The effectiveness of fine motor correction techniques in children aged 8–9 years with severe speech disorders

Importance. Based on the psychological and pedagogical characteristics and developmental characteristics of children with severe speech disorders, we improved and tested during a longitudinal study a technique for the correction of fine motor skills aimed at the speech development in this group of subjects. This technique is implemented with the participation of children studying in grades 2 and 3 in inclusive education. The purpose of the study is the theoretical justification and experimental testing of the technique for the correction of fine motor skills in children 8–9 years old with severe speech impairments.

Materials and Methods. The study involved 8–9 years of age with severe speech impairment (n = 10). With them, 12 sessions of therapeutic physical education are carried out 2 times a week for 40 minutes. The content of the lesson included the main, preparatory and final parts. The technique of fine motor skills correction is implemented in the second half of the lesson’s main part and is divided into three blocks. The first block included classes in the sensory room using bisibords, the second block used elements of sand therapy. The third block combined the first and second blocks.

Results and Discussion. At the beginning of the pedagogical experiment, fine motor skills are assessed using samples (sample “Circle the hands”; N.I. Ozeretsky for dynamic praxis “Fist–rib– palm”; graphic sample A.V. Semenovich “Zaborchik”; test A.V. Semenovich “Reciprocal hand coordination”; sample “Imitation of playing the piano”). Low (50 %) and medium (50 %) development levels are detected. During the fine motor technique testing, 12 exercise therapy sessions with a total duration of 40 minutes are proposed. Each lesson included preparatory, main and final parts. The preparatory and final parts are built according to the generally accepted principles of conducting classes. In the main part, 5–8 minutes are devoted to general developmental exercises. Further, fine motor skills correction is carried out, consisting of three blocks: Block 1 (1–4 lessons) classes in the sensory room on bisibords; Block 2 (5–8 sessions) – sand therapy; Block 3 (lesson 9–12) – exercises of the first two blocks to consolidate and improve small-engine skills. The duration of three blocks is from 12 to 15 minutes. After the pedagogical experiment, we found significant differences in all the samples under study, except for “Fist–rib–palm”. The overall development level of fine motor skills increased to medium (80 %) and high (20 %).

Conclusion. As a diagnosis result of functional features, disorders in the fine motor skills development are revealed in children 8–9 years old with severe speech disorders. An improved technique for the correction of fine motor skills in children 8–9 years old with severe speech impairments, with the inclusion of exercises with bisibords and elements of sand therapy in the main part of the classes, made it possible to significantly increase the manifestations of fine motor skills. The growth rate is 27–48 %.