Альманах Института коррекционной педагогики - Almanac #29
ALMANAC Institute of Special Education

Special methods of teaching literacy for various categories of children with special needs

Special methods of teaching literacy for various categories of children with special needs
The Almanac issue is dedicated to special methods of teaching literacy for children with disabilities

How a deaf-blind child learns that "a" is "a"?

E.L. Goncharova
In order to understand the speech depicted on paper with written signs, first of all, a deaf-blind child must learn to distinguish these signs, and, secondly, to recreate the sound form of the word according to its alphabetic model. Pleasure from recognizing when reading words denoting well-known objects, actions and situations – of things that related to their daily life, gives the first positive reader's experiences and leads to the development of the reader’s interest. The article considers various approaches to teaching deaf-blind children to read, in particular, the system of parallel texts worked out by I.A. Sokoliansky.
Read article   KeywordsReading, speech, tactile, dactyl alphabet, Boston font, deaf-blind, reader’s interest, text, Sokolyansky, Elkonin

Development of oral speech and teaching deaf children reading and writing in the preparatory class

F.F. Rau, N.F. Slezina / Source:
There are rapidly changing things, for example, technologies. There are constants that are referred to, despite the time running forward. Such constants include the method developed by Fedor Fedorovich Rau and Nina Feodosyevna Slezina in the early 1960s and described by them in the "Oral Word" book. We present to the readers a review of this book, reprinted in 2004 by the Institute of Special Education in the "Golden pages of Surdopedagogy" series. Exercises and games described in the book are actively used now for oral speech development not only in deaf and hard hearing, but also in normally hearing preschoolers
Read article   KeywordsOral speech, reading and writing, deaf, word, reading, fingerspelling, pronunciation, textbook, speech development

Teaching hearing impaired schoolchildren reading and writing: general and specific

T.A. Beliakova
While teaching a hearing impaired child reading and writing in conditions of inclusive education, it is imperative to take into account specificity of work with special ABC-book presented in the article and the effective methodological experience accumulated in the special education
Read article   KeywordsReading and writing, ABC book, hearing impaired, reading, writing, fine motor skills, methodology, specificity of work, inclusion

Teaching a small hearing impaired child to read and write

N.D. Shmatko
The article discusses the issues of teaching written speech and reading technique for hearing impaired children. For 1.5-2 year olds, the methods with written tablets and cut alphabet are used. The proposed exercises, schemes and recommendations may be useful in the teaching reading and writing of children with cochlear implants, not at the initial, launching stage of rehabilitation, but later - when the child begins to master speech actively on the auditory basis
Read article   KeywordsReading and writing, written speech, tablet, correlate, words, cut alphabet, compose, deaf child, teaching reading and writing, special correctional work

Reading as a goal and means in the system of pre-school education of the deaf

B.D. Korsunskaya
A hearing child begins to learn to read, already colloquial speech. Taking into account the abilities of the deaf, learning conversational speech should begin with the perception of written words and expressions intended for direct communication. Means allowing a deaf child to analyze words at an early age is fingerspelling analysis of the written word, i.e., fingerspelling reading. The purpose of reading is to ensure that, first of all, the child would have a real idea behind the each read phrase, and the meaning would be realized in the text read. The article presents exemplary lesson plans, texts, methodological approaches
Read article   KeywordsDeaf, written speech, fingerspelling reading, reading technique, understanding, content, lesson plan, text

Teaching children with autism spectrum disorder reading and writing with the help of the "Personal ABC book" creation

N.B. Lavrentieva
ABC book is the first book on the basis of which the prerequisites for meaningful reading are formed. The primer to be discussed in this article serves to create a child's idea of a letter on the basis of using the personal life experience of the child, associated with him, his family, the closest people, with what happens in their lives. Do you want to learn how the alphabet is studied from the last its letter? Then we invite you to read the material of parents, teachers, educators, teachers of children with SEN
Read article   KeywordsAutism, ASD, ABC book, personal experience, letter, word, meaning, reading, book, family, world around, methodology

Features of the preparation system for teaching children with psychical developmental delays literacy

R.D. Triger / Source:
The article presents the principles of preparatory teaching reading and writing of children with psychical developmental delays, there are described in detail two stages, which form the ability to listen to the sound of a word, to recognize, distinguish it from individual sounds, to work out the correct articulation of sounds, to clarify their sound, isolate and combine sounds in words of different syllabic structure. The topics of teaching self-control of children with psychical developmental delay, accumulation of sensory experience in distinguishing hard and soft consonants and organizing grammar and spelling propaedeutics are considered. Specific methodological approaches, specific exercises, tasks and games are described
Read article   KeywordsPsychical developmental delay, reading, reading and writing, speech, sensory experience, language, sound, word, sentence, technique, exercise, game, articulation, analysis, scheme

Features of mastering writing and reading under the Braille system

G.A. Proglyadova
Despite the fact that mastering writing and reading under the Braille system is a difficult task for a blind child, there is not much research in the relief-dotted font learning. The result of this work was the creation, justification and experimental verification of the system for preventing and overcoming of the difficulties with mastering the relief-dot Braille font by blind younger schoolchildren
Read article   KeywordsBlind, Braille, reading and writing, elementary school, propaedeutics, relief-point, tactile stimulus, special corrective work, basic non-verbal skills