European International Journal of Pedagogics
18
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TYPE
Original Research
PAGE NO.
18-21
DOI
3
OPEN ACCESS
SUBMITED
14 April 2025
ACCEPTED
10 May 2025
PUBLISHED
12 June 2025
VOLUME
Vol.05 Issue06 2025
COPYRIGHT
© 2025 Original content from this work may be used under the terms
of the creative commons attributes 4.0 License.
System of Corrective-
Pedagogical Work in
Eliminating Dysarthria
Xikmatova Saboxat Xusnitdinovna
Teacher of the Department of Speech Therapy, Faculty of Special
Pedagogy and Inclusive Education, National Pedagogical University of
Uzbekistan named after Nizami, Uzbekistan
Abstract:
This article deals with the issue of the quality
and effectiveness of corrective-pedagogical work
carried out in eliminating dysarthria. The tasks of speech
therapy work with dysarthric children, work on the
pronunciation of sounds, and the stages of work carried
out in eliminating dysarthria are outlined.
Keywords:
Dysarthria, speech therapy work, task, stage,
sound pronunciation, voice, general treatment,
therapeutic physical education, medication.
Introduction:
The system of speech therapy for the
elimination of dysarthria is carried out in a complex
manner, namely, massage and gymnastic exercises of
the articulatory apparatus, work on voice and breathing,
general treatment, therapeutic physical education,
physiotherapy and drug treatment.
The main attention is paid to the state of speech
development in the child, the lexical-grammatical side
of speech and the characteristics of the communicative
function of speech. In school-age children, the state of
written speech is also taken into account.
Regular training over a long period of time gradually
normalizes the articulatory apparatus, apparatus motor
skills, develops articulatory movements, forms the
ability to transition voluntary movements from one
movement to another in the articulation organs, and
contributes to the full development of phonemic
hearing.
Methods of speech therapy with dysarthric children AG.
Ippalitova, O.V. Pravdina, V.V. Ippalitova, Ye.M.
Mastyukova, G.V. Chirkina, I.I. Developed by
Panchenko, et al.
The tasks of speech therapy work with dysarthric
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European International Journal of Pedagogics
children are as follows:
1 - to teach the correct pronunciation of sounds, that
is, to develop articulatory motor skills, speech
breathing, and to put sounds into speech and
strengthen them;
2 - to develop phonemic perception, to form the skills
of sound analysis;
3 - to eliminate deficiencies in the rhythm,
melodiousness and expressiveness of speech.
4 - to correct the general underdevelopment of the
resulting speech.
One of the main tasks of the work is to eliminate and
correct deficiencies in the pronunciation of sounds in
dysarthric children. The main cause of the deficiencies
in the pronunciation of sounds is the observed
deficiencies in the mobility of the organs of the speech
apparatus. Therefore, the speech therapist should pay
primary attention to the development of the mobility
of the articulatory apparatus.
Work on the pronunciation of sounds is organized
taking into account the following:
1 - taking into account the form of dysarthria, the state
of development of the child's speech and the age of the
child.
2
–
development of speech communication. The
formation of sound pronunciation should be aimed at
the development of communication.
3
–
development of motivation, striving to eliminate
existing disorders, self-awareness, self-confidence,
self-management and control, self-esteem and belief
in one’s own strength.
4
–
re-development of differential auditory perception
and the ability to analyze sounds.
5
–
strengthening the articulatory order and
articulatory movement through the development of
visual-kinesthetic perception.
6
–
step-by-step organization of work. Correctional
work begins with sounds whose pronunciation is
preserved in the child. Sometimes sounds are selected
according to the principle of simpler motor
coordination, but taking into account articulatory
disorders, work is first carried out on the sounds of
early ontogenesis.
7
—
In the most severe disorders, that is, when the
child's speech is completely incomprehensible to those
around him, the correction work begins with isolated
sounds and syllables. If the child's speech is relatively
understandable to those around him and he can
correctly pronounce the defective sounds in some
words, then the work begins with the "base" words. In
any case and in various speech situations, sounds must
be strengthened in speech.
8
–
It is important to prevent complex disorders in the
pronunciation of sounds in children with central
nervous system damage by regularly conducting speech
therapy in the pre-speech period.
Speech therapy work in dysarthria is carried out in
stages.
Stage 1 - preparatory stage - the main goal of this stage
is:
- preparation for the formation of the articulatory
apparatus, articulatory order;
- in the first years of the child's life - education of the
need for speech communication;
- identification and development of passive vocabulary
- correction of breathing and voice defects.
The most important tasks of this stage are -
development of sensory functions, especially auditory
perception and analysis of sounds.
The use of correctional methods and techniques
depends on the level of speech development. The
absence of communicative speech means in a child
accelerates the initial sound reaction and leads to
imitation of sounds, and gives it a communicative
meaning.
Speech therapy work is carried out in combination with
drug
exposure,
physiotherapeutic
treatment,
therapeutic physical education and massage.
Stage 2 - the stage of formation of initial communicative
pronunciation skills.
The main goal of this stage:
–
development of speech communication and sound
analysis skills;
–
relaxation of the muscles of the articulatory
apparatus;
–
control of the position of the mouth;
–
development of articulatory movements;
–
development of the voice;
–
correction of speech breathing;
–
development of perception of articulatory movements
and goal-directed articulatory movements.
Exercises to relax the muscles of the articulatory
apparatus begin with general muscle relaxation
exercises (neck, chest, arm muscles). Then a relaxing
massage of the facial muscles is performed.
Movements begin from the center of the forehead to
the edges. They are performed using light stroking
movements of the fingertips at a slow pace.
Relaxing massage is usually focused only on the muscles
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European International Journal of Pedagogics
of the face that have increased tone, while massage
aimed at groups of relaxed muscles should be
strengthening.
The second direction of the facial muscle relaxation
massage is directed from the eyebrows to the hairline.
The movements are performed equally with both
hands on both sides.
In the third direction, the movements are directed
from the forehead down, from the lungs to the neck
and shoulder muscles.
Then the lip muscles are relaxed. The speech therapist
places his index fingers in the middle of the upper lip
and on both sides of the mouth, and the movements
are directed towards the midline. This movement is
also performed with the lower lips. Then the work is
carried out on both lips.
In the next exercise, the speech therapist's index
fingers are in the same position as above, only the
movements are performed upwards along the upper
lip, in which the gums are visible, and with downward
movements the lower gums are opened.
Then the speech therapist's index fingers are placed on
the corners of the mouth and the lips are pulled in
(smile). With the help of repeated movements, the lips
return to their original position.
Such exercises are performed in different positions of
the mouth: closed, half-open, wide open.
After relaxing exercises, a low-tonus strengthening
massage is performed, followed by passive-active
movements of the lips. As a result of this massage and
exercises, the child will be able to hold wooden objects
of different diameters, candies with his lips, and learn
to drink water through a straw.
After the general muscle relaxation exercises
mentioned above, the tongue muscles are trained.
When relaxing them, it is important to remember that
the tongue is interconnected with the lower jaw
muscles. Therefore, if the spastic downward
movement of the tongue in the oral cavity is
accompanied by the downward movement of the
lower jaw, the exercise will be easier for the child to
perform. Such exercises are given to school-age
children in the form of an auto-
train, “I am calm, very
relaxed, my tongue is in a calm position in my mouth.
As the lower jaw goes down, I also slowly lower my
tongue.”
If these methods do not help enough, a piece of clean
gauze or a clean, light object is placed on the tip of the
tongue. The resulting tactile sensations help the child
to understand that something is preventing the free
movement of the tongue, that is, to feel the spastic
state. After that, the speech therapist makes light
pressing movements on the tongue with a speech
therapy probe.
The next movement is to move the tongue lightly to the
sides. The speech therapist carefully holds the tongue
with a clean gauze and rhythmically pulls it to the sides.
Gradually, the speech therapist's help decreases, and
the child begins to perform the exercise himself.
Massage is performed by a treating physical education
specialist. Speech therapists and parents can use its
elements under the supervision of a doctor, observing
hygienic requirements.
Controlling the position of the mouth
In dysarthria, lack of control over the position of the
mouth complicates the development of voluntary
articulatory movements. In dysarthria, the child's mouth
is usually open, salivation is observed.
The work to be carried out is divided into 3 stages.
The first stage is the development of tactile sensations
in exercises for the lips in combination with passive
closing of the child's mouth. The main emphasis is on
the sensations of the child closing his mouth, the child
observes these situations through a mirror.
The second stage is closing the mouth through passive-
active ways. Closing the mouth is easy to do by first
tilting the head down and opening the mouth, throwing
the head back. In the initial stages of work, these
simplified methods can be used.
The third stage - exercises for actively opening and
closing the mouth are performed according to verbal
instructions. For example, “Open your mouth wide”,
“Puff your lips”, “Bring the lips into a tube shape and
return them to their original position”.
Performing exercises according to pictures depicting
various movements of the mouth. The exercises
gradually become more complicated: the child is asked
to blow through relaxed lips, perform vibrating
movements.
Articulatory gymnastics
Tactile-proceptive stimulation, the development of
static-dynamic sensations, and clear articulatory
kinesthesia are of great importance when conducting
articulatory gymnastics.
It is carried out through the perfect use of the analyzers
(hearing, vision, tactile) stored in the initial stages of
work. The exercises are performed with the eyes closed,
focusing the child's attention on proprioceptive
sensations. Articulatory gymnastics is differentiated
depending on the form of dysarthria and the degree of
damage to the articulatory apparatus.
Before developing the movement of speech muscles,
exercises for facial mimic muscles are used. From
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preschool
age,
voluntary
and
differentiated
movements of mimicry and control over one's own
mimicry are developed in a child. The child is taught to
open and close his eyes, frown, puff out his lungs,
swallow saliva, open and close his mouth according to
verbal instructions.
To develop sufficient strength of the muscles of the
face and lips, special resistance exercises are used
using a clean handkerchief, a tube. The child should
hold the tube with his lips and hold it even if an adult
tries to pull it away.
Articulatory gymnastics of the tongue begins with
training in the active contact of the tip of the tongue
with the edges of the lower teeth. Then general, less
differentiated movements of the tongue are
developed, first passive, then passive-active and active
movements.
The development of the muscles of the root of the
tongue begins with their reflex contraction by affecting
the root of the tongue through a special probe.
Strengthening is carried out using voluntary coughing.
The development of articulatory motor skills is carried
out using general and special exercises. Games are
selected taking into account the nature of articulatory
motor skills and the degree of the defect, the age of
the child.
Voice development. Various orthophonic exercises are
used to develop and correct the voice in dysarthric
children, these exercises are aimed at developing
respiratory activity, phonation and articulation.
Work on the voice is carried out after articulatory
gymnastics and massage. Along with these, special
exercises are also performed to relax the neck muscles,
perform comprehensive head movements, and
simultaneously pronounce the vowels i-e-o-u-a with
this exercise.
Activation of the movement of the soft palate is of
great importance for voice correction. To do this, it is
recommended to perform exercises such as
swallowing water droplets, coughing, yawning, and
pronouncing the vowel “a” with a hard attack. These
exercises are performed in front of a mirror under the
score. The following methods are used: stimulating the
back of the tongue and performing the movement of
tapping the palate with the tongue; performing a
voluntary swallowing movement; during this, the
speech therapist drips water onto the opposite wall of
the larynx with a dropper, while the child’s head is
slightly tilted back.
Jaw movements are of great importance in sound
production. For this, exercises are used to imitate
opening and closing the mouth and chewing.
Special exercises are also used to lower the lower jaw.
After the muscles relax, the speech therapist helps to
lower the lower jaw by 1 - 1.5 cm (the child closes his
mouth independently).
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Ayupova M.Y. Logopediya. O’zbekiston faylasuflar Milliy
jamiyati. - T.: 2007.
Logopediya. (pod red. A.S.Volkovoy). - M.: Vlados. 2003
g.
Muminova L., Ayupova M. Logopediya. -
T.: O’qituvchi
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