speech, in a gradual transition to elementary contextual speech and in teaching storytelling on questions of a speech therapist and without questions. A large place is occupied by work on a phrase: a simple, common phrase, the construction of phrases, their grammatical design, the construction of complex sentences, the transition to composing a story. The sequence of studying program material is changing. If in the first quarter, in all classes, children get acquainted with the same subjects, then in the second quarter, the subjects are not repeated, although objects are selected that are similar in terms of common theme and purpose.

î Corrective tasks of the third quarter consist in consolidating the skills of using previously learned forms of speech and in mastering independent contextual speech. A significant place is given to work on compiling stories: on visual support, on questions of a speech therapist, and an independent story. The practice of children in contextual speech is increasing. In the third quarter, the need for a slow study of the program, which is typical for the first stages of education, disappears, and classes are approaching the level of a mass kindergarten.

î Corrective tasks of the fourth quarter are aimed at consolidating the skills of using independent speech of varying complexity. A large place is occupied by work on creative stories. Along with this, the accumulation of the dictionary continues, the improvement of the phrase, begun at the previous stages of learning. In speech, children rely on the questions of the defectologist teacher, on their own ideas, express judgments, and draw conclusions. Visual material is almost never used. The questions of the speech therapist relate to the process of the upcoming work, conceived by the children themselves. Correctional training is aimed at observing the logical sequence of the transmitted plot, at the ability to give additional explanations and clarifications.

TOPICS FOR THE ACADEMIC YEAR

September

3 week --- Vegetables

4 week --- Fruits, berries

OCTOBER

1 Week --- Mushrooms

2 weeks --- Autumn- marvelous time

3 week --- Trees, shrubs

4 weeks --- Migratory birds

NOVEMBER

1 Week --- Toys

Week 2 --- Your wonderful body

3 weeks --- My family

Week 4 --- Clothes, shoes, hats

DECEMBER

1 week --- Wintering birds

2 weeks --- Products food

3 week --- Tableware

4 week --- New year --- happy holiday

JANUARY

1 Week --- Holidays

2nd week --- Winter fun

3 week --- Homemade animals and their babies

4 weeks --- Poultry and their chicks

FEBRUARY

1 Week --- Animals our forests

2 week --- Furniture

3 week --- Defenders Fatherland

4 weeks --- Who to be?

MARCH

2 weeks --- Animals of cold countries

3 week --- Animals of hot countries

4 week --- Holidays

APRIL

1 Week --- Spring. spring awakening

2nd week --- Migratory birds

3 week --- Transport.

4 weeks --- My homeland --- Belarus. My city

MAY

1 week --- Victory Day

2nd week --- School. school supplies

3 week --- Insects

4 week --- Plants meadows, forests

The methods of N. A. Cheveleva and S. A. Mironova are based on teaching stuttering children to gradually master the skills of free speech: from its simplest situational form to its contextual one (the idea belongs to Prof. R. E. Levina). Only N. A. Cheveleva does this in the process of developing the manual activity of children, and S. A. Mironova does this when passing through different sections of the kindergarten program. The very principle of the necessary combination of the tasks of correctional and educational work with stuttering children should be considered correct and necessary in speech therapy practice.

Appendix 2

Methodology Cheveleva N.A.

Correction of stuttering during manual productive activities

The development of a child's coherent speech goes from situational speech (direct connection with practical activities, with a visual situation) to contextual speech (generalized, related to past events, future actions).

The sequence of exercises:

From visual lightweight forms of speech to abstract, contextual statements.

5 correction periods:

1 period - propaedeutic

î temporary restriction of speech

î acceptance of a speech pattern (rhythm, clarity)

2 period - accompanying speech

î children's own active speech about simultaneously accompanied actions (visual support)

î complication of questions and answers, repeated pronunciation, variability of answers

In all the lessons of this period, the children speak (answering the questions of the teacher) only about what they are doing at the moment, they talk about some particular element of work they are doing (“I paste ...”, “I cut ... ”, “I color ... ”, etc.). Such a speech is called an accompanying speech.

3rd period - final speech

î children use accompanying and final speech (describe the actions performed)

î intervals between the child's activity and his response are regulated

4 period - preliminary speech

children use preliminary speech (what is he going to do? - speech without visual support, speech planning)

î phrasal speech becomes more complicated (from several connected phrases to an independent story)

5 period - consolidation of independent speech skills

detailed contextual speech at different stages of activity.

The development of speech of preschoolers on speech therapy classes, a book for a speech therapist, Mironova S.A.

This book summarizes the experience of speech therapy work with children with speech disorders of early and younger preschool age.
The purpose of the book is to acquaint speech therapists and educators with the specifics of work on the development of speech of children of early and younger preschool age and their correction. speech disorders in specially organized groups. According to the "Model Regulations on Preschool Institutions ..." the contingent of these groups are children with alalia, aphasia, dysarthria, rhinolalia, who have babble or pronounced underdevelopment of speech.

What to teach children.

The education of children in the first year of life is aimed at developing emotional communication (evoking and maintaining voice reactions) and understanding addressed speech. In the second year of life, the understanding of adult speech is improved and the child's own active speech appears.
One of the main tasks of raising babies is to form their need for communication. The need for communication arises very early, by the end of the first month of life, and is expressed in the appearance of the so-called revitalization complex in response to an adult's smile.
To educate the need for emotional communication in the first year of life, one should first develop the visual and auditory concentration of children, and then attention to the addressed speech of adults and its understanding.
The development of visual and auditory concentration in children, attention to speech and its understanding is carried out in the process of the child's cognition of objects and phenomena of the surrounding reality, i.e. the formation of speech and cognitive processes occurs simultaneously. For the successful development of children's attention to speech and its understanding in speech therapy classes, first toys or real objects are used, and then pictures. Great importance also has the direct active participation of the child himself in the process of cognition of a particular subject. To do this, the child's actions with it are included in the process of familiarization with the subject.

Free download e-book in a convenient format, watch and read:
Download the book The development of speech of preschoolers in speech therapy classes, a book for a speech therapist, Mironova S.A. - fileskachat.com, fast and free download.

• Innovative technologies in the professional training of bachelors, Monograph, Mironova S.P., Olkhovskaya E.B., Sapegina T.A., 2019
• Speech therapy games and tasks, sounds S, L, R, Sh, Pyatibratova N.V., 2013

The following tutorials and books.

On stuttering in preschool children. M., Pediatrics, 1974. No. 7.

Founders of Russian speech therapy

Vlasova Natalia Alexandrovna (1899-1989)

Speech therapist-defectologist, candidate of pedagogical sciences, professor. Graduated from the 2nd Moscow State University (now MSGU). In 1929, with Professor V. A. Gilyarovsky, she organized in the hospital. Solovyov playground, where logo-therapeutic assistance was provided to stuttering children.

For the first time, speech therapy rhythmics was introduced at the playground at the Solovyov Hospital N. A. Vlasova, together with Professor V. A. Griner.

In 1964, N. A. Vlasova was invited to work at the Research Institute of Psychiatry. Serbsky to the laboratory of speech pathology. Author of numerous scientific and practical works. For many years she collaborated with the Faculty of Rehabilitation of the University of Berlin. Humboldt, together with Professor K. P. Becker, she wrote the monograph "Stuttering"; the textbook "Speech therapy" by K. P. Becker and M. Sovak was translated and edited.

The name of N. A. Vlasova worthily stands among those who have made a great contribution to the development of domestic speech therapy.

Major writings

Speech therapy work with stuttering preschoolers. M., 1955.

Dobrogaev Sergey Martyanovich (1873, date of death unknown)

Neurologist, professor. Worked as head Department of Physiology, Pathophysiology of Speech, Logotherapy and Speech Therapy from 1932 to 1935 in Leningrad. Most of his work is associated with LGPI im. A. I. Herzen. Lectures, experimental research are devoted to the issues of physiology, pathophysiology and speech therapy. On the problems of speech, scientific works in the field of deaf pedagogy and speech therapy have been published.

Major writings

Physiological and social elements in the doctrine of human speech / RANION Research Institute Comparative, Lit. History. and yaz. West and East. L., 1929.

Sound-Pronouncing Speech of Normally Hearing and Kinetic Speech Communication of the Deaf-Mute // Language and Thinking: Sat. Art. / Academy of Sciences of the USSR. Institute of Language and Thinking. L., 1934.

Synopsis of courses in the physiology of speech, pathophysiology of speech and logotherapy / LGPI. L., 1934.

Ippolitova Anastasia Gavrilovna (1902-1986)

Her career began in an orphanage for deaf and dumb children, then she entered the defectological faculty of the 2nd Moscow State University, after which she received the specialty of a deaf and speech therapist. She worked in various special institutions in Moscow, and since 1946 - in the Central Neuropsychiatric Dispensary for Children and Adolescents, combining practical work a speech therapist with a scientific research at the Research Institute of Defectology of the APS of the RSFSR and a pedagogical one - at the Moscow State Pedagogical Institute. V. I. Lenin. At the same time, she became the chief methodologist of Moscow.

The theoretical and practical development of a system of methodological methods for setting sound pronunciation in children with pseudobulbar dysarthria and rhinolalia, carried out by her, was a valuable contribution to defectological science.

Major writings

Speech therapy classes for rhinolalia in the preoperative period. M., 1963.

Open rhinolalia. M., 1983.

Levina Roza Evgenievna (1908-1989)

In 1927 she entered the 2nd Moscow State University. In 1933, she headed a medical and pedagogical group formed at the EDI to work with Alalik children. In 1951, she published the book “Experience in the study of non-speaking children (alaliks)”, where for the first time in speech therapy the principles of a systematic analysis of the speech and mental insufficiency of alaliks were consistently stated. The main provisions and conclusions of this work are still of paramount differential diagnostic significance for the theory and practice of speech therapy.

The most significant scientific merit of Professor Levina is considered to be the construction of the concept of general underdevelopment of speech. In 1961, she completed an extensive study, the results of which were presented in her doctoral thesis "Impairment of writing in children with underdevelopment of speech." For the first time, an analysis was made of the various components of speech activity that affect the nature of writing disorders: the individual characteristics of compensation are described in accordance with the different structure of the writing defect. The result of a significant period of scientific activity of R. E. Levina was the book “Fundamentals of the Theory and Practice of Speech Therapy” (1968), widely known to speech therapists, written by a team of employees under her direct supervision. A significant contribution to the development of the organization of speech therapy assistance in the system of educational institutions was the psychological and pedagogical classification of speech disorders developed by her.

An outstanding scientist in the field of speech therapy, R. E. Levina has always been the highest authority for scientists, teachers, organizers of correctional education - everyone who was busy with the problem of overcoming speech disorders in children.

Major writings

Experience in the study of non-speaking children. M., 1954. Violation of writing in children with underdevelopment of speech. M., 1961.

Fundamentals of the theory and practice of speech therapy. M., 1968.

Lyapidevsky Sergey Semenovich (1903-1975)

He began his career with work in children's labor colonies and orphanages for abnormal children as a teacher-educator. After graduating from the pedagogical faculty of the 2nd Moscow State University in 1925, he was sent to work in Kazan and entered the medical faculty of Kazan University. In the 30s. together with A. I. Dyachyu-vym, he organized the Moscow regional and city defectological cabinet, and in 1932 - the defectological faculty and the department of defectology at the Moscow City Pedagogical Institute.

During the years of the Great Patriotic War served in the ranks of the Soviet army. From 1946 to 1965 he worked at the Research Institute of Defectology of the APN of the RSFSR. In 1955 he was elected head of the department

psychopathology and speech therapy Moscow School of Medicine. V. I. Leniv, in 1962 he was awarded the title of professor.

The combination of two professions - a teacher and a doctor - contributed to the formation of S. S. Lyapidevsky as a versatile scientist with a wide range of interests. He is the author and editor of textbooks for high school, monographs, collections of articles. From 1946 to 1955 he was a UNESCO expert in defectology, he contributed to the establishment of scientific relations with defectologists in a number of countries. His works have been published in Romania and Yugoslavia.

Scientific and pedagogical and social activity S. S. Lyapidevsky was highly appreciated. He was awarded the Order of the Red Star, medals, and a Certificate of Honor from the Supreme Soviet of the RSFSR. For great merits in pedagogical activity and in the development of special pedagogy, he was awarded the medal to them. K. D. Ushinsky.

Major writings

Speech disorders in children and adolescents // Ed. S. S. Lyapidevsky. M., 1969.

Anatomical and physiological mechanisms of speech (co-authored). M., 1969.

Orfinskaya Vera Konstantinovna (1899-1971)

She studied in Petrograd at the ethnological and linguistic department of the university. Its teachers and leaders of the first scientific works there were world-famous scientists, professors-linguists M. G. Dolobks and L. V. Shcherba. For several years she studied at the Faculty of Biology, where she seriously studied the courses of anatomy, histology, and physiology under the guidance of A. A. Ukhtomsky.

Even in the pre-war years, she took up the study of dysgraphia in primary school students. In 1928, she continued her research at the Otophonetic Institute, where children with various types of pathology were examined, brought up and trained: deaf, deaf-blind, stuttering, alaliki, etc.

In 1934 she became the head of the institute's phonological and speech therapy laboratory.

Her research activity since the war years has focused mainly on the problem of alalia and aphasia.

For the first time in the history of speech therapy, V.K. Orfinskaya conducted a comparative linguistic study of such complex speech disorders as aphasia and alalia. The linguistic classification developed by her presents not only the leading disorders, but also the nature of the inferiority of language systems, their relationship with gnostic-practical disorders, describes in detail the symptoms of language disorders, manifestations of violations of the phonemic, morphological, syntactic systems of the language.

The results of a comparative linguistic study of alalia and aphasia were summarized by V.K. Orfinskaya in her doctoral thesis, which she defended in 1960 at the Leningrad State Pedagogical Institute named after. A. I. Herzen at the Faculty of Defectology.

Major writings

Controversial issues of teaching hearing children without speech. L., 1959.

Principles of constructing a differential methodology for teaching alalias based on the linguistic classification of alalia forms. L., 1963.

Methods of work on preparation for literacy of children-alaliks and anartriks. L., 1963.

Pravdina Olga Vladimirovna (1894-1977)

She graduated in 1917 from the Faculty of Physics and Mathematics of the Moscow Higher Women's Courses. In 1920-21 uch. At her request, she was sent on a one-year course on children's disabilities, and a year later she began working in the medical and pedagogical clinic of the People's Commissariat of Education as a speech therapist. Its ideological leaders were the well-known scientists F. A. Pay and Yu. A. Florenskaya.

From 1933 to 1936, O. V. Pravdina worked in a speech therapy clinic at the association named after. N. A. Semashko. Since 1936, she began working as a speech therapist at the Scientific and Practical Institute (now the Institute of Correctional Pedagogy of the Russian Academy of Education).

During the Great Patriotic War she defended her dissertation for degree candidate of pedagogical sciences on the topic: "Severe childhood dysarthria in speech therapy practice." On September 10, 1952, she began working at the Department of Psychopathology and Speech Therapy of the Moscow School of Art. V. I. Lenin under the leadership of S. S. Lyapidevsky.

In 1969, her textbook "Speech Therapy" was published for defectology and preschool faculties, as well as for speech therapists and students of pedagogical schools.

Currently, a number of well-known methodologists are actively working in the field of speech therapy - students of Olga Vladimirovna Pravdina, who continue the work of training speech therapy personnel for Russian Federation.

Major writings

Album on the correction of speech disorders in aphasia (experience in the hospital). M., 1945-49. speech therapy. M., 1973.

PayFedor Andreevich (1868-1957)

Soviet defectologist, corresponding member. APN RSFSR, dr ped. sciences, professor. Developed issues of theory and practice in burdopedagogy and speech therapy. For many years he headed the Arnold-Tretyakov School of the Deaf and Dumb (later the Moscow Institute of the Deaf and Dumb).

The initiator of the first events for the organization of speech therapy assistance in the country. He paid much attention to the training of deaf teachers and speech therapists, he is one of the organizers of higher defectological education.

For many years he headed the Department of Deaf Pedagogy and Speech Therapy of the Moscow State Pedagogical Institute named after M.V. V. I. Lenin. He is the author and editor of a large number of printed works (monographs, articles, textbooks, teaching aids) on deaf education and speech therapy. Awarded the Order of Lenin.

Main works

Primer for Schools for the Deaf and Dumb (with H. A. Pay). M., 1940.

Methods of teaching the deaf and dumb to pronunciation (jointly with F. F. Pay). M., 1959.

Guidelines for the book by M. G. Gening and A. Kopeikina "Learn to speak correctly." M., 1931.

PayElena Fedorovna (1889-1969)

The name of E.F. Pay is known to defectologists of all generations. Candidate Ped. sciences, associate professor. She (like F. A. Pay and N. A. Pay) stood at the origins of the development of domestic deaf and speech therapy, working with deaf and non-speaking preschoolers. At the Moscow Institute of Pediatrics, she opened a hospital for deaf children from 2-3 months to 2 years old, as well as a hearing room for children with hearing and speech impairments. In 1935, on her initiative, the first nurseries for children of early and pre-preschool age with hearing and speech impairments were opened. In 1954-56 she combined work in the health department of Moscow with teaching at the preschool department of the defectology faculty of the Moscow State Pedagogical Institute named after M.I. V. I. Lenin. From 1956 to 1969, E. F. Pay was an associate professor at the Department of Defectology at the Moscow State Institute of Physics and Technology, the author of many well-known scientific papers.

Major writings

About stuttering in preschool children. M., 1958.

Education of the correct sound pronunciation in children (advice to parents). M., 1961.

Speech therapy - a textbook for part-time students (co-author). M., 1969.

Traugott Natalia Nikolaevna (1904-1994)

Dr. med. Sciences Professor Natalia Nikolaevna Traugott worked together with I. P. Pavlov, L. S. Vygotsky, A. G. Ivanov-Smolensky, L. A. Orbeli.

From the 30s. began to study the physiology of VID in persons with speech pathology, as well as in patients with psychopathological syndromes. Her scientific interests later included the study of interhemispheric interaction. For the first time in the history of science, she experimentally studied the work of human analyzers in local brain lesions, studied the work of the auditory analyzer in childhood hearing loss, alalia and aphasia. She managed to differentiate sensory alalia from hearing loss according to the specifics of auditory dysfunction. She was the first in domestic and world physiology to identify and describe the phenomenon of circuit acupathy as a general mechanism for impaired non-speech and speech hearing.

Under the direction of N. N. Traugott in the laboratory of pathology of higher nervous activity IEFiB them. I. M. Sechenov, which she headed in 1956, conducted research on analyzer systems. At the end of the 60s. the laboratory turned to the study of the problem of interhemispheric interaction.

Until the last day of her life, Natalia Nikolaevna consulted children with speech, intellectual and behavioral anomalies.

Consultations of patients with speech pathology, children and adults, which were conducted with the participation of N. N. Traugott, were open to all speech therapists in the city. They were visited by neuropathologists, neuropsychologists, and specialists in related disciplines: audiologists, psychiatrists, linguists, neurophysiologists. It was a good school for everyone who worked with complex forms of speech pathology.

Major writings

To the question of the organization and methodology of speech work with motor alalias // Speech disorders in childhood. L., 1940.

Hearing impairment in sensory alalia and aphasia (co-author). L., 1975.

Feldberg David Vladimirovich (1873-1942)

Doctor of Medicine, Professor D. V. Feldberg graduated from the Medical Faculty of Kiev University (1897) and the natural department of the Faculty of Physics and Mathematics of St. Petersburg University. He worked at the Pedagogical Courses of the Frebel Society (1911-1916). At the Pedagogical Institute of Preschool Education, he held the position of Professor of the Department of Child Hygiene. From 1918 to 1925 he was the head. Department of Deaf Pedagogy and Speech Therapy. He was the organizer of this department. From 1925 until 1938, he served as dean of the defectological faculty of the Leningrad State Pedagogical Institute. A. I. Herzen. At the same time he was the director of the Otophonetic Institute.

Research interests: teaching children with hearing and speech impairments.

Major writings

Programs in deaf pedagogy and speech therapy: (For the defect-tolerant department of the pedagogical college) / Comp. Feldberg D. V. L., 1931.

Tables of speech articulation: Insolent poison. method-, textbook. allowance for special publ. speeches and singers / Ed. D. V. Feldberg / Leningrad. scientific-practical. Institute for diseases of the ear, nose, throat and speech. L., 1934.

Hearing problem in akupats // Methods of research and education of hearing and rhythm in hard and hard of hearing children (school acumetry, acupedia and rhythmopedia). SPb-M., 1936.

Khvattsev Mikhail Efimovich (1883-1977)

He began his scientific activity in 1926.

Since 1934, his life and work has been inextricably linked with the defectological faculty of the Leningrad State Pedagogical Institute. A. I. Herzen, where for three decades he conducted active pedagogical and scientific work: he lectured courses on speech therapy, as well as on the psychology of the deaf and the method of teaching the deaf to pronunciation, while simultaneously forming the content of these courses.

Already in 1930, the first book written by him, "Speech Defects", was published. Further - "Speech therapy", which has withstood five editions and is still the most complete and comprehensive guide in the field of speech pathology.

He has written over 70 scientific papers, which are addressed not only to speech therapists, but also to teachers of public schools, preschool teachers and parents, and even speech pathologists themselves (teenagers and adults).

Mikhail Efimovich always showed special concern for the methodical association of Leningrad school speech therapists he created, which he led for several decades, being head of the department of deaf pedagogy.

Mikhail Efimovich Khvattsev was a true patriot; he always showed great concern for the fact that domestic speech therapy was adequately represented abroad. The government highly appreciated the scientific, pedagogical and social activities of Professor M. E. Khvattsev: he was awarded the order of the Red Banner of Labor and many medals, as well as the badge "Excellence in Public Education".

Major writings

Logopedic work with children of preschool age. M., 1957.

Language deficits in students. M., 1958. Speech therapy. Textbook. M.-L., 1959.

Notable Speech Pathologists

Bein Esfir Solomonovna (1907-1981)

Neuropsychologist, Doctor of Biol. Sciences, professor, student and friend of L. S. Vygotsky and A. R. Luria.

From 1954-1976 head of the group of neuropsychology and speech therapy at the Research Institute of Neurology at the USSR Academy of Medical Sciences, author of a large number of studies on the problems of psychology, speech disorders and recovery in aphasia (aphasia and ways to overcome it).

Major writings

Paraphasia in various types of aphasia. M., 1961. Manual for the restoration of speech in patients with aphasia (associate). M., 1962.

Aphasia and ways to overcome it. M., 1964.

Belyakova Lidia Ivanovna

Graduated in 1952 from the Moscow Medical Institute. I. P. Sechenov with a degree in General Medicine. Then she worked in the psychology laboratory under the guidance of prof. K. K. Platonova, later graduated from the graduate school of the Institute of Higher Nervous Activity of the USSR Academy of Sciences.

Since 1961 - a researcher at the Laboratory of Higher Nervous Activity of the USSR Academy of Medical Sciences, since 1968 she worked in the laboratory of speech pathology of the Institute of General and Forensic Psychiatry. V. P. Serbian. Since 1981, she has been the head of the department of speech therapy at the Moscow State Pedagogical Institute.

In 1962 she defended her dissertation for the degree of candidate of medical sciences. And in 1982 - Doctor of Medical Sciences on the topic: "Clinical and physiological analysis of the central mechanisms of stuttering." In 1987 she received the title of professor. She has about 150 scientific and scientific-methodological publications, including co-authored 5 monographs, 2 of them in German, 3 textbooks and a chapter in the textbook "Speech Therapy", which are stamped by the Ministry of Education of the Russian Federation. Scientific interests of L. I. Belyakova are connected with the study of the higher nervous activity of children, speech ontogenesis, pathogenetic mechanisms of stuttering.

Actively participates in the development of educational standards, as well as peer review educational programs in speech therapy.

Major writings

Problematic approach to the analysis of pathogenetic mechanisms of stuttering // Stuttering: problems of theory and practice. M., 1992.

Comparative analysis of speech and language parameters in persons with normal speech and stuttering // Psycholinguistics and modern speech therapy. M., 1997.

Stuttering (co-authored) M., 1998.

Vinarskaya Elena Nikolaevna

Professor, Doctor of Sciences, hereditary defectologist, known not only in Russia but also abroad. The area of ​​her research is the problems of defectology (including speech therapy), the problems of aphasiology of early speech development of children. In the works of Elena Nikolaevna, aspects of neurology, neurophysiology, neuropsychology, linguistics, psycholinguistics and speech therapy are brilliantly presented. As a scientist, she was formed under the influence and in collaboration with O. V. Pravdina, E. S. Bein, V. B. Kasevich. All her scientific research is connected with the names of L. S. Vygotsky and A. R. Luria. EN Vinarskaya has her own scientific school. She has written a large number of works that address the issues of diagnosis, correctional and rehabilitation education of children and adults with speech disorders.

Major writings

Clinical problems of aphasia. M., 1971.

Dysarthria and its topical-diagnostic significance in the clinic of focal brain lesions (co-authors). Tashkent, 1973.

Early speech development of the child and problems of defectology. M., 1987.

Vizel Tatyana Grigorievna

In 1961 she graduated from the defectological faculty of the Moscow State Pedagogical Institute named after. V. I. Lenin. After graduating from the institute, she worked as a speech therapist with children for 5 years, and then at the Research Institute of Neurology of the USSR Academy of Medical Sciences, she specialized in neuropsychology and rehabilitation education for patients with aphasia and began working with patients as a practical speech therapist.

Under the guidance of E. S. Bain, she wrote her Ph.D. thesis “Some features of the grammatical structure of speech in patients with aphasia”, which she defended in 1976.

Works at the Center for Speech Pathology and Neurorehabilitation, headed by Professor V. M. Shklovsky. The author of 90 publications, has copyright certificates for the methods developed in collaboration with V. M. Shklovsky and T. G. Borovenko, in particular, for the method of using non-verbal communication in aphasia.

For 25 years he has been conducting a regular seminar, as well as continuing education courses for specialists (defectologists, psychologists, doctors) dealing with the problems of speech pathology and other higher mental functions. In 2002 she defended her doctoral dissertation.

Major writings

The study of some features of the grammatical structure of speech in aphasia. M., 1975.

Restoration of speech in patients with aphasia (as a co-author) M., 1982.

Neurolinguistic analysis of aphasias. M., 2001.

Vlasenko Igor Tikhonovich (1941-2003)

How the scientist was formed in scientific school E. S. Bain. Late 70s and early 80s. worked as an employee of the laboratory of speech therapy of the Research Institute of Defectology of the Academy of Pedagogical Sciences of the USSR under the guidance of R. E. Levina. Then he headed this laboratory, and later became deputy director for scientific work at the USSR Research Institute of Defectology. At all stages of his creative life, his scientific interests were connected with the psychological problems of aphasia and alalia.

Major writings

On the features of associative processes in patients with motor aphasia. M., 1973.

Verbal paraphasia in patients with motor and sensory aphasia (co-authors) // Defectology. M., 1975. No. 4.

Features of verbal thinking of adults and children with speech disorders. M., 1990.

Volkova Galina Anatolievna

She graduated from the defectological faculty of the Leningrad State Pedagogical Institute. A. I. Herzen in 1959. From 1959 to 1966 worked as a speech therapist in a children's clinic and a neuropsychiatric dispensary in Vladivostok.

Student of Professor M. E. Khvattsev. In 1972, she successfully defended her dissertation for the degree of candidate of pedagogical sciences on the topic: “Stuttering in preschool children and corrective work with them according to the system of games. She developed a new discipline - logopathopsychology, the science of the psychological development of persons with speech disorders.

She is the author of more than 120 scientific papers, including a trial handwritten version of the prospectus of the textbook "Speech Therapy". He also participates in the creation of the author's prospectus, which was subsequently approved by the MP of the USSR. Co-author of the textbook "Speech therapy", "Anthology on speech therapy" in 2 volumes (problems of stuttering and aphasia). Author of educational and methodical manuals. Candidate's dissertations were defended under the guidance of Professor G. A. Volkova.

In 1991, she created the Association of Speech Pathologists of St. Petersburg and the region.

Major writings

Game activity in the elimination of stuttering in preschoolers. M., 1983.

Logopedic rhythm. M., 1985, 1998.

Speech therapy / Ed. L. S. Volkova (chapter of the textbook). M., 1989, 1995, 1998, 2002.

Reader on speech therapy (compiler of sections 5, 7). M., 1997.

Volkova Larisa Stepanovna

In 1952 she graduated from the defectological faculty of the Leningrad State Pedagogical Institute. A. I. Herzen and was enrolled in the staff of the Department of Deaf Pedagogy. She worked as a senior teacher, for several years she was in charge of the Department of Primary School Pedagogy at the Leningrad State Pedagogical Institute. V. Latsis in Liepaja. In 1965 she defended her PhD thesis.

In 1970, she was again invited to work at the Leningrad State Pedagogical Institute. A. I. Herzen, was elected Dean of the Faculty of Defectology and Associate Professor of the Department of Psychopathology and Speech Therapy. In 1983 she defended her doctoral thesis, and in 1985 she was awarded the academic title of professor. Since 1980, he has been the head of the Department of Psychopathology and Speech Therapy, which was later transformed into the Department of Speech Therapy.

Larisa Stepanovna Volkova is a scientist-teacher, a prominent organizer of science, who has done a lot for the development of domestic defectology and speech therapy, and the training of scientific and pedagogical personnel. Under her scientific guidance in the field of speech therapy, dissertations have been prepared. At the department of speech therapy created by her and led in the past at the Russian State Pedagogical University. A. I. Herzen formed her scientific school.

He is a member of the Educational and Methodological Council for Defectology under the Ministry of Education of the Russian Federation. For many years she was a member of the editorial board of the scientific and methodological journal Defectology. Working for 10 years as the dean of the faculty of defectology and for 15 years as head of the department of speech therapy, she made a great contribution to the development of higher defectology education.

On behalf of the Ministry of Education of the USSR, L. S. Volkova became the author and scientific editor of the textbook "Speech Therapy" (editions 1989, 1995, 2002, 2004), the scientific editor of the two-volume edition "Reader in Speech Therapy" (1997).

She was awarded the Order of the Badge of Honor, the medal "For Valiant Labor", silver medal VDNKh for the creation of the textbook "Speech Therapy", the signs "Excellent student of education of the USSR", "Excellent student of higher education."

By the decision of the Academic Council, she is awarded the title of Honorary Professor of the Russian State Pedagogical University. A. I. Herzen.

In October 1994, by presidential decree, she was awarded the honorary title "Honored Scientist of the Russian Federation", and in September 1998 the title "Laureate of the Government Prize in the field of education of the Russian Federation." Since 1999 he has been working at the Leningrad State Regional University. A. S. Pushkin.

Major writings

Identification and correction of speech disorders in children with profound visual impairments. L., 1991.

Reader on speech therapy, volumes I and II (scientific editor). M., 1997.

Vorobieva Valentina Konstantinovna

Candidate of Pedagogical Sciences, Associate Professor of the Department of Speech Therapy, Moscow State Open Pedagogical University.

She has developed and delivers lecture courses on speech therapy, the basics of psycholinguistics, logopathopsychology and a special course on the author's methodology: "Formation of skills and abilities of coherent speech in children with its systemic underdevelopment."

Works in line with a new direction in speech therapy, associated with the psycholinguistic substantiation of the mechanisms of speech impairment in children with motor alalia. This approach is reflected in her dissertation research, theses and PhD dissertations that she supervises. V. K. Vorobyova carries out qualified activities in the development of standards, curricula in the specialty "Speech Therapy".

She repeatedly made presentations at international and Russian scientific conferences on defectology, she published more than 40 scientific papers, and also prepared a number of teaching aids courses in speech therapy and the basics of psycholinguistics.

Major writings

Formation of coherent speech in students with motor alalia. M., 1986.

Possibilities of forecasting in the process of coherent speech communication by students with systemic speech disorders. SPb., 2001.

On the concept of systemic impairment of speech activity in motor alalia. M., 2002.

Volosovets Tatyana Vladimirovna

In 1987 she graduated from the Department of Speech Therapy of the Faculty of Defectology of the Moscow School of Art. V. I. Lenin, and then graduate school and in 1995 she defended her thesis "Speech therapy work with children 1-3 years old with congenital cleft lip and palate." At MSLU them. V. I. Lenina worked as the deputy dean of the faculty, and at the Moscow City Pedagogical University - as an associate professor of the department of speech therapy; scientific secretary of the university. Currently, he is the head of the special education department of the Ministry of Education of the Russian Federation. He has over 40 scientific papers.

Major writings

Actual problems of personnel training in the specialty "Speech therapy". SPb., 2002.

Overcoming the General Underdevelopment of Speech of Preschoolers - a textbook (author and scientific editor). M., 2002.

Grinshpun Boris Moiseevich (1929-1986)

Graduated from Moscow State Pedagogical Institute. V. I. Lenin, worked as a teacher in Kaluga. Under the scientific guidance of Professor SE. Kryuchkova defended his dissertation in 1963, receiving a PhD in Philology. Since 1958, he worked at the Defectological Faculty as an Associate Professor of the Department of Psychopathology and Speech Therapy (later - the Department of Speech Therapy). Erudite, well-versed in literature, possessing scientific foresight, B. M. Grinshpun was an excellent educator of youth.

They developed a number of sections lecture course in speech therapy. He gave lectures and conducted practical classes on the psychology of speech (the theory of speech activity), spoke at pedagogical readings and scientific conferences, enjoyed prestige and great popularity among colleagues and numerous students.

One of the prominent defectologists in our country, B. M. Grinshpun is the author of several chapters of the modern textbook "Speech Therapy", a number of scientific papers on various aspects of speech therapy. His lectures were consistently successful not only among students, but also among teachers of defectological faculties.

Major writings

On the principles of speech therapy work at the initial stages of the formation of speech and voice in children. M., 1975.

Classification of speech disorders (Ch. in the textbook). M., 1989, 1995, 1998,2002.

Dyslalia (ch. in the textbook). M., 1989, 1995, 1998, 2002.

Ivanov Evgeny Sergeevich

Dr. med. sciences professor, graduated from the medical faculty of the Naval Medical Academy, postgraduate course of the Military Medical Academy (1949). In LGPI, he worked at the Department of Psychopathology and Speech Therapy as an Associate Professor, Head. department (1965-1980), professor (1967); professor of the department anatomical and physiological foundations of defectology (1986-1994). Member of the Great Patriotic War. He was awarded the Order of the Patriotic War, I degree (1944), the Order of the Red Star (1945); 22 medals; badge "Excellence in public education."

Currently, he is a professor at the International University. R. Wallenberg. Scientific research of Evgeny Sergeevich is devoted to the psychopathology of abnormal children; pathogenesis of psychopathological syndromes; mental retardation and speech development. He published more than 140 scientific papers, prepared more than 22 candidates of sciences. E. S. Ivanov was for many years the chairman of the specialized Academic Council for the defense of candidate dissertations. He took an active part in the work of councils and commissions held by the Ministry of Education of the USSR and the Ministry of Education of the RSFSR.

Major writings

Speech Hospital as a Center for Medical, Psychological and Pedagogical Rehabilitation Work for Children with Speech Insufficiency (co-author) / XXXI Herzen Readings "Experience in the Study of Abnormal Schoolchildren". L., 1978.

Clinical study of escapes and aggression in mentally retarded schoolchildren of elementary grades of auxiliary schools // Differential diagnosis of speech and behavior disorders in abnormal children. Interuniversity. Sat. scientific tr. LGPI. L., 1989.

Controversial issues in the diagnosis of early childhood autism // Children's autism: Reader. SPb., 1997.

Kovshikov Valery Anatolievich (1936-2000)

The name of Valery Anatolyevich Kovshikov is closely connected with the Russian State Pedagogical University. A. I. Herzen and the St. Petersburg Research Institute of Ear, Throat, Nose and Speech. In Russian speech therapy, he was one of the leading experts in the field of theory and practice of speech pathology, the author of 70 scientific papers in various areas of speech therapy. Leading Lecturer, Department of Speech Therapy Herzen. In 1956, he graduated from the defectological faculty (deaf department) of the Leningrad State Pedagogical Institute. A. I. Herzen, V. A. Kovshikov devoted more than 40 years to work within the walls of this university. A new direction developed by V. A. Kovshikov was the historiography of Russian speech therapy. He wrote the curriculum for the History of Speech Therapy course and taught it for many years. He considered alalia from modern linguistic and psycholinguistic positions, continuing the traditions of V. K. Orfinskaya.

His work as a scientist and teacher was multifaceted. He has always been the editor of collections of scientific papers of the department of speech therapy. In all manifestations of his activity, he declared himself as a great scientist and talented teacher.

Major writings

Definition of expressive alalia as a language disorder. L., 1978.

Word actualization disorders in children with expressive alalia. L., 1985.

Expressive alalia. SPb., 1994.

Lalaeva Raisa Ivanovna

After graduating from the Pedagogical College, she entered the Leningrad State Pedagogical Institute in 1956. A. I. Herzen at the Faculty of Defectology. She graduated from 2 departments of this faculty: in 1961 - daytime with a degree in Typhlopedagogy, in 1966 - a correspondence course with a degree in Oligophrenopedagogy. She worked as a teacher and speech therapist in a special school. In 1970 she completed her postgraduate studies at the Department of Psychopathology and Speech Therapy of the Leningrad State Pedagogical Institute named after I. A. I. Herzen, in 1971 she defended her thesis on the topic “Reading disorders in mentally retarded schoolchildren and ways to correct them.” In 1989 she defended her doctoral dissertation “Violations oral speech and the system of their correction in mentally retarded schoolchildren. From 1970 to 1975 she worked as an assistant at the Department of Psychopathology and Speech Therapy, from 1975 to 1990 - Associate Professor, from 1990 to 1999 - Professor of the Department of Speech Pathology of the Russian State Pedagogical University. A. I. Herzen. Since 1999 - Professor of the Department of Defectology of the Leningrad State Regional University. A. S. Pushkin.

She made a significant contribution to solving many problems of speech therapy. She developed a classification of dyslexia and dysgraphia.

Under the leadership of R. I. Lalayeva, a scientific school was formed to study the structure of a complex speech defect in children with intellectual disabilities.

When solving urgent problems of speech therapy, R. I. La-laeva worked in line with the psycholinguistic approach to the analysis of the mechanisms of speech pathology. The psycholinguistic approach was also implemented in Ph.D. dissertations completed under her supervision.

The scientifically substantiated research results of R. I. Lalaeva are reflected in more than 120 printed works, including monographs, textbooks, teaching aids, programs, and collections of scientific papers.

R. I. Lalaeva is one of the authors of the fundamental textbook "Speech Therapy", as well as "Readers on speech therapy". In 1997, she received the title of laureate of the Russian Federation Government Prize in the field of education for her participation in the creation of a set of textbooks and teaching aids in speech therapy.

Major writings

Violation of the process of mastering reading in schoolchildren. M., 1983.

Speech therapy (Ch. in the textbook) / Ed. L. S. Volkova. M., 1989, 1995, 1998, 2002.

Reader on speech therapy / Ed. L. S. Volkova, V. I. Seliverstov. M., 1997. (Author of section 8.)

Logopedic work in correctional classes. M., 1999, 2002.

Lavrova Elena Viktorovna

Candidate of Pedagogical Sciences, Professor of the Department of Speech Therapy, Moscow State Pedagogical University. V. I. Lenin.

The main direction of her research work is the problem of studying the pathology of the voice and its elimination by pedagogical methods. In 1975 she defended her dissertation “Methods of restoring the voice in case of some violations of the function of the vocal apparatus”.

Elena Viktorovna Lavrova conducts data collection and clinical and pedagogical research of little-studied voice disorders in severe neurological diseases, and also conducts active pedagogical work at the defectological faculty of Moscow State Pedagogical University. V. I. Lenin.

Major writings

Corrective and speech therapy work with voice disorders. M., 1984.

Speech therapy / Ed. L. S. Volkova (Ch. "Violations of the voice"). M., 1989, 1995, 1998, 2002.

Mastyukova Elena Mikhailovna

Scientist-defectologist, known not only in Russia but also abroad. Doctor of Medical Sciences, Professor. Her research and advisory work on the study of children with cerebral palsy is always of the highest level of professionalism. The activities of E. M. Mastyukova during her work in the laboratory of the Research Institute of Defectology became widely known among scientists and parents of abnormal children. The laboratory turned into an all-Union consultative diagnostic center for children and their parents. Elena Mikhailovna also showed herself as a teacher: she taught at the Moscow State Pedagogical Institute. V. I. Lenin at the Department of Speech Therapy. Currently she works in the children's rehabilitation center "Aist".

Main works

Clinic and rehabilitation therapy of cerebral palsy. M., 1972 (co-author).

Medical pedagogy. M., 1997.

Missulovin Leon Yakovlevich

Graduated from the defectological faculty of the Leningrad State Pedagogical Institute. A. I. Herzen. Head of the City Consultative and Diagnostic Logotherapy Center of Mental Health Association No. 1 of the Vasileostrovsky District of St. Petersburg, Senior Specialist of the Network of Interdistrict Logotherapy Rooms of Psychoneurological Dispensaries in St. Petersburg, Doctor of Psychology, Honored Health Worker of the Russian Federation.

Successfully providing logotherapeutic assistance to stutterers of various age categories, he constantly combines practical work with scientific activities. He is the author of a number of articles, scientific developments, teaching aids, domestic author's certificates and foreign patents. In 1988, his monograph "Treatment of stuttering" was published.

Currently, he continues to develop new logo- and psychotherapeutic methods and techniques for eliminating stuttering in various categories of neuropsychiatric patients.

He defended his doctoral dissertation "Treatment, prognosis and military expertise of stuttering in connection with its pathomorphism."

Major writings

To the question of the treatment of adults with acutely developed stuttering against the background of hysterical neurosis. M., 1985. Treatment of stuttering. L., 1988. Stuttering: Features of occurrence. L., 1999.

Oganesyan Evgeny Vazgenovich

Graduated from the Faculty of Defectology of the Moscow State Pedagogical Institute. V. I. Lenin in 1976. Since 1973, he combined his studies with practical activities in the laboratory of speech pathology of the All-Russian Research Institute of General and Forensic Psychiatry. V. P. Serbsky, where he continued his scientific and practical activities as a researcher after graduating from the institute. In 1981 he defended his Ph.D. thesis "Speech therapy rhythm in correctional and pedagogical work with adult stutterers."

In 1990, he was awarded the academic title of associate professor, and then professor. From 1977 to 1995 he worked at the Moscow State Pedagogical University. V. I. Lenin at the Department of Speech Therapy, from 1985 to 1991 he served as Dean of the Faculty of Defectology. Since 1995, he has been the head of the department of speech therapy at the Moscow City Pedagogical University.

E. V. Oganesyan is one of the leading experts in Russia on the problem of corrective influence by means of speech therapy rhythm.

For a number of years he was a member of the Scientific and Methodological Council for Defectology of the Ministry of Education of the USSR, a member of the Academic Commission for Speech Therapy of the Ministry of Education of the RSFSR. In 1991, he was awarded the title of "Excellence in Public Education of the Russian Federation."

He is active in international activities in the field of general and special pedagogy (in the USA, Czech Republic, Hungary, Germany, Great Britain, etc., where he delivered scientific reports on the problems he studied). He is a member of a number of international organizations in the field of special pedagogy and special psychology, including: the International Club of Cochlear Implants (USA), the International Organization "MENSA INTERNATIONAL"; British-European Psychological Association (Leicester, UK) and a number of others. Since 1996 - Rector of the Moscow Social and Humanitarian Institute.

Major writings

Speech therapy rhythm in correctional and pedagogical work with adult stutterers. L., 1981.

Substantiation of the principles of differentiated use of speech therapy rhythms with adult stutterers (co-author). M., 1982.

Logopedic rhythm. M., 1998.

Orlova Olga Svyatoslavovna

Doctor ped. Sciences, professor, since 1999 head of the department of oligophrenopedagogy and speech therapy, and then - speech therapy of the Moscow State Open Pedagogical University. M. A. Sholokhova.

In 1976 she graduated with honors from the defectological department of the Moscow School of Art. V. I. Lenin and began working at the Department of Psychopathology and Speech Therapy. In 1977, she competed for the position of junior researcher in the Department of Voice and Speech Pathology of the Moscow Research Institute of the Ear, Nose and Throat.

In 1985 she defended her Ph.D. thesis "The system of correctional and pedagogical influence in the process of voice rehabilitation in people with spastic dysphonia", and in 1998 - her doctoral dissertation "The system of speech therapy work to prevent voice disorders among teachers."

The scientific activity of O. S. Orlova is connected with the development of issues of rehabilitation of children and adults with various voice disorders. The research results are reflected in 110 papers, including 15 methodological recommendations of the Ministry of Health of the USSR and the Russian Federation. author training courses and programs for students of defectological faculties, phoniatrists and phonopedists studying at the Ear, Nose and Throat Research Institute. She is one of the active organizers of all-Russian and international congresses and symposiums in Moscow, Kiev, St. Petersburg, Kazan, Yekaterinburg.

In 1991, she was one of the initiators of the Association of Phoniatricians and Phonopedists, currently she is the Vice-Chairman, and she is doing a lot of social work.

and speech therapy. 1996. No. 34.

Rehabilitation of persons of speech professions with disabilities

Paramonova Ludmila Georgievna

In 1951 she entered the defectological faculty of the Leningrad State Pedagogical Institute. A. I. Herzen, where she studied with Professor Mikhail Efimovich Khvattsev.

After graduating from graduate school from 1958 to 1962, she worked at the Leningrad ENT Research Institute in the department of speech pathology as a speech therapist.

In 1962 she was invited to the Leningrad State Pedagogical Institute. A. I. Herzen.

Since 1995, he has been an associate professor at the Department of Defectology of the Leningrad State Regional University named after V.I. A. S. Pushkin, combining teaching with practical work as a speech therapist-consultant at the Health Center.

The active practical work of Associate Professor L. G. Paramonova gives her the opportunity to bring the educational process at the university closer to the pressing problems of our time, to show students today's student and the work of speech therapists of a new generation.

Major writings

Speech therapy / Ed. L. S. Volkova (chapter of the textbook). M., 1989, 1995, 1998,2002.

Education and training of children of the sixth year of life. M., 1987.

speech therapy for everyone. SPb., 1998.

Seliverstov Vladimir Ilyich

Candidate of Pedagogical Sciences, Professor, Head of the Department of Preschool Correctional Pedagogy and Psychology (Preschool Defectology), Moscow State Pedagogical University. V.I. Lenina, Deputy Dean for Research, Scientific Supervisor of the SSS Faculty.

He graduated from the defectological department of this institute in 1955, then, in the direction of the institute, he worked for 7 years in practical work in the city of Kirov, where he worked as a teacher-speech therapist, speech therapist-methodologist of the regional scale.

Conducts a large scientific-methodical and scientific-organizational work. For many years he was Deputy Chairman of the Academic Commission on Defectology of the MP of the RSFSR and a member of the Presidium of the Scientific and Methodological Council on Correctional and Pedagogical Problems of Preschool Education of the Ministry of Education of the Russian Federation, head of the Commission on Preschool Defectology of the UMO Council on Pedagogical Education of the Ministry of Education of the Russian Federation, member of the editorial board of the scientific and methodological journal of the Russian Academy of Education "Defectology"; member of the specialized dissertation council of the Moscow State Pedagogical University, etc.

Awarded with badges of honor: "Excellent worker in health care", "Excellent worker in public education", "Excellent worker in education of the USSR", "For excellent success in work in the field of higher education", two badges "For success in research work of students", a silver medal of VDNKh of the USSR , the medal "Veteran of Labour", numerous certificates of honor and diplomas.

In 1997, he was awarded the title of Honored Worker of the Higher School of the Russian Federation, in 1998 - the title of laureate of the Russian Federation Government Prize in the field of education for participating in the creation of a set of textbooks and teaching aids in speech therapy for higher educational institutions.

Major writings

Games in speech therapy work with children / Ed. and comp. V. I. SELIVERSTOV. 1987.

Workshop on preschool speech therapy / Ed. V. I. Seliverstov. M., 1988.

Stuttering in children. A guide for speech therapists. M., 1994.

Sobotovich Evgeniya Fedorovna

Graduated from the Faculty of Philology of the Leningrad State Pedagogical Institute. A. I. Herzen in 1958, in 1961 - defectological faculty, specializing in "Deaf Pedagogy" of the same institute. Then she worked as a speech therapist in a children's clinic, and from 1966 to 1971 she taught speech therapy at the Department of Psychopathology and Speech Therapy of the Leningrad State Pedagogical Institute. A. I. Herzen. From 1971 to 1994 she worked as an assistant professor, professor, head of the department of deaf and speech therapy at the Kiev State Pedagogical Institute. From 1994 to the present - head of the laboratory of the Research Institute of Defectology of the APN of Ukraine.

In 1970 she defended her thesis "Manifestations of tongue-tied tongue in preschool children and ways to eliminate it"; in 1984 - a doctoral dissertation "Psychological and pedagogical foundations for correcting violations of the formation of the grammatical structure of speech in children" by a well-known scientist who made a major contribution to the development of the problem of studying the mechanisms of alalia. She developed the concept of motor alalia as a complex language disorder. E. F. Sobotovich’s research revealed the complex and peculiar nature of the underdevelopment of intellectual activity in children with motor alalia. She has priority in the development of a psycholinguistic model of speech development in ontogenesis, which reveals the dynamics of the development of psycholinguistic mechanisms of speech activity, the formation of language structures.

He is the head of a scientific school for the study of language disorders in preschoolers based on a psycholinguistic approach. She has published more than 100 scientific papers.

Major writings

Formation of correct speech in children with motor alalia.

Disorders of speech development in children and ways of their correction.

Psycholinguistic structure of speech activity and mechanisms of its formation. Spirova Ludmila Fedorovna

Graduated from the Faculty of Philology of the State University in 1948, in 1952 - postgraduate studies at the Research Institute

psychology of the APN of the RSFSR. He has a PhD in Education (Psychology) and the title of Senior Research Fellow in Speech Therapy.

From 1953 (almost since the founding of the speech therapy sector at the Research Institute of Psychology of the APS of the RSFSR) to 1986, she worked as a senior researcher. She has published about 80 papers on the theory and practice of speech therapy.

A new approach to the consideration of violations of oral and written speech made it possible to take part in resolving a number of organizational and methodological issues: the opening of special speech therapy institutions is scientifically substantiated, their structure is being developed, principles and methods for selecting children in these institutions, ways of corrective action, taking into account the individual characteristics of children, recommendations students of secondary schools to eliminate errors in speech, writing and reading.

The research conducted by L. F. Spirova served as the basis for the development of the first curricula, programs for the development of speech, as well as for identifying the most effective methodological techniques for developing and improving the ways in which children with general underdevelopment of speech learn language forms of communication.

She takes an active part in scientific sessions, congresses, scientific and practical conferences. Provides a variety of methodological assistance to speech therapists, teachers of special and secondary schools in improving their skills.

Major writings

The role of phonemic representations in teaching children to write. M., 1952.

Features of sound analysis in children with speech impediments. M., 1957.

Correlation between reading and writing pronunciation deficiencies. M., 1959.

Usanova Olga Nikolaevna

Graduated from the Faculty of Defectology of the Moscow State Pedagogical Institute. V. I. Lenin in 1964. In parallel with her studies at the institute and then in graduate school at the Department of Psychopathology and Speech Pathology, she worked in the laboratory of neuropsychology, headed by A. R. Luria at the Research Institute of Neurosurgery of the USSR Academy of Medical Sciences.

In 1970 she defended her Ph.D. thesis on the problem of the formation of sound pronunciation in children with motor alalia.

For 20 years she worked at the Department of Psychopathology and Speech Therapy of the Moscow State Pedagogical Institute named after M.V. V. I. Lenin, first as an assistant, then as an assistant professor. During this time, she has completed and published over 70 scientific papers.

At the Faculty of Defectology, she taught various training courses on the theory and practice of speech therapy, as well as courses on special psychology.

Together with her colleagues, she worked for more than ten years in the scientific and methodological council for defectology.

Since 1989, she began working at the department of psychology of the same institute, where she taught courses in special psychology and psychodiagnostics, and also developed curricula for the training of practical psychologists for the education system.

In 1990, she opened the non-state Institute of Psychology and Pedagogy. Today it is a higher educational institution accredited by the state, in which a faculty of correctional pedagogy has been created. Psychologists and speech therapists study here according to modern programs that take into account foreign experience.

O. N. Usanova repeatedly lectured abroad.

In 1996, she defended her doctoral dissertation on the problem of the interaction of specialists - subjects of practical assistance to children with developmental problems.

Major writings

Experience in the formation of a team of primary school students for children with severe speech disorders M., 1987.

Special psychology. M., 1990.

Children with mental development problems. M., 1995.

Filicheva Tatyana Borisovna

In 1960 she graduated from the defectological department of the Moscow State Pedagogical Institute.

He is a leading specialist in the field of preschool

speech therapy. Professor, Doctor of Pedagogical Sciences, T.E. Filicheva is the author of more than 40 scientific papers. These publications are known in our country and abroad. Her research formed the basis of the scientific and practical development of the problems of overcoming the general underdevelopment of speech in preschoolers. Her teaching aids are the basis of the system of correctional and educational work in preschool institutions for children with speech pathology. She wrote chapters in the textbook "Speech therapy", as well as "Fundamentals of speech therapy".

Conducts a large research work, developing issues of prevention and correction of speech defects in preschool children. Thanks to her, a system of speech therapy assistance to preschool children with speech pathology was organized, which is widely implemented in Russia. He is the scientific director of a unique compensatory preschool educational institution No. 1793 in Moscow, where modern methods of teaching children with developmental disabilities are being introduced. Thanks to her efforts, this preschool educational institution became the basis for teaching students of the defectological faculty of the Moscow State Pedagogical University named after M.V. M. A. Sholokhova.

He is the chairman of the expert council for publishing and a member of the educational and methodological council for defectology of the Ministry of Education of the Russian Federation. Awarded with the medal of K. D. Ushinsky; medal of 850 years of Moscow, has the title of "Excellence in Public Education", Honored Teacher of the USSR, Honored Worker of the Higher School of the Russian Federation.

Major writings

Education and upbringing of children with general underdevelopment speeches in senior groups of a special kindergarten. M., 1983.

Fundamentals of speech therapy. M., 1989.

Features of speech formation in preschool children. Monograph on doctoral dissertation. M., 1999.

Fomicheva Maria Fedorovna

In 1955 she graduated from the defectological department of the Moscow State Pedagogical Institute. V. I. Lenin and qualified as a speech therapist, teacher of the Russian language and literature in a secondary school.

Since 1955, she worked as a speech therapist in a children's clinic, and since 1956 she combined practical work with teaching at the Moscow State Pedagogical Institute. V. I. Lenin. In 1958, she began to organize work in the first opened speech therapy department of the Children's City Clinical Hospital No. F. E. Dzerzhinsky. In 1965 she was a senior speech therapist in the Dzerzhinsky district of Moscow. In 1966, he began teaching at the Moscow State Pedagogical Institute. V. I. Lenin, combining this work with the practical activities of a speech therapist in various institutions both in the healthcare system and in the system of public education. In 1969, she worked part-time at the Research Institute of Defectology. Currently - Associate Professor of the Department of Logopedics, Moscow State Pedagogical University. V. I. Lenin.

The research activity of M.F. Fomicheva covers a wide range of problems in speech therapy. She has more than 20 scientific publications, including teaching aids for speech therapists, kindergarten teachers, students of pedagogical universities.

The merits of M.F. Fomicheva are marked with the badge "Excellent worker of public education."

Major writings

Education of speech in children with organic lesions of the central nervous system. M., 1965.

Teach children to speak correctly. M., 1968.

Education in children the correct sound pronunciation. M., 1989.

Tsvetova Lyubov Semyonovna

Doctor of Psychology, Professor, Head of the Problem Laboratory of Experimental and Applied Psychology, Faculty of Psychology, Lomonosov Moscow State University. M. V. Lomonosov, the author of many works known in Russian and world speech therapy on theoretical, methodological problems of aphasia and rehabilitation of patients with aphasia. Restorative education in local brain lesions, problems of aphasia and rehabilitative learning, neuropsychological rehabilitation of patients - these are the range of problems highlighted in the works of L. S. Tsvetkova, widely known both in Russia and abroad.

Major writings

Restorative.

training in local brain lesions. M., 1972.

Neuropsychological rehabilitation of patients. M., 1985. Brain and intelligence. M., 1995.

Chirkina Galina Vasilievna

Doctor of Pedagogical Sciences, Professor, Head. laboratory of the content and methods of teaching children with speech disorders of the Institute of Correctional Pedagogy of the Russian Academy of Education.

She graduated from the defectological faculty M111I them. V. I. Lenin. In 1961, she began her scientific activity in the field of speech therapy at the Institute of Defectology of the Academy of Pedagogical Sciences of the USSR under the guidance of Prof., Doctor of Pedagogical Sciences Roza Evgenievna Levina.

In 1967 she defended her Ph.D. thesis on the problem of dysgraphia in children with impaired articulation. In 1969, her monograph "Children with Articulatory Disorders" was published. Between 1970 and 1980 was engaged in the development of the content and methods of teaching children with general and phonetic-phonemic speech underdevelopment of preschool and school age. She owns sections of programs for special school Type V and for a speech therapy kindergarten, created by a team of scientists from the Institute of Computer Science of the Russian Academy of Education and the Moscow State Pedagogical University. The collection "Methods of examining speech in children" (1992, 1996) went through several editions, the scientific editor and author of two chapters of which she is.

In 1987, on the basis of a long-term study of children with rhinolalia, GV Chirkina defended her doctoral dissertation, developed guidelines for the complex psychological and pedagogical correction of this disorder. The results of the study on rhinolalia were reflected in the textbook "Speech therapy" for universities, ed. L. S. Volkova, in which G. V. Chirkina is the author of a number of chapters.

To help teachers of a special school for children with severe speech disorders, a textbook "Russian Language" for grade II was written (co-authored with N.F. Komkova).

In total for topical issues speech therapy GV Chirkina published more than 80 works. She pays great attention to the training of speech therapists: she is a professor at Moscow State Pedagogical University, successfully supervises dissertations of graduate students, doctoral students from various regions of the country, and vice-chairman of the dissertation council of the Institute of Computer Science of the Russian Academy of Education.

Major writings

The program “Preparation for school of children with OHP in special conditions. d/s". M., 1991.

Fundamentals of speech therapy (co-author) M., 1989.

Speech therapy / Ed. L. S. Volkova (chapter of the textbook). M., 1989, 1995, 1998, 2002.

Methods for examining the speech of children. Handbook for the diagnosis of speech disorders. M., 2003.

Shakhovskaya Svetlana Nikolaevna

Graduated from the Faculty of Defectology of the Moscow State Pedagogical Institute. V. I. Lenin, specializing in Russian language and literature, speech therapy, having received a diploma with honors. She worked as a speech therapist at an auxiliary school, a senior speech therapist at the city clinical hospital No. F. E. Dzerzhinsky, as well as a speech therapist of the medical and pedagogical consultation of the Research Institute of Defectology of the APS of the USSR (Institute of Correctional Pedagogy of the Russian Academy of Education).

In 1964 she defended her Ph.D. thesis "Speech therapy work on the formation of the grammatical structure of the speech of children with motor alalia." Since 1960 he has been working at the Department of Speech Therapy of the Moscow State Pedagogical Institute. V. I. Lenin: first as an assistant, since 1965 as an associate professor, since 1995 as a professor. Deputy Dean of the Faculty of Defectology.

He is a highly qualified teacher and scientist. She actively develops a scientific school associated with the search for ways to improve the theory and practice of speech therapy, with an increase in the quality of training defectologists. She is the author and editor of many methodological materials to help practical speech therapists and university teachers. He has 200 printed works of a scientific and scientific-methodical nature, including those in foreign languages.

Shakhovskaya S. N. belongs to the first generalizations on the problems of the theory and practice of foreign speech therapy. She is a co-author of the fundamental textbook "Speech therapy", "Anthology on speech therapy", "Workshop on preschool speech therapy", "Workshop on children's speech therapy", monographic manual "Speech disorders in children and adolescents", monographic collection of scientific papers "Psycholinguistics and modern speech therapy".

Numerous students of Professor S. N. Shakhovskaya have now become leading specialists. Shakhovskaya gave lectures and reports in Russia and abroad. For a number of years she was the Deputy Chairman of the Scientific and Methodological Council for Defectology of the MP of the USSR, a member of the Republican Medical and Pedagogical Commission, and a scientific consultant.

In 1998, she received the title of laureate of the Prize of the Government of the Russian Federation in the field of education for the creation of a set of textbooks and teaching aids for the course "Speech Therapy" for higher educational institutions.

Major writings

Logopedic work on the formation of the grammatical structure of speech in children suffering from motor alalia // Pathology of speech. 1971.

Plans-summaries of speech therapy classes on the formation of coherent oral speech in children: III period of study (co-author). M., 1995.

The development of the dictionary in the system of work with general underdevelopment of speech // Psycholinguistics and modern speech therapy. M., 1997.

Speech therapy / Ed. L. S. Volkova (chapter of the textbook). M., 1989, 1995, 1998,2002.

Shklovsky Victor Markovich

One of the largest figures in the field of scientific and practical defectology, psychology, neuropsychology and neurorehabilitation. He graduated from the defectological faculty of the State Pedagogical Institute named after. A. I. Herzen, worked at the Research Institute. V. M. Bekhterev, where he defended his thesis on the problem of stuttering. He was active in organizing a specialized service in Leningrad to provide assistance to patients with speech pathology. In 1976 he defended his dissertation on the problems of stuttering, he was awarded the title of Doctor of Psychology. The complex system for the treatment of stuttering developed by V. M. Shklovsky has gained wide popularity and practical application both in the country and abroad.

In the future, V. M. Shklovsky continued his scientific and practical activities in Moscow. Since 1971, he worked at the Moscow Research Institute of Psychiatry as the head of the Department of Speech Pathology. In addition to scientific research, organizational and methodological work occupies a large place in his activities. He is the initiator of the creation and permanent head of the Center for Speech Pathology and Neurorehabilitation, designed to help children and adults with various types of speech disorders. The Center is a large specialized institution, known not only in our country, but also abroad.

For 25 years, V. M. Shklovsky has been the chief specialist in speech therapy at the Moscow Department of Health (formerly the Main Directorate of Health), the author of more than 100 scientific and scientific-methodical works, of which the monograph "Stuttering" is the largest

A large place in the activities of V. M. Shklovsky is occupied by the pedagogical direction. Under his leadership, a significant number of specialists (defectologists, psychologists, doctors) working in the field of speech pathology are constantly improving their skills.

Major writings

Psychotherapy in the complex system of treatment of logoneuroses: A guide to psychotherapy. M., 1974. Stuttering. M., 1994. Aphasiology (co-author). M., 1999, 2000.

Shokhor-Trotskaya (Burlakova) Marianna Konstantinovna

In 1953 she graduated from the speech therapy department of the defectological faculty of the Moscow State Pedagogical Institute. V. I. Lenin and for 2 years worked part-time in the regional clinical hospital in Irkutsk, in the clinic of the ear, nose, throat, in the Central Children's Clinic and as a teacher of literature in the IX grades.

In 1955 she returned to Moscow and went to work in the speech therapy sector of the Institute of Defectology of the Academy of Pedagogical Sciences of the USSR to R. E. Levina. In February 1956, she moved as a speech therapist at the Research Institute of Neurology of the USSR Academy of Medical Sciences to the group of neuropsychology and speech therapy, where she worked until 1975.

From 1962 to 2000, she taught a course of lectures and practical exercises on the topics "Aphasia" and "Fundamentals of Neuropsychology" at the III and V courses of the Department of Speech Therapy of the Moscow State Pedagogical University (MGPI) named after. V. I. Lenin.

During 1962-1990. at the Research Institute of Neurology of the USSR Academy of Medical Sciences carried out systematic work to improve the skills of speech therapists-aphasiologists from all regional and republican clinical hospitals. Constantly made presentations at scientific conferences of the Institute of Neurology.

Major writings

Speech therapy work with aphasia at an early stage of recovery. M., 1972. Speech and aphasia. M., 1972. Strategy and tactics of speech restoration. M., 2001.

Yastrebova Alla Vasilievna

Candidate of Pedagogical Sciences, Professor of Pedagogy and Psychology at the Academy of Educators.

For about 40 years, A. V. Yastrebova was engaged in research and scientific and methodological work in the laboratory of speech therapy of the Research Institute of Defectology of the Academy of Pedagogical Sciences of the USSR (RSFSR), led by R. E. Levina.

She developed the issues of studying and correcting such complex forms of speech pathology as stuttering and alalia, studied the reasons for the failure of students in secondary schools with various forms of primary speech pathology. The studies of A. V. Yastrebova played a significant role in the development of ways to correct the shortcomings of oral and written speech in children with phonetic-phonemic and general underdevelopment of speech.

In Russia and abroad, she published about 90 scientific and scientific and methodological works which are relevant for the transformation (improvement) of the practice of teaching and educating children with various forms of speech pathology.

Conducts a large scientific, methodological and lecture work on the implementation of research results in the practice of speech therapists, teachers and educators of various preschool educational institutions and schools. She developed fundamental documents in terms of organizing the content and implementing special methods that prevent the failure of students with primary speech pathology in their native language.

Takes an active part in the training of teaching staff and improving their qualifications.

Major writings

I want to go to school. M., 1998.

A set of classes on the formation of speech-cogitative activity and culture of oral speech in children of five years. M., 2000.