A NEURO SPEECH THERAPY MULTISENSORY SYSTEM FOR COGNITIVE MODELLING OF PHONEMES AS THE FOUNDATION OF PHONEMOGRAPHIC COMPETENCE IN THE CONTEXT OF AAC LITERACY FOR CHILDREN WITH DYSARTHRIA

Abstract

This article examines the theoretical basis for and development of an original neuro-speech therapy system for multisensory cognitive modelling of phonemes as the foundation for the development of phonemographic competence – the AAC Literacy tool for augmentative and alternative communication designed to support children with dysarthria. Based on an analysis of previous results from an in-depth study of the characteristics of phonemographic mistakes, it was established that during the performance by schoolchildren of special tasks designed to account for the complex nature and interaction of acoustic and speech-motor analysers, the complex psychological structure and hierarchical organisation of phonemic functions, the complex of motor, speech-motor and the perceptual disorders resulting from them, as well as the specific structure of the neuromotor deficit, mistakes arise the nature of which differs significantly: different mechanisms may underlie a single type of phonemographic deviation, and there may also be common mechanisms underlying different types of mistakes that hinder the development of phonemographic competence, which is the necessary foundation for the successful development of written language; this can be regarded as a means of augmentative and alternative communication to support individuals with severe manifestations of neuromotor deficits in speech function. Positive progress has been observed in the process of targeted speech therapy, taking into account the varied mechanisms underlying the occurrence of phonemic mistakes, which has set a precedent for the development of preventive measures aimed at the timely development of phonemic competence. The author’s neuro-speech therapy system for the cognitive modelling of phonemes is presented, which enables the organisation of the process of compensating for neuromotor deficits in speech function by relying on preserved sensory systems, based on L. Vygotsky’s ‘bypass route’ principle, the concepts of Multisensory Structured Language Education, Visual Phonics and Acoustic-Articulatory Mapping. The content is substantiated and the algorithm for working with the teaching manual is described; this manual has been created from the aforementioned perspectives and with the aim of developing phonemographic competence as a tool for implementing AAC Literacy in the practice of teaching children with dysarthria.