Methodological association of teachers-speech therapists and defectologists of preschool educational institutions

PACKAGE OF DOCUMENTS

speech therapist preschool educational institution

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legal documents .

"Preschool education in Russia in documents and materials". Collection of current normative-legal documents and program-methodical materials. Ministry of Education of the Russian Federation, Moscow, 2001

Letter of the Ministry of Education of Russia dated January 22, 1998 No. 20-58-07 in / 20-4 “On speech therapists and educational psychologists” ( about the length of the working day of a speech therapist) With. 137 - 140.

Occupancy standards for groups in preschool institutions, p. 220-221.

Federal Law "On Education" dated July 10, 1992 No. 3266 - 1.

Federal Law on Amendments and Additions to the Law of the Russian Federation "On Education" dated 13.01.96. No. 12 - FZ.

Qualification Requirements teaching staff educational institutions when assigning qualification categories to them.

w/l "Bulletin of education» No. 10 - 1996

Convention on the Rights of the Child. w/l " Bulletin of Education» No. 10 - 1991

Russian Federal Law "On Basic Guarantees of the Rights of the Child in the Russian Federation". w/l « Bulletin of Education» 1999

"The rights of the child in the Russian Federation regarding the UN Convention on the Rights of the Child". w/l " Bulletin of Education"No. 16 - 2000

Job Responsibilities of a Speech Therapist.

Programmatically-methodological support for the activities of a speech therapist teacher of a preschool educational institution.

Act of the PMPK meeting.

List of children of the group.

Cyclogram of the activities of a speech therapist teacher.

regulated activity.

Lists of children by subgroups.

Annual plan of organizational and methodological work.

Prospective plan of corrective work.

Calendar plans indicating the source of the abstract and an explanatory note if the number of classes is reduced.

Report on the work done (digital and text).

Children's speech cards.

Children's individual notebooks.

The priority direction of activity of the teacher-speech therapist of the preschool educational institution.

1 page: Business card:

Education

Work experience

2 page: Selected topic.

3 page: Relevance of the chosen topic.

4 - Perspective and individual plans for the direction; several abstracts of classes on the chosen topic; consultations.

Diagnostic examination.

List of speech techniques (picture material).

Diagnostic notebook.

An approximate plan for writing a report of a speech therapist

List of children with an indication of the speech therapy conclusion at the time of admission to the group and graduation from it;

Quantitative and qualitative analysis and evaluation of the effectiveness of implemented individual and subgroup correctional programs;

Information about the replenishment of the equipment of the speech therapy room;

Information about the professional development of a speech therapist during the academic year.

An approximate scheme for conducting an individual speech therapy lesson:

Exercises for the formation and development of articulatory motor skills:

jaw exercises;

lip exercises;

language exercises;

mimic exercises.

Development Exercises fine motor skills fingers:

finger gymnastics;

massage and self-massage of hands and fingers;

Exercises for the development of auditory attention, memory, imagination;

Development exercises phonemic perception, skills sound analysis and synthesis;

Corrective work on sound pronunciation:

sound setting;

automation of the delivered sound (in syllables, words, sentences);

differentiation of sounds (delivered and mixed);

automation of sounds in spontaneous speech using lexical and grammatical exercises;

exercises for the development of coherent speech (dialogues, games, retelling ...)

The list of necessary documentation for a speech therapist working at a preschool speech center:

Journal of primary examination of speech and consultations of children.

List of children enrolled in individual speech therapy classes.

Register of children awaiting enrollment in individual speech therapy classes.

List of children in need of special conditions for education and training.

Journal of expulsion of children from individual speech therapy classes.

Journal of dynamic observation.

Promising and calendar plans individual and subgroup correctional speech classes with children.

Annual plan of consultative and methodological work with the pedagogical team of the preschool educational institution and parents.

Report on the work done for the past academic year.

A speech card for each enrolled child.

Journal of primary examination of speech and consultations of children

P/ P

Date of examination

Surname, name of the child

The state of the articulatory apparatus

State of speech

Structure

Mobility

Sound pronunciation

Background-

matic

perception

Vocabulary

stock

Grammatical

speech structure

Prosody

Primary speech therapy conclusion. recommendations

List of children enrolled in individual speech therapy classes

for _________ academic year

Register of children awaiting enrollment in individual speech therapy classes

for _________ academic year

List of children in need of special conditions for education and training

Journal of expulsion of children from individual speech therapy classes

_________ academic year

Dynamic Surveillance Log

Algorithm for writing an annual plan for the organizational, methodological and correctional and developmental work of a speech therapist teacher in a preschool educational institution.

Main directions		Timing
IJob with kids diagnostic direction Correction-developing direction	Psychological, pedagogical and speech therapy examination of children in order to accurately establish the causes, structure and severity of deviations in their speech development(determining the level of actual speech development - for children of preparatory groups/previously engaged in a logopoint), completing subgroups An objective speech therapy conclusion and drawing up group, subgroup and individual plans for correctional and developmental work for the academic year, drawing up a cyclogram of activities. Individual speech therapy examination and counseling Psychological-pedagogical and speech therapy monitoring (revealing the dynamics in the correctional and educational process of each and every one of the pupils of the speech group/engaged in the speech center); reflection of its results in speech cards, if necessary, adjustment of plans for individual and subgroup work with children. Examination of children of mass groups in order to identify speech pathology (completion of speech therapy groups / enrollment in a speech center). Conducting frontal (subgroup) speech therapy classes on the formation of lexical and grammatical categories and coherent speech; for the formation correct pronunciation, for the correction of stuttering, preparation for learning to read and write.	III week September During the year, at the request of teachers, parents January-February, May- for children of average, senior groups. February March
IIJob with teachers	Critical analysis of the results of the survey, partial analysis of the results of psychological, pedagogical and speech therapy impact. (PMPk)	planned PMPk DOW
	Planning of corrective and educational work, taking into account the results of the survey.
advisory direction	Advice for educators: Seminars: Workshops
	Observation of classes, games, regime processes in groups with their subsequent analysis.
	Participation in the organization of city methodical associations: Qualitative assessment of the results of the speech therapy intervention (PMPK), determination of general and speech readiness for systematic training in school conditions. Analysis of the psychological, pedagogical and speech therapy impact on preschoolers throughout the school year, assessment of the quality of correctional and pedagogical activities of all specialists working with children of the speech therapy group, preparation of recommendations for teachers primary school on working with children of graduate groups who need special learning conditions (final teachers' council).
IIIJob with parents	Counseling parents of adaptation groups Parent survey Individual counseling (analysis of the results of a psychological and pedagogical examination) Conducting consultations at parent meetings: Conducting individual classes in sound pronunciation, frontal classes: "Open Day" "Speech therapy corners" on the topic: Information stands: Thematic book exhibitions Folders-sliders	During the hours of consultations for parents on the activity schedule during the academic year during the academic year
IVWork on advanced training	Study of novelties of methodical literature. Participation in conducting methodical associations. Passing refresher courses. Certification for the qualification category. Development of new teaching aids. Creation of a subject-developing environment in a speech therapy room / group.

As practice has shown, each teacher chooses the most convenient option for the design of the survey log of oral and writing. An alternative to such a journal are various kinds of protocols.

The protocols for examining the oral and written speech of students are distinguished by their simplicity of design and completeness of information. Their purpose is to show the presence of a speech defect. The speech therapy examination protocol contains material on the basis of which the speech therapist makes an initial conclusion. An example of filling out a protocol for a speech therapy examination is given on p. 28.

7. Passport of a speech therapy room

Compiled by a speech therapist and contains information about:

The condition of the office in accordance with regulatory and hygienic standards;

The location of the office in the building and the possibility of combining with other specialists of the school (psychologist, social pedagogue, etc.);

Availability of furniture in the office;

Availability of necessary benefits (file cabinet);

Availability of methodological literature;

Availability of other equipment (probes, couch and massage tools, etc.).

This document is certified by the director of the school, kept by a speech therapist. In the course of work, a speech therapist may supplement or make changes to the list of available benefits.

8. Register of attendance of frontal and individual classes

As an attendance journal for frontal and individual classes, a speech therapist can use a school journal, a journal for optional classes, or a specially designed journal.

The main purpose of this document is to record the attendance of classes (individual or group) by each child and the occupancy of frontal classes in each group. The design of the attendance log is based on the requirements for filling out a class log (without assessing students' knowledge). This document, along with other documentation educational institution, is a financial document and is checked by the administration of the OS.

Despite the fact that the speech therapist is an employee of an educational institution and his classes have some similarities with the lessons of the Russian language, there are significant differences in the design of the topics of the classes. Wordings like "Unstressed vowels", "Nominative case of nouns", "Use of doubled consonants", "Test work on the topic...", etc. there should not be a speech therapist in the journal, since the above topics are not correctional. Classes on similar topics with students are conducted by Russian language teachers or primary school teachers. To avoid such errors, it is preferable for a speech therapist to define the topic of the lesson as follows: “Practical use of nouns in the form; .. case”, “Vowels and letters”, “Syllabic analysis of two-syllable words”, “Differentiation of letters ...”, etc. d.

9. The schedule of the speech therapist's working hours. Cyclogram of working hours

The work schedule of a speech therapist is compiled in accordance with the number of "hours" that is determined in the Decree of the Government of the Russian Federation of April 3, 2003 No. 191 "On the working hours of pedagogical workers of educational institutions." The work schedule is certified by the school principal. An example of a completed schedule is shown on page 43.

The cyclogram of the speech therapist's working time is compiled on the basis of the work schedule and reveals the content of each specialist's working day. Its purpose is to determine the production of working hours, compliance with regime moments. The chart contains the following information:

The number of groups involved in the logopoint;

The number of frontal and individual lessons conducted by a speech therapist per week;

The frequency of conducting classes with a particular group or child;

Duration of classes and breaks between them.

It must be remembered that the main task of a speech therapist at school is to eliminate violations of writing and reading or to prevent them. Thus, most of the time is devoted to group work to correct the above violations. For example, out of 25 children enrolled in a speech center, 6-7 people attend classes to correct the pronunciation side of speech, and the rest (18-19) need to correct written speech.

Below is an example of a speech therapist's work schedule and a cyclogram of working hours.

I approve _

Director MOU No. _

Poryadina Olga Veniaminovna, teacher-speech therapist

Location of the structural unit (logopoint):

Russian Federation, 184209, Murmansk region, city of Apatity, Fersman street, 38a

Address Email structural unit (logopoint): No

Regulations on the structural unit (logopoint):(Open, PDF)

Why and why is a speech therapy center needed in kindergarten?

The child has not yet been born, and his speech is already gradually beginning to develop. At birth, this process accelerates dramatically. Long before the appearance of the first word, the formation of the entire speech system takes place. AND the main role in the development of speech, first of all, belongs to the parents. It is very important to notice the lag and violations in the development of speech in time.

Violations sound culture speeches originating in preschool age, in the future may lead to whole line secondary speech disorders: underdevelopment phonemic hearing, delayed formation of skills of sound, syllabic and letter analysis words, impoverishment vocabulary child, grammatical disorder mother tongue. Any violation of speech to one degree or another can affect the activity and behavior of the child as a whole. Therefore, it is so important to take care of the timely development of children's speech, to pay attention to its purity and correctness.

Speech is the path to communication, new impressions and life experience, the path to expanding ideas about the world around him.

So, I return to the question posed at the beginning: why and why do we need a teacher - a speech therapist in kindergarten?

For what? Examine pupils of a preschool educational institution to identify children in need of speech therapy assistance.

For what? Organize timely speech therapy assistance to prevent and overcome specific errors in oral and written speech. After all, it is known that the sooner correctional assistance begins, the more effective it is.

Speech therapy center (abbreviated "Logopunkt")

This is a place where assistance is provided to children with speech disorders without transferring the child to another (specialized) group.

What kind of children are taken to the logopoint?

Not all children of an ordinary kindergarten are taken to speech therapy centers, but only the most in need of help. There is a sequence depending on the severity of speech impairment. First of all, children of 6 years old are enrolled at the speech therapy center, who will go to school in a year. That is, the guys from preparatory group. As well as those who did not complete classes with a speech therapist last year. Some of the children are enrolled in the remaining places senior group. Everyone else who needs the help of a speech therapist is put on a waiting list. Children, more younger age, from middle group, can receive speech therapy assistance, only in the form of consultations at a time specially allotted for this. In our kindergarten - this is Monday, from 16-30 to 18-00.

Children with what diagnosis (logopedic conclusion) are enrolled in Logopunkt?

Most often, children are accepted with such speech therapy conclusions:

pronunciation disorder individual sounds(in children with dyslalia, dysarthria or an erased form of dysarthria) - FNR
phonetic-phonemic underdevelopment of speech (in children with dyslalia, dysarthria or an erased form of dysarthria) - FFNR
general underdevelopment of speech - OHP - the third level of speech development in children with dysarthria or an erased form of dysarthria.

In what mode are classes at the Logopunkt?

The best effect, of course, is given individual sessions. The frequency and duration of classes with your child is determined by a speech therapist, depending on the severity speech disorder, the age of the baby and his psychophysical characteristics. Basically, individual lessons at the speech center last from 15 to 25 minutes. The purpose of individual speech therapy classes- correction of sound pronunciation and development of phonemic processes.

How many children are enrolled in Logopunkt?

The number of children simultaneously engaged in a speech therapy center should not exceed 20 people. Since speech therapy assistance is required by a large number of children with different types speech diagnoses, the terms of work with each of the children can vary greatly (from 3 to 9-12 months). Therefore, children are not taken out of the logopoint in kindergarten by the whole group, but individually, as the speech disorder is corrected. Another child standing in line is immediately enrolled in the vacant seat. Thus, the logopoint in kindergarten is an open and mobile system. It is very difficult for a speech therapist to solve the problem of complete correction of children's speech alone. Therefore, he intensively attracts both parents and kindergarten specialists to work.

To successfully correct the speech of children, the help of parents is simply necessary! They must follow all the recommendations of a speech therapist, regularly attend consultations with a specialist, and do homework, which are issued once a week. And, of course, close monitoring of the child's speech is necessary on the part of parents.

The speech pathologist works in the following areas:

general corrective development;
development of mobility of the articulatory apparatus;
work on connected speech;
breathing exercises;
setting sounds;
elimination of agrammatisms in speech;
development of auditory attention of children;
development of fine motor skills of fingers in children;
timely warning various violations oral and written speech in preschool children.

Opening hours of the Logopoint

Logopoint documents

Order to open a speech therapy center at MADOU kindergarten No. 15 dated 06.12.13 (Open, PDF)
Cyclogram of a speech therapist teacher for the 2019-2020 academic year (Open, PDF)
Annual work plan for the 2019-2020 academic year (Open, PDF)
The work program of a speech therapist teacher for the 2019-2020 academic year (Open, PDF)
Agreement on the provision of correctional and speech therapy services for children with speech disorders (Open, PDF)
Application for enrolling a child in a speech therapy center (Download, DOCX)

Consultations (for parents)

About the normal speech development of a child (Open, PDF)
Early signs of speech development disorders (