Development of coordination and speech abilities of children with speech disorders

Abstract

Relevance. Currently, the number of speech disorders
in primary school children is steadily increasing.
According to the results of the annual survey of
children in the Republic of Tatarstan, there is a tendency
to increase the number of students with general
speech underdevelopment. For example, in the 2015-
2016 academic year, 46% of children with speech
disorders were identified from the total number of
applicants, in the 2019-2020 academic year - 48%
of children, in the 2021-2022 academic year – 52%
of children, and in 2023-2024 - 54% of the total number
of applicants. The constant growth in the number
of children with developmental disabilities highlights
the importance of correctional and preventive work
in schools. Therefore, the development of physical
qualities and speech correction is currently an urgent
topic [1].
The purpose of the study: is to theoretically and
experimentally substantiate the methods of adaptive
physical education of younger schoolchildren with
speech disorders through the use of neuro-kinesiological
games, special and breathing exercises.
The results of the study and their discussion.
The results of the study and their discussion. Taking
into account the identified features of the development
of coordination abilities and speech, a method of
adaptive physical education of younger schoolchildren
with speech disorders has been developed, consisting
of six interrelated blocks: Block I – neurokinetic exercises
without objects, block II - neurokinetic exercises
with small balls with spikes, block III – neurokinetic exercises
with large balls on a balancing board of Bilgu,
block IV - neurokinetic games, block V - breathing exercises,
block VI - relaxation and stretching exercises.
The experimental technique was tested in a pedagogical
experiment for 12 months. At the end of the
pedagogical experiment, the indicators characterizing
the prosodic side of speech (reproduction of rhythm,
intonation, tempo of speech) improved in the control
group from 26.3% to 31.8%, in the experimental group
- from 76.1% to 83.3%. Kinesthetic practice increased
in both study groups of children with dysarthria: in the
control group - by 35.2%, in the experimental group
- by 93.7%. A study of dynamic coordination of articulatory
movements in children with dysarthria in both
groups after the experiment showed improved results
in both groups. The increase was higher in the experimental
group (1.9 points (126.6%)) compared with the
control group - 0.6 points (37.5%). During the pedagogical
experiment, the estimates of the kinetic basis
of hand movements in the control and experimental
groups also improved by 0.4 points (26.6%) and 1.8
points (128.6%), respectively. An improvement in EG
results was also observed in indicators assessing the
state of coordination abilities, from 22% to 67%.
Conclusion. Thus, the introduction of an experimental
technique using neurokinetic exercises and
games in extracurricular activities allowed us to establish
significant differences between the groups in all
the tested indicators, the increase in the experimental
group ranged from 21% to 40 %.