Organization of speech therapy work at the school. Report: The main directions of speech therapy work at school

Since speech therapy centers work, as a rule, with general education schools ah, the beginning and end of the school year, the time and duration of the holidays correspond to the standards established in schools. The duration of the regular vacation for speech therapists also corresponds to the duration of the regular vacation for teachers of general education schools.

Attached to the speech therapy station are 25 primary school, which includes all elementary grades the school at which the speech therapy center is located, and the school (or schools) located nearby.

The workload of speech therapist teachers is 20 hours a week (Order of the Ministry of Education of the USSR No. 94 dated May 16, 1985 and Instructions on the procedure for calculating wages education workers, paragraph 87, subparagraph B.) After leaving the next vacation until September 1, the speech therapist checks the condition of the equipment speech therapy room: technical teaching aids, lighting, etc., examines visual and teaching aids and puts them into working condition, prepares the necessary documentation and visual-speech material for examining students. If necessary, a speech therapist replenishes his arsenal of visual and teaching aids; gets acquainted with the personal files of students newly enrolled in schools attached to a speech therapy center.

8.1.1. Distribution of time allotted for the examination of oral and written speech of students

The first two weeks of the academic year (from September 1 to September 15) are allotted for the full recruitment of groups and subgroups that will be engaged at the speech therapy center in the current academic year. Speech therapist conducts examination oral speech first-graders attached to the logopoint, and the written speech of students in grades 2-4, clarifies the lists of groups that he preliminarily staffed in May of the previous academic year from among students in grades 2-4.

The examination of the oral speech of first-graders is carried out in two stages. During the first week of September, a speech therapist conducts a preliminary examination of the oral speech of all students admitted to the first grades, and identifies children who have certain deviations in speech development. At the same time, he selects those students who need systematic remedial classes. This is done in the morning during class time.

During the second week of September, the teacher-speech therapist conducts a secondary in-depth examination of the oral speech of those children whom he selected for classes at the speech center during the preliminary examination. A secondary in-depth examination of the oral speech of children is carried out in a speech therapy room during the second half of the day, that is, after school. Regular classes at the speech therapy center are held from September 16 to May 15.

The last two weeks of May (from May 16 to May 31) are set aside for examining the oral and written speech of students in grades 1-3 in order to pre-complete groups with impaired writing and reading for a new academic year.

Pupils of the 4th grade are not examined due to the fact that they are moving to secondary school. Methods and techniques for examining the oral and written speech of students are covered in detail in the section "Organization and methods for examining oral and writing students."

All organizational work of a speech therapist, carried out from 1 to 15 September and from 16 to 31 May, is recorded on the corresponding page of the Attendance Log.

8.1. ORGANIZATION OF THE WORK OF A LOGO THERAPIST-TEACHER AT A LOGO POINT IN A PUBLIC SCHOOL

Since speech therapy centers work, as a rule, at general education schools, the beginning and end of the school year, the time and duration of vacations correspond to the standards established in schools. The duration of the regular vacation for speech therapists also corresponds to the duration of the regular vacation for teachers of general education schools.

25 primary classes are attached to the speech therapy center, which include all primary classes of the school at which the speech therapy center is located and the school (or schools) located nearby.

Study load speech therapists is 20 hours a week (Order of the Ministry of Education of the USSR No. 94 of May 16, 1985 and the Instruction on the procedure for calculating the wages of educational workers, clause 87, subparagraph B.) After leaving the next vacation, before September 1, the speech therapist checks the condition of the speech therapy room equipment: technical teaching aids, lighting, etc., examines visual and study guides and brings them into working condition, prepares the necessary documentation and visual-speech material for examining students. If necessary, a speech therapist replenishes his arsenal of visual and teaching aids; gets acquainted with the personal files of students newly enrolled in schools attached to a speech therapy center.

8.1.1. Distribution of time allotted for the examination of oral and written speech of students

The first two weeks of the academic year (from September 1 to September 15) are allotted for the full recruitment of groups and subgroups that will be engaged at the speech therapy center in the current academic year. The speech therapist conducts a survey of the oral speech of first-graders attached to the speech center and the written speech of students in grades 2-4, clarifies the lists of groups previously completed by him in May of the previous academic year from among students of grades 2-4.

The examination of the oral speech of first-graders is carried out in two stages. During the first week of September, a speech therapist conducts a preliminary examination of the oral speech of all students admitted to the first grades, and identifies children with certain deviations in speech development. At the same time, he selects those students who need systematic remedial classes. This is done in the morning during class time.

All organizational work of a speech therapist, carried out from 1 to 15 September and from 16 to 31 May, is recorded on the corresponding page of the Attendance Log.

8.1.2. Distribution of time allotted for correctional and educational work

By September 15, the speech therapist completes the examination of the oral and written speech of students, finally completes groups, subgroups, determines the number of students for individual lessons and on the basis of this draws up a schedule of classes and long-term plans for working with each group of students. The schedule of classes is compiled based on the following time parameters: the time of a lesson with a group of students of the 1st grade is 35 minutes; with a group of students in grades 2-4 - 45 minutes; with a subgroup - 20-25 minutes; the time of individual lessons is 15-20 minutes with each student.

Breaks of 10-15 minutes are allowed between group lessons, 5-10 minutes between subgroup lessons. The speech therapist teacher can use this period of time to check the written work done by the students in the class, record and analyze the mistakes made, so that when planning the next lesson, provide for work to correct these errors, as well as for other work at their discretion: a speech therapist can conduct a group of children and separate them into classes or, conversely, assemble a group of children (this may be necessary in the first months of working with first graders, especially 6-year-olds), prepare a board or lay out a visual and Handout to the next lesson, etc.

The speech therapist determines the number of working hours per day depending on the working hours of the schools attached to the speech center (one-shift or two-shift), on the number of groups and subgroups, on the presence of a branch, etc.

A prerequisite is the conduct of speech therapy classes after school. Students who do not attend after-school groups come to classes from home. Pupils who attend after-school groups are sent by educators of extended-day groups to speech therapy classes from any regime moment in accordance with the schedule of speech therapy classes. The schedule should be known to educators and be in each extended day group.

Educators of after-school groups do not have the right to detain a child or not let him go to classes with a speech therapist due to the immediate fulfillment by him homework or for any other reason, just as a primary school teacher cannot independently decide whether his student should attend speech therapy classes or not. If a speech therapist has conflicts of this kind, he informs the principal of the school about the unauthorized actions of the educator or teacher, and in case of failure to take action, the inspector of the education department.

The schedule of speech therapy classes is drawn up in such a way that each group of students is engaged 3 times a week, preferably at the same time. This is especially true for 1st grade students. Classes with groups of students in grades 3 with a writing disorder due to unformed phonemic processes, as well as classes with mixed groups of students in grades 2-3 and 3-4 with a writing disorder due to unformed phonemic processes, can be carried out 2 once a week. Work on the correction of sound pronunciation in subgroups and individually is carried out at the discretion of the speech therapist 1-3 times a week in each subgroup or with each student, depending on the severity of the speech defect.

Note. Pay attention to special treatment school day 1st grade students and their age psychological features, it is advisable to conduct classes with them after daytime sleep, i.e. after 16 hours.

8.1.3. The distribution of the working time of a speech therapist teacher during the period school holidays

The school holidays are always filled with various activities organized and conducted by teachers. Some students go on vacation to camps, rest homes, on excursions, so speech therapy classes are not held during this period. During autumn holidays a speech therapist conducts a study of the state of written speech of students in grades 2-4 in written work.

This allows you to identify dysgraphic children and control students who previously studied at a speech therapy center. In the presence of free places in a group with a violation of the letter, it is replenished with new students. During the period winter holidays a speech therapist examines the state of written speech of 1st grade students according to prescriptions and notebooks.

In addition, he replenishes the equipment of the speech therapy room with visual aids, study tables, posters, etc. necessary for work, visits the methodological room and colleagues to exchange work experience, conducts conversations and consultations for parents of students involved in speech therapy.

In the event that there are no specialized speech therapy preschool institutions in the area (or speech therapy groups at mass kindergartens), there is no speech therapist in the children's clinic, then school teacher-speech therapist during the spring break, he conducts examinations of children in the kindergartens closest to the speech therapy center. He checks the state of oral speech of children who will come to school in the fall. A speech therapist identifies children with speech disorders and makes an appropriate entry in the medical records.

If there are other speech therapists in the school area (in preschool institutions or a children's clinic), then during the spring holidays it is advisable to carry out a method of association between speech therapists of school speech therapy centers and speech therapists of preschool institutions to develop measures to implement continuity in the work of speech therapists of school and preschool medical institutions.

Outside of school holidays, a speech therapist, as necessary, consults students studying at a speech therapy center with specialist doctors (psycho-neurologist, neuropathologist, otolaryngologist), invites more experienced speech therapist colleagues for advice on individual difficult children, or seeks help from the Children's Diagnostic Center ( DDC), to the Research Institute of Obstetrics and Pediatrics (NIM AP), to the chief speech therapist of the region, and in Moscow, to the Research Institute of Correctional Pedagogy or to Russian academy education (RAO). At the same time, it should be taken into account that consultation of a child with any medical specialist is possible only with the consent and in the presence of one of the parents or a person replacing them. If the parents give their consent to the consultation, but cannot be present during it, the speech therapist must have a written statement that the parents allow the speech therapist to show the child to a specialist doctor (with a mandatory indication of which specialist).

A speech therapist teacher can use vacation time to conduct speech therapy propaganda among parents and the population of the district.

8.1.4. The work of a speech therapist in June

June is the most convenient time for increase professional level speech pathologists. Therefore, it is expedient for the district (city) methodological offices and the Institutes for the Improvement of Teachers to organize monthly courses-seminars in June for the exchange best practices work. Similar workshops can be organized by senior speech therapists in their areas. Speech teachers can attend seminars organized in other areas.

If there are no speech therapy preschool institutions (or speech therapy groups in mass kindergartens) and a speech therapist in the district children's clinic in the school area, the speech therapist teacher can organize classes in June for those children who will go to school, but have sound pronunciation disorders and attached to this speech therapy point. These classes are held either in the premises of the kindergarten at a time agreed with the head or educators of the groups, or in the premises of a speech therapy center.

A teacher-speech therapist can conduct similar classes for correcting sound pronunciation with children already enrolled in the first grades of schools attached to a speech therapy center, who, when enrolled, had sound pronunciation disorders.

In addition, the admission of students to the first grade begins in April. A school speech therapist must necessarily take part in the acquisition of the first classes, identifying children with speech development disorders upon admission and referring them, if necessary, to a consultation with a specialist doctor (neuropathologist, psychoneurologist, otolaryngologist).

8.1.5. Equipment for a speech therapy room

On the door of the office, you must hang a sign with the schedule of the speech therapist, his last name, first name and patronymic. The speech therapy room should have the following equipment:

1. Desks by the number of students involved. Stands for pencils and pens.

2. A chalkboard placed at a height corresponding to the height of elementary school students. It is desirable to line a part of the board like a writing notebook for students of the 1st grade in order to demonstrate correct writing letters, connections and exercise children in calligraphy.

3.Sufficient cabinets for visual aids, educational material and methodological literature.

4.Wall mirror 50X100 cm for individual work over sound pronunciation, which is desirable to hang near the window. If this is not possible, then it can be hung on any other wall, but with special lighting.

5. Mirrors 9 X12 cm according to the number of students involved in the correction of sound pronunciation.

6. A table near a wall mirror with local lighting for individual work with students, several chairs for children and a speech therapist.

7. A set of speech therapy probes, ethanol for processing probes, cotton wool, bandage.

8.Flannelgraph, typesetting canvas, a set of paintings.

9. Filmoscope with a set of filmstrips and transparencies for the development of speech for kindergartens and elementary grades of the school in the native language and the subject "Introduction to the outside world", development mathematical representations.

10. A screen for demonstrating filmstrips and transparencies, located in a folded form above the board.

11. Wall box office letters.

12. Wall syllabary table.

13. Individual cash desks of letters and syllables for each student, representation schemes, sound and syllabic word schemes.

14.Standard table of uppercase and capital letters attached above the board.

15. Visual material used in the examination of the oral and written speech of students, placed in a separate box or envelopes, located on lexical topics and phonetic groups.

16. Visual and illustrative material on the development of speech, systematized by topic.

17. Teaching aids in the form of symbol cards (for example, with graphic image sounds, words, sentences), cards with individual assignments, albums to work on sound pronunciation.

18.Various speech games, lotto.

19. Sets of colored ballpoint pens (blue, green and red) for each child.

20.Methodological and educational literature.

21. Towel, soap and paper napkins.

The speech therapy room should be aesthetically designed, decorated indoor plants. It is not recommended to hang pictures, prints, drawings and tables on the walls that are not related to the correctional process, as they distract the attention of students during classes and create an unnecessary variegation of the environment.

8.1.6. Documentation and its maintenance

To fix the correctional process, which the teacher-speech therapist organizes and conducts at the speech therapy center, it is proposed the following types documentation:

1. Journal of attendance at speech therapy classes by students enrolled in a speech therapy center.

2. Journal of examination of oral and written speech.

3. General speech map of the examination of oral and written speech of students.

4.Individual cards of students.

5.General plan methodical work for the academic year.

6. Perspective work plans for each group of students for the academic year.

7. Daily work plans for each group of students.

8. Workbooks and notebooks for verification work.

9. Notebooks-diaries for individual lessons on the correction of sound pronunciation (located with students).

10. Schedule of group classes, certified by the principal of the school or the inspector of the district department of education.

11. Passport of the speech therapy room, card file of equipment, educational and visual aids located in the speech therapy room.

12.Copies of reports on the work done during the academic year.

The journal of attendance at speech therapy classes by students is a regular class journal of the established form, signed as follows:

MAGAZINE

registration of attendance of speech therapy classes

at the speech therapy center at the school _

district of the city (region)

in 200 / account. year

In the "Information about students" section of the journal, the speech therapist places a list of students enrolled at the speech therapy station in the current academic year, indicating the class and school, the date of enrollment at the speech center and (at the end of the school year) the result of corrective work ("released", "left for continuation of corrective work”, “dropped out”).

4 pages are allotted per group, 3 pages per subgroup and each student studying individually. On the left half of the page, the group number and speech therapy conclusion are indicated at the top, for example: “Group No. 1: dysgraphia against the background of general underdevelopment of speech - Level III».

On the right half of the page at the top, the days and hours of classes with this group are indicated, for example: Monday, Wednesday, Friday - 16-00-16-35. The rest of the pages are filled in the same way. cool magazine, i.e. on the left half there is a list of children of this group, a subgroup or the surname and name of the child studying individually, the dates of the classes and marks about the presence or absence of the student in the classes, and on the right - the topics of the classes, which are indicated in accordance with working plan. On the pages reserved for subgroup and individual lessons, on the left half at the top, instead of the group number, the disturbed groups of sounds that are being worked on are indicated, otherwise they are filled in the same way.

The attendance record is completed at the beginning of each class. A dot (.) marks the presence of a student in class, the letter “n” marks absent students.

Note: if a student missed a speech therapy lesson twice for an unknown reason (he was present at the lessons in the class, but did not appear at the speech therapist’s lesson), the speech therapist teacher informs the teacher and the student’s parents about this. On one of last pages a place is allocated for recording the working time of a speech therapist during the period of examination of the oral and written speech of students and during the holidays, for example:

Date Time Work done

27.08.2000

12.09.2000 5.01.2000 10-00-14-00

8-30-12-30

11-00-15-00 Work in the office with documentation.

Preparation of a speech chart, selection of material for examination

Examination of students in grades 1, A, B, C, school No. 79

Visit to the city methodological office (work with a card file)

Grades are not posted in the Attendance Record.

For the Journal of examination of oral and written speech of students, the speech therapist uses a common notebook. The survey log is completed during the student interview during the pre-test during the first week of September and during the student writing survey at the end of May. In the process of re-examining the written speech of students during the holidays, additions are made to the journal.

During the examination, the speech therapist writes down the student's surname and name, class, school number, home address and telephone number, indicates the date of the examination, preliminary speech therapy conclusion and Taken measures(“enrolled in the group”, “recommendations were given to parents and the teacher”, “put on the queue”, etc.). In the last column (“Notes”), the speech therapist notes the final result of working with this child. If for some reason the parents refused speech therapy classes, then the refusal is also recorded in the "Notes" column.

A sample of filling out the Journal of examination of oral and written speech of students

n / n Surname,

name Class, school

House. the address

Service date

Logop. zakl.

Accepted. measures Note.

1 Tikhonov Serezha 2 "A", school. 69 st. Gakkelya, 34 3.09. 2000

Violation letters, conditioned ONR Admitted to the group

Released 05/15/2001

2 Kotova Vera 1 "B", school 69 Green Ave. 8, apt. 17 8.09. 2000 FFN, acoustic dysgraphia

Queued up

enrolled in gr. 10/15/2000 Released 05/15/2001

After the record “accepted to the group”, there must be a record of when the student was released. A journal of examination of oral and written speech has been maintained for several years.

The general speech map of the examination of the oral and written speech of students is filled out during the frontal examination during the second week of September and the fourth week of May according to the attached scheme (see Appendix 1). If during the school year changes occur in the composition of the groups of students studying at the speech therapy center (one of the students leaves or new students are enrolled in the groups), then it is necessary to make an entry in the General Speech Card in a timely manner. The conclusion about the release of the student or the continuation of corrective work with him at the end of the academic year from the General Speech Card is entered into the Attendance Record and the Journal of Examination of Oral and Written Speech of Students.

Individual cards of students are filled out on the first parent meeting in September. The speech therapist gives them to the parents, and the parents clearly fill out the front side of the card and put their signature at the bottom.

Another option is possible. After the speech therapist teacher conducts a secondary in-depth examination of students and completes groups and subgroups, he passes individual student cards to teachers or educators of the extended day group. The teacher or after-school educator (GPA) will give individual cards to the parents of the students. After filling out, parents can return the cards to the teacher or educator of the GPA, or transfer them directly to the speech therapist.

This will allow the teacher, on the one hand, to become more familiar with the peculiarities of the early speech development of the child and treat him with greater understanding, and on the other hand, he will be more serious about monitoring children's attendance at speech therapy classes.

Individual student card

Last name, first name, date of birth

School, class

Telephone

Home address

Did you visit Kindergarten(speech or mass gr.)

Speech environment (does the family have stutterers, speech defects, bilingualism)

Early physical development(when he began to sit, stand, walk)

Early speech development: when babbling, cooing, first words appeared

Timetable of classes:

“Parents, along with the teacher, are responsible for attending speech therapy classes with their children.”

Parent's signature

Date of completion

When preparing and filling out an Individual Student Card, points 2-4 may be changed depending on the place of residence of the child.

back side An individual student card is filled in by a speech therapist during the school year.

Date of enrollment at the speech therapy center

Speech therapy conclusion upon admission to the speech center

The result of corrective work after the first year of study

Logopedic conclusion before the second year of correctional work

The result of corrective work after the second year of study

Consultations with medical specialists

Date of issue

Speech therapist's signature

For each student, one individual card is filled out, regardless of the number of years during which the student studied at the speech center.

Individual cards of students are stored in separate envelopes for each group or are marked with different identification marks, for example: group No. 1 - yellow circles, group No. 2 - blue circles, etc.

The general plan of methodological work for the academic year is drawn up before September 1 of the academic year for which it is scheduled. It provides following sections works:

a) a survey of oral and written speech of students in grades 1-4 of schools attached to a speech therapy center (terms, number of schools and primary classes);

b) recruitment of groups and subgroups, scheduling speech therapy classes (terms);

c) forms of interaction in the work of a speech therapist and primary school teachers (how many lessons are scheduled to attend, in which classes, on what topics and how many reports and speeches are expected to be made at methodological associations of teachers, etc.); speech therapists of school and preschool institutions, if any, in the area of the school logo point (it is advisable to coordinate this point of the plan with the general plan of methodological work of the senior speech therapist of the district), speech therapists and specialist doctors;

d) activities to promote speech therapy knowledge among teachers and parents (topics of conversations, lectures, speeches at parent meetings);

e) measures to improve the equipment of the speech therapy center with educational and methodological aids, didactic and visual materials (what aids are supposed to be purchased or made, in what time frame);

f) measures to improve the skills of a speech therapist teacher (attendance at courses, lectures, methodological associations, exchange of experience, etc.).

Prospective plans for correctional work for each group of students for the academic year are drawn up after the groups are completed. If two or more groups of students of the same age and with the same speech disorders are engaged at the same time at the speech therapy center, the speech therapist teacher can draw up one long-term plan for them. It is advisable to place all long-term plans in one common notebook. Before each plan, the group number, class and speech therapy conclusion are indicated.

The teacher-speech therapist develops daily work plans on the basis of a long-term plan. Work plans are drawn up for each group separately. It is allowed to use the same working notes for groups working on the same long-term plan. The daily work plans must indicate the topic of the lesson, its goals, equipment (pictures, cards, tables, etc.), followed by summary work.

Long-term practice of speech therapy work shows that it is advisable for speech therapists with a short work experience to draw up a more detailed summary of daily classes, which indicates not only the stages of the lesson, the questions of the speech therapist, but also the expected answers of the children. More experienced speech pathologists, instead of a summary of the lesson, can make it short plan indicating the purpose of the occupation of the types of work.

Workbooks are maintained according to a single spelling regime. The words " Classwork» are not written after the number. Between the types of work in the lesson, you can skip one line, especially before and after syllabic, syllabic schemes and sentence schemes.

After each lesson, the teacher-speech therapist checks the work of the students, corrects the mistakes made and analyzes them. It should be noted that a speech therapist, unlike a primary school teacher, evaluates not so much the correctness of the tasks performed, but the educational activity of the child as a whole, i.e. his attentiveness in class, diligence, and activity.

An important role in evaluating the student's work is played by the ability to find the mistake made and correct it independently. If the child independently found his mistake and corrected it, then in this case the mistake can not be counted. Such an approach to evaluating the work of students is of great psychological and educational importance, because speech pathologist children, as a rule, receive many unsatisfactory marks in the class. On the one hand, such a comprehensive and gentle assessment of their work morally supports children, restores faith in their own strength, on the other hand, children learn to carefully check their work, seek to find and correct mistakes, and stimulate their learning activity. Therefore, the teacher-speech therapist necessarily explains to the student why he gives the child this or that mark. "Two" in a speech therapy lesson is not recommended. Homework is usually not assigned.

Workbooks are stored at the speech therapy center in special folders by groups. Notebooks for verification work are stored separately from them. These notebooks are an addition to the "General Speech Map", as they reflect the state of the students' written speech and give an idea of the degree of mastering correction material.

Notebooks-diaries for individual lessons on the correction of sound pronunciation are available only to those students with whom this work is carried out. In the notebook-diary, the speech therapist notes the date of the lesson, its topic, lexical material, and homework assignments are also recorded here. Students keep their notebooks at home and bring them with them to every class.

The schedule of classes (in duplicate) is compiled by the speech therapist after the groups are completed in September. Both copies are certified by the signature of the director of the school at which the speech therapy center is located. The first copy of the certified timetable is kept by the person who put his signature, and the second - at the speech therapy center.

The passport of the speech therapy room is a small notebook in which all the equipment in the room is recorded, visual, educational and teaching aids, textbooks and methodical literature. Instead of a speech therapy room passport, a speech therapist can compile a file cabinet.

The passport of the speech therapy room or card index is compiled regardless of whether the speech therapy center is located in a separate room or occupies part of the classroom or part of any other premises.

A report on the preventive and correctional educational work done for the academic year is compiled by the speech therapist at the end of the academic year at following form:

REPORT

on the work of a speech therapist (full name), done in 200_____ /__ account. year

at the speech therapy center at school No.

district of the city (region)

In total, students with speech disorders were identified

Classification speech disorders

Information about the movement of children

General underdevelopment of speech

Violation of the letter due to

Phonetic disorders

Stuttering

total

elements of the

phonetic violated.

without phonetics. nar.

with phonetic nar.

without phonetics. nar.

with phonetic nar.

without phonetics. nar.

with phonetic nar.

Accepted at the logopoint

Released

Left to continue corrective work

This table is accompanied by a text report in which the speech therapist talks about the implementation of the points of the methodological work plan for the academic year. The report is drawn up in triplicate. Two copies are handed over to the senior speech therapist or inspector of the district department (department) of education, and the third remains at the speech center.

8.1.7. Document retention periods

The following items are subject to storage at the speech therapy center: Logbook of attendance of speech therapy classes, Logbook of examination of oral and written speech of students, General speech card of the examination of oral and written speech, notebooks for testing work, report on the work done during the academic year and passport or card file of the speech therapy room.

The register of attendance at speech therapy classes with the General speech card for examining the oral and written speech of students and the report on the work done during the academic year is stored at the speech therapy station until all students listed in this journal are released from the speech center, i.e. at least 2 years. The same number of notebooks for verification work are kept.

The log of the examination of the oral and written speech of students is stored at the speech therapy center until the end of school by all the students listed in it, that is, at least 8 years. Such a long period of storage is due to the fact that the Journal of Examination of Oral and Written Speech of Students is a document in which all students of schools attached to this speech therapy center who have speech disorders are recorded, and notes are made on the measures taken for these children. In the practice of speech therapy work, there are often cases when it becomes necessary to establish whether a particular child with speech disorders was identified in time, what assistance was provided to this child. Therefore, information about students with speech disorders should be kept by a speech therapist teacher during the entire time these children study at schools attached to this speech therapy center.

The passport of the speech therapy room or card index is constantly at the speech therapy center.

Speech at the parent meeting in the ShBP

The work of a speech therapist at school.

Goals:

To acquaint parents with the main areas of work of a speech therapist at school.

What does a speech therapist do at school?

Communicating with parents, one often hears: “Why should we go to a speech therapist at school? We all speak sounds normally”, or “What does a speech therapist do at school?”.

The main areas of work of a speech therapist at school are the correction of reading and writing disorders, as well as the prevention (prevention) of these disorders, which are the most common forms of speech pathology in younger students.

It is widely believed that speech therapists only "put" sounds, i.e. correct the wrong pronunciation. This is not entirely true.

The global goal of speech therapy impact is the development of the entire speech system as a whole, namely:

1. development of coherent speech,

2. pronunciation correction,

3. accumulation and improvement of the dictionary,

4. development of physical and speech hearing,

5. development of the grammatical side of speech,

6. development of articulation motility,

7. learning the skills of word formation and inflection.

In the course of work, a number of additional tasks are solved:

Development mental processes(attention, memory, perception, thinking);

Formation of elementary learning skills (to be able to listen carefully to the teacher, purposefully and diligently perform the task, adequately assess the result of one's work and correct mistakes);

Formation of the prerequisites for teaching literacy (learning the sound analysis of words, familiarity with the concepts of "sound, word, sentence", the development of fine motor skills and spatial orientation);

Prevention and correction of writing and reading disorders.

Speech problems cause difficulties in assimilating certain school subjects, which is the most common cause school maladaptation, decrease learning motivation arising in connection with this deviation in behavior.

The causes of speech disorders are many-valued. It is impossible to solve them quickly, but it is also impossible to pretend that they do not exist. These children need a special approach, increased attention. They need the help of teachers and parents, moreover, timely, qualified, systematic help. This approach is carried out by the speech therapist of the school.

Logopedic support students includes:

Student survey

1. Preparation of survey materials.

2. Carrying out express - diagnostics of early detection of violations of writing and reading, examination of oral speech among students of the 1st grade.

3. Carrying out a frontal survey among students.

4. Carrying out an in-depth individual examination of children accepted and attending a speech therapy center.

5. Filling speech cards, paperwork.

6. Repeated speech therapy examination based on the results of training for the year.

According to the work schedule, individual and frontal speech therapy classes are systematically conducted.

Main areas of work with children:

Prevention and early detection of reading and writing disorders.
Work on the development of basic mental processes (attention, memory, thinking), the development of grapho-motor skills, visual-motor tracking, spatial, temporal representations.
Development of the articulatory-phonetic side of speech.
Development phonemic hearing and perception, language analysis and synthesis.
Staging sounds, the introduction of sequential sounds into speech.
Differentiation of sounds and letters in written speech.
Fixing the graphic images of letters, fixing the connection between sound and letter.
Extension and refinement vocabulary, work on morphemic analysis, word formation and inflection.
Work on the grammatical structure of speech, grammatical design of oral and written statements.
Work on coherent oral and written speech.
Automation of reading skills, work on intonation, expressiveness and pace of reading, reading comprehension.

Corrective speech therapy work with students of the 1st grade:

An exercise in differentiating opposition groups of sounds by ear and in pronunciation.
Acquaintance with all vowels and the rules for their spelling.
Differentiation of vowels of the 1st and 2nd series.
The designation of the softness of a consonant by means of a vowel of the 2nd row.
Formation of actions of changing words.
Free operation of sound and graphic models words.
Formation of grammatically correct coherent speech. Vocabulary development.
Enrichment, consolidation and activation of the dictionary with nouns, verbs, adjectives, adverbs.
Work on understanding the meaning of synonyms, antonyms, homonyms and polysemantic words in different parts speech.
Development of generalizing concepts, classification of objects.
Work on the formation of coherent speech.
Word building work. Systematization of children's knowledge about the ways of word formation.

Only man has the greatest gift of nature - speech. But it is not an innate ability. Speech is the most important mental function of a person. Mastering speech, the child acquires the ability to generalize the reflection of the surrounding reality, to realize, plan and regulate his behavior.

Speech is formed along with the development of the child under the influence of adult speech gradually and largely depends on several factors: sufficient speech practice, upbringing and education, as well as on a normal speech and social environment that stimulates speech development and gives a speech pattern. And all these factors are important for the child from the very first days of life. The acquisition of speech in each child occurs at different times and in different ways, since this is an individual process that depends on many points. The causes of this process can be both the pathology of pregnancy and childbirth, and the action of genetic factors. Damage to the organs of hearing and a general lag in mental development, as well as insufficient communication and education, can also be the causes of a lag in mastering speech. For the formation of speech, the development of analyzers, such as speech-motor and speech-auditory, is extremely important. But it all depends to a large extent on environment. New vivid impressions, the appropriate environment contributes to the development of movements and speech. If this is not the case, then the mental and physical development of the child is delayed. Psychophysical health is of great importance for the development of the child. From the state of his supreme nervous activity, from his attention, memory, imagination and thinking, i.e. higher mental processes, and somatic or physical condition depends on the development of speech.

Active participation adults in the healthy development of the child's speech, that is, the education of speech in normal conditions for it, is the main point of prevention. Unfortunately, this moment in the development of speech, as well as the importance of full-fledged speech, is still underestimated in the family and school.

According to statistics, the number of speech disorders in last years tends to increase, so work on the prevention of speech disorders should be given great attention- this proves the relevance of the topic I have chosen.

The aim of the work is to study the main directions of prevention of speech disorders.

Unlike oral, written speech is formed only in conditions of purposeful learning, that is, its mechanisms are formed during the period of literacy and are improved in the course of all further education.

When analyzing speech disorders, one should consider speech activity as a complex multi-level functional system, the components of which (phonetic, lexical, grammatical side of speech, phonemic processes, semantics) depend on one another and determine each other. Entering into interaction, they make their specific contribution to the formation of language skills and the flow of the speech process.

Reading and writing disorders (dyslexia and dysgraphia) are the most common forms of speech pathology in primary school children, especially in children with general underdevelopment speech.

As practice shows, many children entering the 1st grade have a limited vocabulary, poorly developed fine motor skills, persistent speech disorders. The speech therapy service at the school was created in order to provide special assistance to students with disabilities in the development of oral and written speech, in mastering educational programs.

To make the work of a school speech therapist more effective, he needs close connection especially with the primary school teacher. Both of them strive for common purpose- to give quality education schoolchildren. To do this, the teacher needs each student to have a sufficiently high level of general (including speech) development.

Tasks of the school speech therapist:

1. Timely identification of children with impaired oral and written speech.

2. Correction of violations in the development of oral and written speech of students.

3. Timely prevention and overcoming of difficulties in mastering educational programs by students.

4.Explanation special knowledge in speech therapy among school teachers and parents (legal representatives) of students.

In turn, the teacher continues the speech development of the child, relying on the skills he has acquired, i.e. there is an integration of speech therapy work and the educational process.

The main directions of speech therapy work at school

Formation of a full-fledged learning activities only possible with enough high level development of speech, which involves a certain degree of formation language tools, as well as skills and abilities to freely and adequately use these means for communication purposes.

It is quite obvious that deviations in the development of speech impede communication, impede proper formation cognitive processes, make it difficult to master reading, writing and, as a result, other school skills and knowledge. The problem of impaired writing and reading occupies one of the leading places in practice. schooling which hinders the formation of a full-fledged educational activity in children.

In recent years, among students entering the primary grades of our school, the number of children with various deviations in speech development has significantly increased. With the beginning of literacy training, such children show a persistent violation of the formation of written speech, which manifests itself in the form of dysgraphia. When examining speech disorders in children, mixed dysgraphia is noted, the structure of which includes such shortcomings in writing as a violation of language analysis and synthesis, acoustic and articulatory-acoustic dysgraphia, elements of agrammatic and optical dysgraphia. With mixed dysgraphia, the errors are multiple and varied. Diagnostic studies show that mixed dysgraphia is almost always due to a general underdevelopment of the child's speech. Such children, as a rule, experience difficulties in mastering the Russian language program, have difficulty remembering and applying it in practice. grammar rules, their vocabulary is reduced, the lexical side of speech suffers. This is a complex set of violations, which manifests itself not only in violations of written speech, in most cases insufficient formation of such higher mental functions as attention, memory of various modalities, as well as disturbances in the emotional-volitional sphere.

Timely organization remedial education in to school age would significantly reduce the number of children with speech disorders. Therefore, at primary school age, a school speech therapist needs a longer period of staging speech sounds. Which, in turn, allows minimizing the defect at the level oral form speech.

A lot of children come to our school who do not attend kindergartens and have not been worked on the formation of phonetic and phonemic processes and the lexical and grammatical structure of speech. Insufficient formation of phonetic, phonemic and lexical and grammatical means of the language, due to the diagnosis of general underdevelopment of speech, prevents successful learning writing; violations of the sound-syllabic structure of words create great difficulties in mastering phonemic analysis and synthesis. The limited vocabulary of children manifests itself in the form of difficulties in mastering the semantics of words, resulting in errors in understanding and using words.

The experience of teaching these children indicates the need and relevance of work on the prevention and correction of dysgraphia and dyslexia during the period of primary schooling.

MAIN AREAS OF WORK WITH STUDENTS

Diagnostics of students

examination of oral speech of 1st grade students;

examination of the written speech of students in grades 2-4;

in-depth examination of the speech of children of the speech therapy group;

Acquisition of speech therapy groups

with general underdevelopment of speech (OHP);

with phonetic-phonemic underdevelopment of speech (FFNR);

with impaired reading and writing due to OHP;

with impaired reading and writing due to FFNR;

Advisory assistance

primary school teachers;

teachers of the Russian language and literature;

teachers of compensatory education classes;

parents (legal representatives) of students;

speech therapists of preschool institutions of the city;

students with defective pronunciation of sounds;

future first-graders and their parents (legal representatives);

Areas of work:

overcoming violations of sound pronunciation;

development of phonemic perception;

development sound analysis and synthesis;

development of the lexical and grammatical structure of speech;

development of coherent speech;

development of spatial perception.

In conclusion, we can say that the timely identification of children with speech disorders, properly organized work in close cooperation teachers, a psychologist, parents and a speech therapist are of great importance in a comprehensive school.