Schedule of speech therapy classes at school according to federal state standards. How does a speech therapist work at school?

by 20 __/__uch. year

Working hours:

Monday - Friday from 13 to 17 hours

Time	Monday	Tuesday	Wednesday	Thursday	Friday
13.00- 13.40	I - 1 OHP	II - 1 FFNR: dysgraphia	I - 1 OHP	II - 1 FFNR: dysgraphia	I - 1 OHP
13.55- 14.35	I- 2 OHP	III - 1 FFNR: dysgraphia	I - 2 OHP	III - 1 FFNR: dysgraphia	I - 2 OHP
14.50- 15.30	II - 1 OHP: dysgraphia	III - 2 FFNR: dysgraphia	II - 1 OHP: dysgraphia	III - 2 FFNR: dysgraphia	II - 1 OHP: dysgraphia
15.45- 16.25	OHP level II development speeches ind. class		OHP level II development speeches ind. class	OHP level II development speeches ind. class	OHP level II development speeches ind. class
16.35- 16.55	OHP level II development speeches ind. class	OHP level II development speeches ind. class	OHP level II development speeches ind. class	OHP level II development speeches ind. class	OHP level II development speeches ind. class

Speech therapy center at school No. 337

Speech therapist: Gorbachevskaya Natalia Yurievna

Legend: Roman numerals indicate the distribution of children by class, Arabic numerals indicate the numbers of subgroups. For example: II - 1 - second grade, subgroup No. 1.

Passport of the speech therapy office presents a small notebook in which all the equipment located in the office, visual, educational and methodological aids, textbooks and methodological literature are recorded. Instead of a speech therapy office passport, a speech therapist teacher can create a file cabinet.

A speech therapy room passport or file cabinet is compiled regardless of whether the speech therapy center is located in a separate room or occupies part of a classroom or part of any other room.

Report on the preventive, correctional and educational work done for the school year, the teacher-speech therapist draws up three copies at the end of the school year: two copies are handed over to the senior speech therapist or the inspector of the district education department (administration), and the third remains at the speech center.

Document retention periods

The following must be stored at the speech therapy station: a log of attendance at speech therapy classes, a log of examination of students’ oral and written speech, speech cards for examination of oral and written speech, notebooks for testing, a report on the work done during the academic year and a passport or file cabinet of the speech therapy room.

A log of attendance at speech therapy classes, speech cards, copies of reports for the year are stored at the speech therapy center until all students included in this log are completely released from the speech therapy center, i.e. at least two years. Notebooks for test work are kept for the same amount of time.

A log of examination of students' oral and written speech is kept at the speech therapy center until all students enrolled in it graduate from school. This long shelf life is due to the fact that the Journal of Examination of Students’ Oral and Written Speech is a document in which all students assigned to a given speech therapy center and having speech disorders are recorded, and notes are made on the measures taken in relation to these children. In the practice of speech therapy, there are often cases when the need arises to determine whether a particular child with speech disorders was identified in a timely manner and what kind of help was provided to him. Therefore, information about students with speech disorders should be kept by the speech therapist for the entire time that these children study in schools attached to a given speech therapy center.

The speech therapy room's passport or file cabinet is kept at the speech therapy station at all times.

INTERACTION
Speech-language pathologist TEACHERS WITH PARTICIPANTS
CORRECTIONAL WORK

COOPERATION
Speech-language pathologist TEACHERS WITH TEACHERS
PRIMARY CLASSES

The successful implementation of correctional work depends on the contact of the speech therapist with primary school teachers.

Very often, a speech therapist teacher is faced with the fact that the teacher greets his appearance in the class with caution. This happens because teachers, especially those of the older generation, do not correctly imagine the purpose of speech therapy work in school. They believe that a speech therapist only deals with correcting sound pronunciation in children, and they do not understand why a speech therapist takes students to classes who pronounce all sounds correctly. On this basis, conflicts arise between the speech therapist and the primary school teacher.

To prevent this from happening, the speech therapist teacher must speak at one of the pedagogical councils and talk in detail about the types of speech disorders that occur in schoolchildren; about how these speech disorders affect the successful acquisition of curriculum by speech-language pathologist children in all subjects, especially in their native language and reading. In his message, the speech therapist also talks about the content of correctional work, its organization, and how correctional work is connected with the training program in the native language and reading. Practice shows that primary school teachers, having become more familiar with the goals and objectives of speech therapy work in school, begin to have an objective and interested attitude towards the work of a speech therapist.

During the school year, a speech therapist teacher, if necessary, can attend methodological associations of primary school teachers and make his reports. The speech therapist thoroughly and thoroughly acquaints primary school teachers with the specifics and types of speech disorders that make it difficult for students to successfully master reading and writing, and draws teachers’ attention to the need for a differentiated approach to low-performing students. It is advisable in such reports to rely on examples of speech disorders of specific students of a given school.

At methodological associations, it is advisable to tell primary school teachers about the methods and techniques of speech therapy work, because often primary school teachers willingly adopt certain speech therapist techniques and successfully use them in the classroom.

The speech therapist must inform primary school teachers that students with speech development disorders, but with intact intellect and hearing, are enrolled in the speech therapy center. If there is a child in the class who has reduced intelligence or hearing, then the teacher is responsible for referring him to a specialist doctor and taking him to a special school, since he is the one who works with this child, observes him daily and can comprehensively characterize him. And if such a student studied at a speech center, the speech therapist writes a testimonial for him and gives it to the teacher for inclusion in the child’s documents. In this case, a speech therapist can assist the teacher in transferring the child from a mainstream school to a special one.

To familiarize primary school teachers in more detail with the specifics of speech therapy work, a speech therapist can give them one or more open classes.

A speech therapist teacher must know well the content and methods of teaching the native language and reading, as well as what topics and at what time are studied in the classroom, so that in his classes he must take into account the level of program requirements for the native language and reading.

Memo for teachers

One of the most important conditions for correctional work is the development of unified requirements for a speech pathologist student on the part of the teacher and speech therapist. The speech therapist must make every effort to convince the teacher of the need to very carefully and carefully evaluate the work of the speech pathologist student. The fact is that these students, with all their desire and effort, are not able to complete assignments, especially written ones, in accordance with the standards adopted at school. The task of the speech therapist is, firstly, to draw the teacher’s attention to the fact that errors of a speechpathic nature should not be counted when assessing a student’s work, and secondly, to teach the teacher to distinguish a speechpathic error from an error due to the fact that the student has not learned one or another rule of grammar . It is advisable to prepare and distribute to teachers a table-memo with a list of logopathic errors and instructions on what type of speech disorder they are caused by.

I. Errors caused by immaturity of phonemic processes and auditory perception:

1) omission of letters and syllables - “passed” (forgave), “greedy” (greedy), “ishka” (toy);

2) rearrangement of letters and syllables - “onko” (window), “zvyal” (took), “peperisal” (rewrote), “natuspila” (stepped);

3) underwriting of letters and syllables - “deeds” (did), “lopat” (shovel), “nabukhl” (swelled);

4) building up words with extra letters and syllables - “tarawa” (grass), “katorayye” (which), “bababushka” (grandmother), “klyukikva” (cranberry);

5) distortion of the word - “naotukh” (to hunt), “habab” (brave), “pike” (cheeks), “specky” (from a stump);

6) continuous writing of words and their arbitrary division - “nasto” (per hundred), “visitnastne” (hanging on the wall), “u stala” (tired);

7) inability to determine the boundaries of a sentence in a text, writing sentences together - “My father is a driver. The work of a driver is difficult; the driver needs to do well. Know the car after school too. I will be the driver";

8) replacing one letter with another - “trick” (three); “u glesta” (crossbill), “telpan” (tulip), “shapagi” (boots);

9) violation of softening of consonants - “vaselki” (cornflowers), “smali” (crumpled), “kon” (horse).

II. Errors caused by unformed lexical and grammatical aspects of speech:

1) agrammatism - “Sasha and Lena are picking flowers. The children sat on large chairs. Five little yellow chickens" (five little yellow chickens);

2) continuous writing of prepositions and separate writing of prefixes - “in the pocket”, “while flying”, “in the village” (took), “on the road”.

In addition, in order to avoid misunderstandings, primary school teachers should know that in their classes the speech therapist very specifically evaluates the work of students. The assessment in a speech therapy session is based primarily on the psychological and pedagogical parameters of the student’s work, i.e. for attentiveness throughout the lesson, activity, desire to work and the number of independently discovered and corrected errors, not those made by him. Therefore, a student who performs unsatisfactorily in class can receive positive grades in speech therapy classes. The speech therapist must convince the teacher that creating a favorable psychological climate in the classroom for the speech pathologist student is much more important than normative assessment.

A speech therapist teacher, at the request of parents, can issue a certificate to a child who regularly attends classes in order to help a primary school teacher or Russian language teacher correctly evaluate the student’s written work (dictations, essays, presentations) taking into account the speech diagnosis. Sample certificate:

Speech therapy room

School No. 337 Nevsky district

St. Petersburg

Reference

Given to Sergei Bogdanov, born on September 13, 1995, student of 2 “A” class 337 of school, living at the address: st. Babushkina, 117, building 1, apt. 41, in that on 09/05/03 he contacted the speech therapist at the speech therapy center at school No. 337 with complaints about difficulties in mastering the 2nd grade program in the Russian language.

He was examined and diagnosed with “FFDD: complex dysgraphia with a predominance of phoneme recognition disorders (acoustic) and elements of optical dysgraphia” and was enrolled in a speech therapy group, where he has been studying since September 15, 2003 to the present.

Considering the systematically carried out work, I recommend not taking into account errors of a logopathic nature when assessing a student’s work.

He can study according to the general education school program in the Russian language for the 2nd grade.

Speech therapist: __________________ (Gorbachevskaya N.Yu.)

COOPERATION
WITH PRESCHOOL Speech Therapists
EDUCATIONAL INSTITUTIONS

In order to implement an integrated approach to the correction of speech disorders present in children, effective continuity in the work of two very important links is necessary - preschool and school speech therapy services. Their close interaction will help speech therapists of preschool institutions, on the one hand, to more clearly imagine the difficulties that arise in children with speech disorders in the process of learning at school, and to become familiar with the direction and methods of correctional work at the school speech therapy center, and on the other hand, it is most expedient and purposefully structure your work to prevent these difficulties and reduce them to a minimum. In turn, school speech therapists, having become more familiar with the work of their colleagues, will not waste training time duplicating those topics that have already been learned by children in the kindergarten speech therapy group.

It is very important that correctional work with children with speech disorders is carried out strictly in stages, so that all stages are interconnected and flow from one another.

Under these conditions, the number of dysgraphic children in schools will inevitably decrease.

The relationship in the work of speech therapists in school speech therapy centers and speech therapists in preschool institutions is carried out through joint methodological associations, at which organizational and methodological issues are resolved and best work experience is studied.

Organizational issues include, first of all, the question of staffing speech therapy groups at school speech centers.

Speech therapists of preschool institutions at the end of the school year (before May 15) find out which schools in the district their children will go to, draw up lists of children indicating their last name, first name, home telephone number or address, the number of the school where the child will study, and a speech therapy report on the moment of graduation from the speech therapy group of the kindergarten. After May 15, this data is transferred to speech therapists at school speech therapy centers so that the correctional work begun with children in preschool age continues at school.

COOPERATION WITH PARENTS

Parents of students studying at a speech therapy center can provide great assistance in the work of a speech therapist teacher.

The first time a speech therapist meets with the parents of students enrolled in a speech center is in mid-September, when, after finalizing the groups and drawing up the class schedule, he holds the first parent meeting. Practice shows that the majority of parents do not know what speech therapists do with their children. Moreover, some parents have a negative attitude towards the fact that their children are enrolled in a speech therapy center, and conflicts arise on this basis.

If the child’s parents still refuse to attend classes with a speech therapist for one reason or another, it is advisable to ask them to sign a refusal to attend in order to avoid conflict situations in the future. “But no one told us anything,” parents often say, having been repeatedly warned about their child’s speech problems in preschool age, or demand that the child be enrolled in a speech therapy group when enrollment has already been completed and all groups have been formed. Sample waiver:

Speech therapist at speech therapy center

at school No. _________________

from ___________________________

residing at the address:

_____________________________

Refusal

I,___________________________________________________________,

I refuse a place in the speech development and correction group at the speech center at school No. ____ for my son (my daughter) __________________________

students of the _______ class of school No. ________ in connection with ______________________

__________________________________________________________________

___ is familiar with the child’s speech diagnosis. Recommendations received. ___ was warned about the possible consequences.

“___” _____________ 20___ Signature ________________________________

To avoid conflict situations, the speech therapist comes to class parent meetings at the beginning of September, introduces himself to the parents and very briefly informs them about the goals and objectives of his work. In particular, the speech therapist says that phonemic and lexico-grammatical speech disorders are not always accompanied by a violation of sound pronunciation and therefore parents do not notice them. However, these violations have a very serious impact on the child’s assimilation of the school curriculum; they are often the reason why he persistently fails in a number of subjects, and in the most severe cases, the question even arises of the impossibility of his education in a public school. Such complications can be avoided if special correctional classes are carried out with the child aimed at correcting speech development defects. During the report, it is advisable for the speech therapist to give one or two examples from his practice. Having thus received the most general information about the work of a speech therapist teacher, parents will react with great attention and interest to an invitation to a parent meeting at a speech therapy center.

The speech therapist informs the teacher about the date and time of the parent-teacher meeting, and the teacher passes this information on to the parents. It is better if the speech therapist himself notifies parents about the upcoming meeting by phone or note. Notes indicating the date, time and location of the parent meeting are given to each student (for first grade students, it is better to put the notes in a briefcase or jacket pocket).

At the meeting, the speech therapist meets the parents, talks in detail about phonetic-phonemic and lexical-grammatical speech disorders, what type of speech disorder has been identified in a particular child, and what learning difficulties are possible in connection with this speech disorder. It is very useful to let parents look at the written work of dysgraphic children so that they can clearly see the consequences of phonemic and lexico-grammatical speech disorders.

Next, the speech therapist reports on the composition of groups and subgroups, and the schedule of classes. It is necessary to draw the attention of parents to the fact that they “along with the teacher are responsible for attending speech therapy classes for their children.”

Then the speech therapist talks about what the students of each group will do during the year at the speech center. He also informs the parents of first-graders about what the children will do in the second year of correctional work, and lists the items that the children will need for speech therapy classes. In conclusion, the speech therapist talks about the speech regime in the family, in particular that parents need to contribute as actively as possible to the accumulation of their children’s vocabulary. Here it is necessary to tell parents that they should not force a speech-language pathologist child to rewrite their homework several times, ensuring accuracy and correctness of completion; they should not be allowed to sit on homework for more than the time established by sanitary standards - 1 hour in 1st grade, 1-1 .5 hours in grades 2-4, and this time includes completing all homework - both written and oral, and labor and drawing.

Parents should know that children with speech pathology, as a rule, have great difficulty mastering reading techniques, so it is advisable for an adult to first read the text assigned for home reading, then ask a few questions about what they read, and only after that let the child read the text independently. In this case, it is useful to give the child a small pointer in his hand so that he can guide it through the text. This technique will significantly reduce the stress that a speech-language pathologist child experiences when reading an unfamiliar text.

At the same meeting, the speech therapist informs parents that in the course of speech therapy work, sometimes it becomes necessary to consult a child with a specialist (psychoneurologist, neurologist, otolaryngologist). This is done primarily in the interests of the child, in order to comprehensively study his personality and choose the best option for correcting his developmental deficiencies.

Next, the speech therapist turns to the parents whose children will be involved in sound pronunciation correction. He explains that these children should have special notebooks-diaries, in which the speech therapist will record exercises to consolidate the material covered. If the material is not reinforced, then, firstly, the necessary efficiency in work will not be achieved, and secondly, the period of correctional work with the child will be significantly extended.

Then the speech therapist informs that he will conduct systematic consultations and conversations for parents, names the days and times of such consultations.

During the school year, the speech therapist maintains constant contact with parents, periodically informing them about the successes or failures of their children. If a child, while present in class during lessons, does not show up for a speech therapy session, the speech therapist informs the student’s parents and teacher about this.

The speech therapist needs especially close contact with the parents of those students who are involved in correcting sound pronunciation. If a child comes to class several times with unfinished homework, the speech therapist calls the parents to school and carefully examines the reasons why this is happening. If the reasons turn out to be valid enough, the speech therapist should try to help the parents. Parents should always feel that the speech therapist is not just a mechanical performer of duties, but a person who takes the fate of their children to heart and is always ready to help. We must remember that the authority of a speech therapist largely depends on the attitude of the students’ parents towards him.

A speech therapist should be especially tactful and careful if there is a need to consult a child with a psychoneurologist or neurologist. As a rule, parents perceive such proposals very painfully, therefore, in a conversation, the speech therapist is required to have maximum goodwill and the ability to convince parents of the need for such consultation. Here you cannot act by brute pressure. Parents need to prove that in order to work most successfully with their child, in order to choose exactly those methodological techniques that will give the greatest effect, the speech therapist should know the psychological characteristics of his personality, that only a specialist doctor can give the necessary recommendations, and if necessary, then help for our part, reinforce the pedagogical impact with drug treatment.

At the end of the school year, the speech therapist again invites all parents to the final parent meeting, at which he informs parents about the results of his work with students, who no longer needs the help of a speech therapist, and who is left to continue correctional work. Here it is advisable to compare the level of speech development of children upon admission to the speech center and after the work carried out with them; clearly, using specific examples, show the results of correctional work. Since the comparative characteristics of each child will take a lot of time, it is possible to say only about the most difficult children or about those students who have not made noticeable progress. It is also necessary to note the work of the parents themselves, their specific assistance to the speech therapist.

The second half of the meeting can be devoted to recommendations for activities with children in the summer. First of all, remind parents that they cannot stop working with children to correct sound pronunciation, otherwise the work done during the school year may go down the drain: insufficiently automated sounds may be “lost” and work on their production will have to start all over again.

During the summer, parents can work to accumulate an active vocabulary and develop coherent speech for their children. This is greatly facilitated by summer travel and the new experiences children receive during their trips. You just need to constantly attract children's attention to their surroundings. If a child goes to a health camp, it is very important to ensure that he writes letters as often as possible, telling him what surrounds him, what he does, where he goes, etc.

APPLICATIONS

Annex 1
SPEECH CARD

1. Last name, first name, date of birth: _________________________________

2. School, class: _________________________ Home address: ___________________________________________________________________

3. Full name parents _________________________________________________

4. Home phone ________________________________________________

5. Working phone _____________________________________________________

6. General anamnesis.

From what pregnancy __________________ birth _________________

Nature of pregnancy (toxicosis I 1/2, II 1/2, falls, injuries, psychosis, chronic diseases, influenza, rubella, anemia, symptoms of threatened miscarriage) ____________________________________________________________

Childbirth (early, urgent, fast, rapid, protracted, dehydrated).

Stimulation (mechanical, electrical, chemical, none).

Scream (was, not right away, wasn’t).

Asphyxia (white, blue, none).

Birth weight ____________________, length __________________

Discharged from the maternity hospital on ___________________________________day

Reason for the delay _____________________________________________

Early psychomotor development.

Holds head (up to 3 months or after) __________________________

Sitting (up to 7 months or after) ___________________________________

Walking (up to 1 year and 3 months or after) __________________________

First teeth with ________________________________________________

7. Diseases.

Up to 1 year (rubella, measles, whooping cough, jaundice, pneumonia, etc.) ___________________________________________________________________

After 1 year ___________________________________________________

Infections _____________________________________________________

Bruises, head injuries ________________________________________

Convulsions at high temperature ______________________________

8. Speech history.

Humming with _________________ Babbling with _____________________ First

words _____________________ First phrases ______________________

9. Did ___________________________________________ attend kindergarten (speech or mass group) with what diagnosis ___________________________________________________________________

did the child work with a speech therapist at the clinic, individually ___________________________________________________________________

Results ___________________________________________________

10. The child’s speech environment (are there people in the family who stutter, have speech impediments, are bilingual, or are late talkers) __________________________

__________________________________________________________________

11. Academic performance in Russian _____________________________

Complaints from parents, teachers _____________________________________

12. Conclusion of a psychoneurologist (whether the child was observed by a neurologist, for how long) __________________________________________

13. Cause (PEP, MMD, enuresis, tics, dysarthria, increased intracranial pressure, neuroses).

14. General motor skills _________________________________________________

Coordination of fine movements of the fingers _______________________

15. Leading hand (right, left). Are there any left-handed people in the family, retrained left-handers?

16. State of biological hearing (No., disease) _________

__________________________________________________________________

17. State of vision (No., disease) ___________________________

18. Features of your child (withdrawal, touchiness, aggressiveness, uncertainty, etc.) ___________________________________

Timetable of classes: __________________________________________

Parents, along with teachers, are responsible for their children’s attendance at speech therapy classes.

Date of completion _________ Parents’ signature ____________________

19. Coherent speech.

General characteristics of speech (according to age level) ___________________________________________________________________

Level of independent storytelling _________________________

Types of sentences used ______________________________

Selection of words and correct use of them ____________________

__________________________________________________________________

Difficulties in constructing phrases (yes, no) _______________________

General sound of speech (pitch, tempo, fluency, voice, breathing, intonation) _________________________________________________

20. The sound side of speech.

Articulatory apparatus: structure ____________________________,

motor function ________________________________________________

No sounds _____________________________________________

Mixing sounds ______________________________________________

Sound replacement (reflected, in independent speech) _________________

__________________________________________________________________

Distortion of pronunciation _____________________________________________

The syllable structure of the word ________________________________________________

Sound analysis and synthesis (for which group or several groups of phonemes there are violations) _______________________________________________

Lexicon.

General characteristics of vocabulary (ratio of active and passive vocabulary) ___________________________.

Name of parts of the whole _____________________________________________

Generalizing concepts ______________________________________________

Name of actions _____________________________________________________

Choosing a definition for the word _____________________________________

Selection of synonyms _____________________________________________________

Selection of antonyms _____________________________________________________

Selection of related cognate words _________________________

__________________________________________________________________

Use of various parts of speech (adverbs, relative adjectives, etc. - please note) ____________________________________

21. Grammatical structure of speech.

Word changes (if any, what) ____________________________

Word formations (if any, what) ___________________________

Syntax (types of sentence construction and features of violation of their structure) _______________________________________________________

Age appropriate ______________________________

Collocations (use of various types of phrases: agreement, control, adjacency) ______________________________

__________________________________________________________________

Understanding grammatical forms and constructions __________________

__________________________________________________________________

Understanding the text (facts and hidden meaning) __________________

__________________________________________________________________

Other features _____________________________________________

22. Letter.

Graphics features ________________________________________________

Specific errors (cheating, dictation, independent work) _______________________________________________

Presence of non-specific errors ______________________________

23. Reading.

Reading technique (global, analytical, letter-by-letter, syllable-by-syllable, continuous, etc.) _____________________________________________________

Reading pace (aloud, silently) ___________________________________

Reading Comprehension ________________________________________________

Characteristics of errors _____________________________________________

Features of speech associated with stuttering _________________________________

Date of enrollment at the speech therapy center ________________________

24. Speech therapy report upon admission to the speech center ___________________________________________________________________

25. The result of correctional work after the first year of study ___________________________________________________________________

26. Speech therapy report before the second year of work _________

__________________________________________________________________

27. The result of work after the second year of study __________________

__________________________________________________________________

28. Consultations with medical specialists: _________________________

__________________________________________________________________

Date of issue ____________ Signature of speech therapist ____________________

PERSPECTIVE WORK PLAN
PREVENTION AND CORRECTION
VIOLATIONS OF WRITTEN SPEECH
IN PRIMARY CLASSES

End of the table

The class schedule is drawn up by September 15 and certified by the administration of the preschool institution. It may be accompanied by schedule for children to attend individual lessons, which indicates the approximate number of classes per week with a specific child, the time of implementation, for example:

A speech therapist teacher conducts at least 6 individual lessons daily, the duration of each of which is determined by

varies depending on the structure of the speech disorder, but cannot exceed 15-20 minutes. A speech therapist teacher can take children for individual lessons from any classes of a teacher, music director, or physical education instructor. Children's attendance at individual lessons is recorded in a log. Example of registration in log of children's attendance at individual lessons:

Children's names

September

I-v Oleg

K-va Ira

N-k Ivan

...

The form and number of classes varies depending on the year and period of study. On first year of study speech therapy sessions for children with special needs development (first level of speech development) carried out individually or in small subgroups. This is explained by the fact that children do not fully understand speech and assimilate instructions addressed to them personally. It is also necessary to take into account the specific features of their mental activity. Therefore, speech therapy classes in the first period of training are carried out in the form of a game with the participation of favorite puppet characters and are aimed at developing understanding of speech, active imitative speech activity, attention, memory, and thinking.

The number of children in subgroups in the first year of study varies at the discretion of the speech therapist (from 2-3 to 5-6 people). At the beginning of the school year, the number of children in the subgroup may be less than at the end of the study.

With children with special needs (second and third levels of speech development) Subgroup and individual classes are conducted. The main goal of individual classes is to prepare children for active speech activity in subgroup classes. In individual speech therapy classes, work is carried out to activate and develop differentiated movements of the organs of the articulatory apparatus; under-

refining the articulatory base to assimilate missing sounds; production of missing sounds, their discrimination or hearing and the initial stage of automation at the level of i words, words. When selecting the content of classes, not only the level of speech development is taken into account, but also the form of speech impairment (motor alalia, dysarthria, rhinolalia).

When compiling work schedule During the week, the type of lesson is determined (on the formation of lexical means of language and the development of coherent speech; on the formation of the pronunciation aspect of speech), its topic, objectives, and a short plan. The speech therapist teacher focuses on program content. As a rule, within 1-2 weeks, the speech therapist and other specialists of the preschool institution organize the study of a certain lexical topic, which contributes to the successful accumulation of speech means and their consistent use by children in communicative chains. Themes subgroup lessons on the formation of lexical-grammatical means of the language and the development of coherent speech, as well as some individual lessons, for example, with children with alalia (at the initial stages of remedial education) - lexical lessons (“Family”, “Flowers”, etc.). Examples of wording of topics for subgroup lessons on the formation of the pronunciation aspect of speech and individual lessons: “Vowel sounds...”, “Sound with”, “Sounds m, n."

Particular attention should be paid to the definition tasks weather pedagogical work. It is known that the content of the teacher’s activity, and therefore its results, depends on the clarity of the madach statement. The nature of the assigned tasks determines this or that content of the lesson, its structure, and not vice versa. The goal of the lesson should be specific and diagnostic, i.e. the teacher-speech therapist sets the task of developing in children a certain skill, the degree of mastery of which at the end of the lesson can be realistically assessed (for planning work in subsequent lessons, making adjustments and additions to long-term planning) . In this sense, such formulations of tasks as “improve auditory perception”, “develop speech breathing”, “develop coherent speech using

we eat diagrams”, “learn to distinguish sounds in words, sentences”, “consolidate vocabulary on the topic “Pets”, etc. As examples of defining the tasks of speech therapy classes, the following can be given: “develop the ability to distribute air during speech”, “to develop the ability to reproduce simple rhythms using clapping and tapping”, “to develop the ability to determine the first sound in words like tap",“to develop the ability to form verbs in a prefixed way based on a model”, “to develop the ability to ask questions using ready-made answers”, etc. It should be remembered that in speech therapy work, achieving results is possible provided that it is systematic, step-by-step and consistent. The work goals determined by the methodology at a specific planning stage (month, week) should be as specific as possible. For example, work on the development of auditory perception consists of the consistent formation of a number of skills: to identify a sounding object; correlate the nature of sound with differentiated movements; remember and reproduce a number of sounds; recognize and distinguish non-speech sounds by volume and duration, etc. Having determined during the examination the child’s ability to distinguish sounds by ear, the speech therapist teacher can set specific tasks for the development of auditory perception for a series of lessons.

Plan form individual work with children(for each month or week of the current month) can be presented in the following form:

When planning work, a speech therapist teacher must take into account that severe speech disorders to one degree or another (depending on the nature of the speech disorder) negatively INFLUENCE the entire mental development of the child. Inferior speech activity leaves an imprint on the formation of the cognitive activity of children in general: in them a decrease in verbal memory is noted; the productivity of memorization and verbal-logical thinking suffers; insufficient stability of attention and low mental capacity are observed. Children with speech disorders often experience a peculiarity of the emotional-volitional sphere, which is reflected in increased excitability and irritability , negativism, aggression, etc. That is why in speech therapy-II,<>In this work, two interrelated directions should be implemented: correction of the speech disorder itself and prevention, overcoming secondary deviations from the cognitive and emotional-volitional spheres.

The success of speech therapy classes is determined not only by their content, but also organizational (spatial, subject and etc.) conditions their implementation.

In the space of the office for speech therapy classes (for group and individual classes), three zones are traditionally distinguished:

The area in which the wall mirror is a spatial organizing element (in front of which a significant part of the individual lessons on staging and automating sounds, facial gymnastics and other exercises is carried out), i need to think about the lighting of the mirror during classes;

An area for subgroup classes, which is formed from heads and chairs for children, typesetting cloth, flannelgraph / noirolinograph, wall boards (slate, magnetic) and m. It is desirable that the office has a round table. If not, you can move tables or arrange chairs in a circle so that children are placed facing each other, which is useful for interaction;

The area of the speech therapist's workplace, consisting of the speech therapist's first floor, cabinets for visual aids, books, etc., a bridge for a tape recorder, a computer, etc.

It is also advisable to identify such zones as:

An area for psycho-gymnastics and logorhythmic and other exercises related to children performing movements in various directions. In it, children can move freely, sit on the floor, on soft modules (including in a semicircle or circle for carrying out communicative exercises);

The area, the element of which is the couch, is for individual work using speech therapy massage, breathing exercises, etc.

The environment should stimulate the child’s speech development - for this purpose, special speech corners can be created in the speech therapist’s office and/or group room, which are filled with various aids for the development of fine motor skills and manual praxis; visual and illustrative material on lexical topics, main phonetic groups, as well as for the development of phrasal speech and phonemic hearing; toys for the development of diaphragmatic-speech breathing, etc. It is advisable to highlight and design the corners:

For dolls And fairy tale therapy - with the aim of developing coherent expressive speech, overcoming logophobia;

For sand therapy, for playing with various bulk materials and water (“finger pool” - for the development of fine movements of the fingers, which are an important means of stimulating speech and increasing performance), etc.;

For artistic activities (modeling, appliqué, design, drawing) - with the aim of developing fine motor skills, spatial orientation, planning and regulating speech functions, etc.

The experience of organizing subject-spatial environmental resources in working with preschoolers with speech impairments is widely presented in publications.

When modeling the office environment, it is necessary to avoid its oversaturation, and also remember that it must be characterized by a certain dynamism, i.e., be subject to constant change.

The room should be well ventilated (for breathing exercises). Other hygienic conditions 14

i i, ivr temperature regime, sufficient lighting, furniture and in accordance with the results of anthropometry, etc.) should be optimal. The room for speech therapy classes must meet sound insulation requirements.

11ri organization of the subject-spatial environment (environment) rif.ii walls, selection of colors for curtains, blinds, carpeting, interior design elements, etc.) it is advisable to use chromotherapy (taking into account the properties of colors: calming or activating their effect).

When organizing comprehensive support for the development of a child, it is possible to use equipment for procedures to minimize the influence of organic disorders that aggravate speech failure (asthenic, neurosis-like phenomena, psychomotor disinhibition, etc.), and for “health of the child’s body: organizing a herbal bar in a preschool institution ( taking vitamin teas taking into account individual needs); the use of pharmacotherapy (vitamin therapy, restoratives), as well as physical therapy; the use of sets of essential oils (pavanda, rosemary, orange, etc.), aromatization "ampa (aromatherapy). These procedures are carried out as prescribed and under the guidance of a physician.

Of particular importance in the correctional education of children with SLD are organizational environmental components: a unified speech regime in the educational institution and family; providing children with samples of teachers’ speech (orthoepic correctness, leisurely pace, sufficient volume, expressiveness and coherence of speech, correct speech breathing, etc.); differentiation of dosages of speech and language material, selection of linguistic material that is communicatively significant for the child, accessible in content, corresponding to his pronunciation capabilities.

List of used literature

1. Bychkova, M. M. Creating a comfortable intra-school environment for children with speech disorders / M. M. Bychkova, G. M. Kartashova // Speech therapist. - 2008. - No. 3.

2. Raising and teaching children with severe disabilities*
speech / Program for special preschool institutions /
authors-comp. Yu. N. Kislyakova, L. N. Moroz. - Minsk: NIO

3. Zhukova, N. S. Speech therapy. Overcoming general speech underdevelopment in preschool children / N. S. Zhukova, E. M. Mastyukova, T. B. Filicheva. - Ekaterinburg: III round, 2003. - 318 p.

4. Zaitseva, L. A. Organization and content of speech therapy classes in educational institutions / L. A. Zaitseva. - Mozyr: White Wind, 2004. - 79 p.

5. Kozina, I. V. Correctional group corner as part of a subject-development environment / I. V. Kozina, T. V. Kulakova // Speech therapist. - 2006. - No. 2.

6. Correctional work in preschool institutions / M. V. Smolyanko [etc.]. - Minsk: Mastatskaya literature, 2000. - 205 p.

7. Kumanina, M. V.“Speech therapy kingdom, sound state” / M. V. Kumanina // Speech therapist. - 2008. - No. 6.

8. Loginova, I. N. Goal setting in correctional pedagogical work with children with special needs of psychophysical development / I. N. Loginova, V. V. Gladkaya // Shravanne u adukatsy - 2006. - No. 3.

9. Organization of an educational environment for children with special needs of psychophysical development in the conditions of integrated education / edited by. ed. S. E. Gaidukevich, V. V. Checheta. - Minsk: BSPU, 2006. - 116 p.

10. Fundamentals of the theory and practice of speech therapy / ed. R. E. Levina. - M.: Education, 1967. - 366 p.

11. Sokolova, E. V. Construction of a developmental space in specialized kindergarten groups / E. V. Sokolova, N. F. Balashova // Speech therapist. - 2008. - No. 6.

12. Stepanova, O. A. The main directions of the correctional educational process in preschool educational institutions (groups) for children with speech disorders / O. A Stepanova // Speech therapist. - 2004. - No. 4.

13. Filicheva, T. B. Elimination of general speech underdevelopment in preschool children / T. B. Filicheva, G. V. Chirkina. - M.: Iris-press, 2004. - 224 p.

14. Shigina, G. F. Correctional and developmental environment of the speech therapy group / G. F. Shigina, E. Yu, Popkova // Speech therapist. -

A lesson with elements of fairy tale therapy for children of the secondary speech therapy group “A fairy tale has come to visit us” Compiled by: Pashkova Irina Ivanovna Teacher of the MBDOU combined type kindergarten No. 12. Topic: “A fairy tale has come to visit us.”

A lesson with elements of fairy tale therapy for children of the secondary speech therapy group “A fairy tale has come to visit us” Compiled by: Irina Ivanovna PashkovaTeacher at a mixed-type kindergarten...

Summary of correctional and developmental classes in the senior speech therapy group of the MDOU "Combined Kindergarten No. 131"

Correctional and developmental lesson in a senior speech therapy group on the lexical topic “Insects”...

Integrated lesson in the preparatory speech therapy group of a combined kindergarten. Topic: “Mysteries of the winter months”

Objectives of the lesson: Exercise in dialogical speech. Consolidating children’s ability to independently ask questions about a picture; Improving the ability to compose 4-5 word sentences grammatically correctly; Order...

Individual speech therapy lesson for children with special needs on sound automation [c] using ICT MBDOU "Lyambirsky kindergarten No. 3 of a combined type" RM Summary of an individual speech therapy lesson for children of senior preschool age with

The notes contain a detailed description of the progress of the speech therapy session. It reflects correctional tasks. The lesson contains stages of work that are interconnected. Speech material - used...

Work program of a speech therapist teacher "Correction of general underdevelopment in children 5-6 years old in the conditions of the speech therapy group of MBDOU "Combined kindergarten No. 77" EMR of the Saratov region

The work program of the teacher-speech therapist of the MBDOU "Kindergarten of a combined type No. 77" of the EMR of the Saratov region is presented...

A comprehensive open lesson for a mixed-age group of a combined type “And the saved world remembers”

A recording of the song “Once upon a time there was a war” sounds, children enter, take their places... Presenter. It all started back in 1941. The entire people, from young to old, rose to defend...

Each stage of speech development has its own characteristics, and sometimes it is difficult for parents to understand what a child who sweetly distorts words needs speech therapist. However, diagnosis and correction are a matter for specialists, and fathers and mothers need to pay attention to alarm bells in time.

Age group 2.5-3.5 years. The baby is in no hurry to speak or his speech consists of single interjections. He does not perceive addresses addressed to him, does not understand words denoting objects or close people.
Milestone 4 - 5 years. At this age, phoneme distortions are alarming. Nasal pronunciation, interdental pronunciation of hissing sounds (baby has a lisp), guttural sound “r”, speech – “porridge”. In words, the child rearranges syllables in words, skips or adds new ones.
Over 5 and under 6 years old. Children have difficulty coordinating words in sentences and have the above-mentioned sound defects. Rhythmic speech disturbances (fast/slow, quiet/loud), stuttering.
Junior schoolchildren 7-8 years old. It is difficult to read and master writing (mistakes, bad handwriting). Poor vocabulary.

If you have at least one of the symptoms, do not delay in contacting speech therapist. If you miss the moment, children will face ridicule from their peers and difficulties in learning. Severe defects affect psycho-emotional development or are their consequence. Elementary attention to the developmental features of the baby will protect you from a heap of problems.

What is the assistance aimed at?

The Planet Family Center provides assistance with the following speech therapy disorders in children:

general speech underdevelopment;
psycho-speech dysfunction;
defects in sound pronunciation;
phonation disorders;
tempo-rhythmic speech disorders, including stuttering;
intonation and timbre defects;
writing and reading disorders.

Problems may have medical “roots” or be at the intersection of psychology and education. Therefore, a speech therapist needs to identify the true causes of speech defects.

How a speech therapist works with children

Correction takes place exclusively in the form of individual lessons. A preliminary speech therapy examination of the child is carried out:

the level of speech development is established;
kindergarten drawings and works, school notebooks are examined;
speech defects are identified;
The speech apparatus is examined, and doctors' opinions are analyzed.

If the problems are severe, additional examination at the clinic or consultation with a psychologist may be required. It’s troublesome, but the root of the problem will be identified. Only now the speech therapist draws up a correction program and schedule for classes with the child.

Directions for speech therapy correction at the Planet club

Correction of speech defects is primarily individual work of a speech therapist with a child, including:

formation of the basis of speech skills - replenishment of vocabulary, building language structures;
auditory-speech rehabilitation;
staging of speech voice, articulation and respiratory function;
work on sounds and word structure;
development of fine motor skills of the hands;
development of phonemic perception (“speech” hearing);
teaching reading and writing;
disinhibition of speech in non-speaking children (from 3 years of age).

The individual program depends on the age and general development of the child. The younger our visitor, the more the speech therapist uses game elements: music, logoritmics, group games, learning poetry.

Now specialists are recruiting children from 4 years old. Reception is by appointment only. Classes are held twice a week on Wednesdays and Thursdays. Call the club and choose a time for your first consultation with a speech therapist.

Many parents, when sending a child with speech impediments to school, expect that a speech therapist will work with him there. However, this is often not feasible for completely objective reasons. Let's get acquainted with how a speech therapist works at school.

Organization of the work of a speech therapist in a regular school

A logo center is organized in a secondary school. Often it is one for several nearby educational institutions and serves 25 primary classes. A speech therapist works 20 hours a week, that is, his working day lasts 4 hours. The vacancy of a speech therapist at school is an excellent start to a career and is gladly filled by young professionals. Many of them are diligent and obliging, but often the ambitions characteristic of youth prevent them from consulting with a more experienced specialist in time or communicating with their parents.

diagnoses speech development disorders in children;

corrects violations of oral and written speech, helping schoolchildren to master educational material;

carries out activities aimed at preventing speech disorders in students;

The speech therapist conducts thematic classes for parents and teachers to help them work more skillfully with children with speech disorders.

Information for parents

If the speech therapist did not enroll your child in classes at the speech center in the first half of September, then there is very little chance that this will be done later. At the same time, you have every right to receive advice from a speech therapist and decide on the need to study with a specialist outside of school.

Speech therapists are available free of charge in children's clinics, but there may be a long queue. The choice of paid classes is quite wide. Here it is better to focus on reviews and come to a speech therapist who has an established positive image.

You can use the services of our Speech Center to find a suitable specialist working near you or ask a question to practicing speech therapists.