Software and methodological support for the correctional and developmental work of a speech therapist. Work program of a teacher-speech therapist of a preschool educational institution Programme-methodological planning of classes with a teacher-rehabilitologist

Software and methodological support for the office of the teacher-speech therapist MOUSOSH No. 1s. Novoselitsky

Diagnostic software

Diagnosis of speech disorders in children and organization of speech therapy work in a preschool educational institution. Collection of methodological recommendations. – St. Petersburg: Childhood-Press 2001Test diagnostics of oral speech of junior schoolchildren. Toolkit. T.A.Fotekova-M.: Iris-press, 2007.

Diagnosis and correction of writing and reading disorders in primary schoolchildren. R.I. Lalaeva, L.V. Venediktova–St. Petersburg: Childhood-Press

Speech therapy album for examining the ability to read and write. Smirnova I.A. - St. Petersburg: Childhood-Press, 2010

Technology for organizing speech therapy examination. Toolkit. O.E. Gribova.-M.: Iris-press, 2005.

Methodology for psychological and speech therapy examination of children with speech disorders. Issues of differential diagnosis. G.A.Volkova-St. Petersburg: Detstvo-Press, 2004.

Material for diagnosing a child’s speech development before entering school.

Gavrina S.E., Kutyavina N.L., Toporkova I.G., Shcherbinina S.V.-ROSMEN-Press, 2009

Didactic material on examining children's speech.Grammatical structure. O.E.Gribova, T.P.Bessonova. - M.:ARKTI, 2001

Didactic material on examining children's speech. Sound side. Album 1. O.E. Gribova, T.P. Bessonova. - M.: ARKTI, 2001

Didactic material on examining children's speech. Sound side. Album 2. O.E. Gribova, T.P. Bessonova. - M.: ARKTI, 2001

Software and methodological materials for speech therapy classes with primary schoolchildren:

L.M. Kozyreva-Yaroslavl, Academy of Development, 2006.

Software

Speech therapy classes with schoolchildren: Mettus E.V., Litvina A.V., Turta O.S., Burina E.D.-SPb.:KARO, 2006

Logic problems: Yu. Sokolova-M., Eksmo, 2003
Workbooks on the development of speech on sounds (w, g; s, z, ts; r, r, l, l; h, sh): N.V. Novotortseva-Yaroslavl, Academy of Development, 1996,2001

Nishcheva N.V. “Notebook-simulator for automating pronunciation and differentiation of sounds sh, zh.” Federal State Educational Standard. Pedagogy. Publishing house "Childhood-Press" 2016

Nishcheva N.V. “Notebook-simulator for automating the pronunciation and differentiation of the sounds r, r.” Federal State Educational Standard. Pedagogy. Publishing house "Childhood-Press", 2016

Nishcheva N.V. “Notebook-simulator for automating pronunciation and differentiation of sounds l,l.” Federal State Educational Standard. Pedagogy. Publishing house "Childhood-Press", 2016

Nishcheva N.V. “Notebook-simulator for automating the pronunciation of sounds [ts], [ch], [sch], differentiation of sounds [ts]-[s], [ts]-[t"], [h]-[t"], [h ]-[s"], [sch]-[s"], [sch]-[h]". Federal State Educational Standard. Pedagogy. Publishing house "Childhood-Press", 2016

Zhukova N.S. "Lessons from a speech therapist." EKSMO, Moscow, 2014

Software and methodological support

correctional and developmental work of a speech therapist

Ivanova Yu.V. Preschool speech center. Documentation, planning and organization of work. – M – 2014

Filicheva T.B., Tumanova T.V., Chirkina G.V. Raising and teaching preschool children with general speech underdevelopment. Software and methodological recommendations. – M. – 2009

Chirkina G.V. Programs of compensatory preschool educational institutions for children with speech impairments. – M. – 2014

Zhukova N.S. Speech therapist lessons. Correction of speech disorders. – M. – 2012

Bogomolova A.I. Pronunciation problems in children. – M. – 1979

Krause E.N. Speech therapy classes with children of early and younger age. – St. Petersburg. – 2012

Gomzyak O.S. We speak correctly at 6-7 years old. Lesson notes on the development of coherent speech in the preparatory logo group. – M. – 2014

Gomzyak O.S. We speak correctly at 6-7 years old. Picture material for lesson notes on the development of coherent speech in the preparatory logogroup for school. – M. – 2015

Konovalenko V.V., Konovalenko S.V., Kremenetskaya M.I. Individual and subgroup work on correcting sound pronunciation. – M. – 2014

Konovalenko V.V., Konovalenko S.V. Frontal speech therapy classes in a preparatory group for children with functional disabilities. 1st period. – M. – 2014

Konovalenko V.V., Konovalenko S.V. Frontal speech therapy classes in a preparatory group for children with functional disabilities. 2nd period. – M. – 2014

Konovalenko V.V., Konovalenko S.V. Frontal speech therapy classes in a preparatory group for children with functional disabilities. 3rd period. – M. – 2014

Konovalenko V.V. We write and read. Notebook No. 1. Teaching literacy to children of senior preschool age with correct (corrected) sound pronunciation. – M. – 2013

Konovalenko V.V. We write and read. Notebook No. 2. Teaching literacy to children of senior preschool age with correct (corrected) sound pronunciation. – M. - 2013

Konovalenko V.V. We write and read. Notebook No. 3. Teaching literacy to children of senior preschool age with correct (corrected) sound pronunciation. – M. - 2013

Konovalenko V.V. We write and read. Notebook No. 4. Teaching literacy to children of senior preschool age with correct (corrected) sound pronunciation. – M. - 2013

Konovalenko V.V., Konovalenko S.V. Homeworkbook No. 1 for strengthening the pronunciation of whistling sounds S, Z, C in children 5-7 years old. – M. – 2015

Konovalenko V.V., Konovalenko S.V. Homework book No. 2 for strengthening the pronunciation of the whistling sounds S', Z' in children 5-7 years old. – M. – 2015

Konovalenko V.V., Konovalenko S.V. Homeworkbook No. 3 for strengthening the pronunciation of hissing sounds Ш, Ж in children 5-7 years old. – M. – 2015

Konovalenko V.V., Konovalenko S.V. Homework book No. 4 for strengthening the pronunciation of the hissing sounds Ch, Shch in children 5-7 years old. – M. – 2015

Konovalenko V.V., Konovalenko S.V. Homework book No. 5 for strengthening the pronunciation of the sound L in children 5-7 years old. – M. – 2015

Konovalenko V.V., Konovalenko S.V. Homework book No. 6 for strengthening the pronunciation of the sound L in children 5-7 years old. – M. – 2015

Konovalenko V.V., Konovalenko S.V. Homework book No. 7 for strengthening the pronunciation of the sound R in children 5-7 years old. – M. – 2015

Konovalenko V.V., Konovalenko S.V. Homework book No. 8 for strengthening the pronunciation of the sound Рь in children 5-7 years old. – M. – 2015

Konovalenko V.V., Konovalenko S.V. Articulation, finger gymnastics and breathing-voice exercises. Appendix to a set of notebooks for strengthening the pronunciation of sounds in preschoolers

Golub V.T. Graphic dictations. - Voronezh. – 2014

Nikiforova V.V. Graphic dictations. 1 class. - Moscow. – 2014

Rakhmanova E.M. Graphic dictations for preschoolers. – M. – 2008

Bezrukova O.A. Grammar of Russian speech. Part 1. – M. – 2013

Bezrukova O.A. Grammar of Russian speech. Part 2. – M. – 2013

Bezrukova O.A. Russian language in illustrations for preschoolers. – M. – 2011

Tkachenko T.A. Development of phonemic awareness.

Konovalenko V.V., Konovalenko S.V., Kremenetskaya M.I. We distinguish between paired hard and soft consonants. Phonemic and lexical-grammatical exercises with children 6-8 years old. – M. – 2014

Konovalenko V.V., Konovalenko S.V. Game library of speech games. Issue 9. Consonants are hard and soft. Games and exercises to prevent written speech disorders in children 5-7 years old.

Konovalenko V.V., Konovalenko S.V. Game library of speech games. Issue 8. Voiced and voiceless consonants. Games and exercises to prevent written speech disorders in children 5-7 years old.

Fomicheva M.F. Raising correct sound pronunciation in children

Gomzyak O.S. Development of coherent speech. Frontal speech therapy classes on the lexical-semantic topic “Winter” in a preparatory school group for children with ODD. Picture material.

Visual aids for writing sentences and telling stories. Appendix to the manual “On the Road to the ABCs”. A manual for preschoolers.

Kashirina I.I., Paramonova T.M. Educational lotto game for children 5-8 years old. Prepositions in, on, under, to, from.

Kashirina I.I., Paramonova T.M. Educational lotto game for children 5-8 years old. Prepositions with, from, at, for, over.

Visual materials on the topic “Prepositions”. Appendix to the manual “On the Road to the ABCs”

Radlov N. Stories in pictures. – M. – 2013

Nasonova T.R., Burlakina O.V. Action words. From sentence to story. Educational and gaming kit.

Lebedeva L.V., Kozina I.V., Kulakova T.V., Antokhina N.V., Pavlova T.S., Lvova T.V., Prokopova S.P., Zhuravleva N.N., Chernyshova I .N. Lesson notes for teaching children retelling using support diagrams. Preparatory group. – M. – 2009

Nikolaev A. How to teach a child to build sentences. – M. -2012

Tkachenko T.A. Schemes for preschoolers to compose descriptive and comparative stories.

Alifanova E.A., Egorova N.E. Phrase builder

Nishcheva N.V. Playing game is different. Games for the development of the phonetic-phonemic aspect of speech in older preschoolers.

Bardysheva T.Yu., Monosova E.N. Methodological recommendations for the visual didactic manual “Teaching coherent speech to children 6-7 years old.” Picture and graphic plans of stories. – M. – 2013.

Elena Priemshchikova

The main form of education in compensatory preschool educational institutions for children of this category is speech therapy classes, on which the development of the language system is carried out. When determining their content, it is important to identify both the structure of the defect and those potential speech abilities of the child that speech therapist uses in his work.

Correctional and developmental Job with preschoolers requires a clear organization of children’s stay in kindergarten, proper distribution of workload during the day, coordination and continuity in the work of a speech therapist and teacher.

1. Correctional, general education programs

3. Play equipment

4. Corrective games

5. Center for the development of fine motor skills in speech therapy room

6. Center for the development of fine motor skills in the compensatory group

7. Corner for individual lessons in speech therapy room

8. Corner for individual lessons in a group

9. Group training area

10. Methodical zone

11. Speech therapy dolls, used for articulatory gymnastics

12. Center for the development of coherent speech in the group

Municipal government agency

"Scientific and methodological information center"

Software and methodological support

correctional and developmental activities

teacher-speech therapist with 1st grade students

with phonetic-phonemic disorders

Belgorod 2014

Explanatory note

This program is developed on the basis of:

Instructive letter of the Ministry of Education of Russia dated December 14, 2000 No. 2 “On the organization of the work of a speech therapy center in a general education institution”; instructive and methodological letter “On the work of a speech therapist at a secondary school” / Ed. A.V. Yastrebova, T.B. Bessonova. M., 1996.
Program “Correctional and developmental education for 1st grade students with FFND.” Dorofeeva, L.V. Semenyuta. L A. Malenkikh. (Correction of speech disorders in primary schoolchildren / Author: SE. Dorofeeva, L.V. Semenyuta. L. A. Malenkikh. - M.: TC Sfera, 2011. . (Speech therapist library). (3)).
L.N.Efimenkova “Correction of oral and written speech of primary school students” M-2010;
L.N. Efimenkova, G.G. Misarenko “Organization and methods of correctional work of a speech therapist at a school speech center” Sfera shopping center, 2012.
E.V. Mazanova “Correction of dysgraphia due to violations of language analysis and synthesis” M.: Publishing House GNOM and D, 2009;
E.V. Mazanova “Correction of optical dysgraphia” M.: Publishing house GNOM and D, 2009.

Under the conditions of the program implementation, 60hours (2 hours per week).The program is aimed at replenishinggaps in the sound and lexico-grammatical structure of speech.

Purpose of the program: children's mastery of the communicative function of language in accordance with age standards. Eliminate oral deficiencies and prevent written language impairment in younger schoolchildren.

Program objectives:

to form full-fledged ideas about the sound-letter composition of a word;
develop skills in analysis and synthesis of the sound-syllable composition of a word;

identify stressed and unstressed vowels;
develop spatial-temporal concepts;
develop psychological prerequisites for learning;
develop communicative readiness for learning.

UUD:

Personal:

have a positive attitude towards correctional classes, understanding their necessity in order to become more successful in educational activities;
formulate your speech phonetically and intonationally correctly;
independently evaluate your own activities.

Regulatory:

determine the purpose of the activity in the lesson with the help of a speech therapist;
choose the most effective ways to solve problems depending on specific conditions;
learn to correct and evaluate completed tasks.

Cognitive:

search and selection of necessary information;
consciously and voluntarily construct a speech utterance in oral form;
choosing the most effective ways to solve problems depending on specific conditions;
control and evaluation of the process and results of activities.

Communicative:

carry out educational cooperation with the teacher and peers;
independently or with the help of a speech therapist teacher, formulate your point of view;
perform various roles in the group (leader, performer, critic).

Leading technology, its goals and objectives:

The technology of correctional and developmental education is used, the purpose of which is:teach children to use the acquired knowledge in independent speech and written work.

Children in this category experience persistent difficulties in mastering the primary education program of a general education school due to insufficient acceleration of speech skills (the ability to clearly, in accordance with the norm, pronounce all sounds of speech, distinguish them by ear, isolate them from words; the presence of a sufficient vocabulary and complete acceleration of the grammatical structure ; the ability to speak coherently on topics that are understandable to the child) and psychological prerequisites for mastering learning activities.

Sound pronunciation and phonemic perception.

The state of sound pronunciation is the most preserved. The most common distortion of sonorous sounds, as well as sigmatism. Some children may retain manifestations of infantile speech such as mild physiological tongue-tiedness. Difficulties are observed when pronouncing words with difficult sound-syllable structure. The instability of these disorders and their close dependence on fatigue are typical. Automation and differentiation of assigned sounds requires a long time for these children.

Students make mistakes when performing sound-letter and syllabic analysis of a word (the most typical mistake when conducting sound analysis is “replacing it with syllabic analysis; that is, they do not isolate nearby vowel sounds or isolate sonorant sounds as an independent syllable).

Lexicon.

Children in the group under consideration entering first grade have a poor and poorly differentiated vocabulary. They mix up the names of similar objects and use generalization words with uncertainty. The lack of differentiation of the verb and adjective vocabulary is revealed: children in this category find it difficult to update a sufficient number of words on a certain topic.

Grammatical structure and coherent speech.

In the oral speech of first-graders with phonemic disorders, there is not as much agrammatism as in children with general speech underdevelopment. They generally correctly change nouns by case, agree adjectives and verbs with nouns in gender and number. But this apparent absence of errors is due, first of all, to the fact that in children’s speech there are few adjectives, unstressed vowels are not pronounced clearly, and most importantly, speech is limited to everyday topics familiar to the child. When trying to retell the text or compose a story from a picture, the number of errors in the grammatical design of the phrase increases sharply. Errors are identified not only in management, but also in coordination. The most common mistake is the omission of a preposition; confusion of prepositions is also observed.

Due to This is observed in children of this category:

a) insufficient understanding of educational tasks, instructions, instructions of the teacher;

b) difficulties in mastering educational concepts and terms;

c) difficulties in forming and formulating one’s own thoughts in the process of educational work.

Basic methods of work in the classroom - group teaching methods:

gaming,
visually - demonstrative,
verbal.

Principles of speech therapy work:

visibility,
availability,
consistency,
complexity,
development principle
ontogenetic principle.

Forms of organizing student activities:

group;
work in pairs;
individual.

Educational and thematic plan

(FFN class 1)

n\n	Section name	Hours of class time
		According to plan	Actually
	Vowel differentiation 1-2 rows
	Paired consonants
	Unpaired consonants
	Soft and hard signs
	Total:

Requirements for the level of training students

As a result of completing the program, students must:

know:

vowels and consonants sounds and letters;
definitions of concepts: sound, letter, syllable, word, stressed vowel, stressed syllable, unstressed vowel, unstressed syllable;
distinguish among themselves: sounds and letters, vowels and consonants, syllables, words;
differentiate sounds.

be able to:

have sufficiently developed speech to master the curriculum at a minimum basic level;
distinguish mixed sounds by ear and pronunciation;
identify stressed and unstressed vowels and syllables;
perform sound-letter analysis of syllables and words;
select words for a given sound;
compare words with similar sounds;
determine the place and sequence of sounds in words; vowels and consonants;
determine the number of sounds and syllables in words;
perform sound, letter, syllabic analysis and synthesis of words;
restore sentences with given sounds.

Calendar and thematic planning

p/p	Qty	Name of section and topics	the date of the
			Plan	Fact
		Differentiation of vowels 1-2 rows
		Speech (speech function). The concept of sounds.
		Letters. Difference between letters and sounds.
		Vowel sounds [a][o][u]
		Vowel sounds [ы][е]
		Vowel letter I
		Vowel differentiation A-Z
		Vowel letter E
		Differentiation of vowels O-Yo
		Vowel letter Yu
		Vowel differentiation U-Yu
		Vowel letter I
		Differentiation of vowels Y-I
		Vowel letter E
		Differentiation of vowels E-E
		Test lesson on the section differentiation of vowels 1-2 rows
		Paired consonants
		Consonants

		Differentiation of vowels and consonants (analysis and synthesis exercise)
		Voiced and voiceless consonants
		Sounds [b]-[b`]. Letter B
		Sounds [p]-[p`]. Letter P
		Sounds [b]-[p]. Letters B-P
		Sounds [v]-[v`]. Letter B
		Sounds [f]-[f`]. Letter F
		Sounds [v]-[f]. Letters V-F
		Sounds [g]-[g`]. Letter G
		Sounds [k]-[k`]. Letter K
		Sounds [k]-[g]. Letters K-G
		Sounds [d]-[d`]. Letter D
		Sounds [t]-[t`]. Letter T
		Sounds [d]-[t]. Letters D-T
		Sounds [s]-[s`]. Letter C
		Sounds [z]-[z`]. Letter Z
		Sounds [s]-[z]. Letters S-Z
		Sound [zh]. Letter Z
		Sound [sh]. Letter Ш
		Sounds [zh]-[w]. Letters Ж-Ш
		Test lesson on the section paired consonants
		Unpaired consonants
		Sounds [s]-[sh]. Letters S-SH
		Sounds [s]-[sh]. Letters S-SH
		Sounds [z]-[z]. Letters Z-Z
		Sounds [z]-[z]. Letters Z-Z
		Sounds [ts]. Letter C
		Sounds [s]-[ts]. Letters S-C
		Sounds [h]. Letter H
		Sounds [h]-[ts]. Letters C-C
		Sounds [ш]. Letters Ш
		Sounds [h]-[uh]. Letters CH-SH
		Sounds [h]-[uh]. Letters CH-SH
		Sounds [r]-[r’]. Letters R
		Sounds [l]-[l’]. Letters L
		Sounds [r]-[l]. Letters R-L
		Sounds [l’]-[th]. Letters L-Y
		Test lesson on the section unpaired consonants
		Soft and hard signs
		Soft sign at the end of a word
		Soft sign in the middle of a word
		Dividing soft sign
		Dividing solid sign
		Test lesson for the sectionsoft and hard signs
		Final lesson

for 1st grade group phonetic-phonemic speech underdevelopment

This program is designed for 60 hours, from September 15 to May 15. It includes 4 sections: differentiation of vowels of 1-2 rows, paired consonants, unpaired consonants, hard and soft signs. When studying each, different speech material is used: children's rhymes, counting rhymes, sayings, poems, games and tasks for the development of logic and thinking.

Differentiation of vowels 1-2 rows (15 hours)

Introducing vowel sounds and letters. Isolating vowel sounds in words (determining the presence or absence of a sound in a word), isolating a sound from the beginning and end of a word, determining the sequence and number of sounds in a word. Work on the rhythmic side of speech. Introduction to the syllabic role of vowels.

2. Paired consonants (23 hours)

Introducing consonant sounds and letters. Isolating consonant sounds in words (determining the presence or absence of a sound in a word), isolating a sound from the beginning and end of a word, determining the sequence and number of sounds in a word, determining the place of a sound in a word relative to other sounds.Differentiation of sounds, syllables and words with voiced and voiceless consonants. Differentiation of voiced and voiceless consonants in phrases, sentences and text. Correlating consonant sounds with symbols and “supports” for their designation in writing. Development of phonemic perception, attention, analysis and synthesis.

3. Differentiation of whistling, hissing, affricates and sonorant sounds (16 hours)

Introduction to affricates and sonorants. Consolidating knowledge about whistling and hissing sounds. Correlating sounds with symbols and “supports” for their designation in writing. Differentiation of whistling and hissing sounds in words, phrases, sentences and text. Differentiation of sonorous sounds in syllables, words, phrases and text. Correlating sounds with symbols and “supports” for designation in writing. Development of phonemic perception, phonemic hearing, attention, analysis and synthesis.

Soft and hard signs (6 hours)

Introduction to soft and hard signs and their functions. Development of auditory differentiation of soft and hard consonants, skills of sound-letter analysis and synthesis, visual perception, auditory memory, attention and coordination of movements.

Forms and controls

Class control is carried out in the form of an oral survey of students in the main areas of the material studied. Thematic control takes place at the end of each section, which is aimed at summarizing the knowledge acquired and identifying the level of mastery of the material covered.

At the end of studying the program, students are given a test to copy the text and work with it. The purpose of which is to identify the level of acquired knowledge, skills and abilities. Finally, a qualitative assessment of the results obtained and further recommendations are given.

List of educational and methodological teaching aids

“Speech therapy classes in elementary school” (methodological manual) Cheroshnikova G.S. – Irkutsk, 2001 - 113 p.
Efimenkova L.N. Correction of errors caused by immature phonemic perception. Issue 1 - M.: Knigolyub, 2003. - 144 p. - (Didactic material on corrective writing)
Efimenkova L.N. Correction of errors caused by immature phonemic hearing. Issue 2. Part 3 M.: Knigolyub, 2008. - 144 p. - (Didactic material on corrective writing)
Kozyreva L.M. Getting acquainted with vowel sounds. Yaroslavl, 2006.
Kozyreva L. M. And whistling, and hissing, and the most sonorous. Yaroslavl, 1999.
Kozyreva L. M. Riddles of sounds, letters, syllables. - Yaroslavl, 2006.
Mazanova E.V. I’m learning to work with text. Album of exercises for correcting dysgraphia due to violations of analysis and synthesis/E. V. Mazanova. – M: Publishing House GNOM and D, 2007. – 48 pages

Mazanova E.V. I’m learning to work with text. Lesson notes on the correction of dysgraphia due to violations of analysis and synthesis / E. V. Mazanova. – M: Publishing House GNOM and D, 2007. – 117 pages.
Mazanova E. V. Correction of optical dysgraphia. Lesson notes for a speech therapist/E. V. Mazanova. – M: Publishing House GNOM and D, 2007. – 88 pages.
. Mazanova E. V. Correction of agrammatic dysgraphia. Notes
Mazanova E. V. Speech therapy. Dysgraphia caused by a violation of language analysis and synthesis: A set of notebooks on corrective speech therapy work with children with developmental disabilities. Notebook No. 1. – M.: Aquarium-Print LLC, 2006. – 56 pp. ill.
Mazanova E. V. Speech therapy. Overcoming writing impairment: A set of notebooks on corrective speech therapy work with children with developmental disabilities. Notebook No. 2. – M.: Aquarium-Print LLC, 2006. – 80 pp. ill.
Mazanova E. V. Speech therapy. Dysgraphia caused by a violation of language analysis and synthesis, and agrammatic dysgraphia: A set of notebooks on corrective speech therapy work with children with developmental disabilities. Notebook No. 3. – M.: Aquarium-Print LLC, 2006. – 56 pp. ill.
Mazanova E. V. Speech therapy. Agrammatic form of dysgraphia: A set of notebooks on corrective speech therapy work with children with developmental disabilities. Notebook No. 4. – M.: Aquarium-Print LLC, 2006. – 40 pp. ill.
Mazanova E. V. Speech therapy. Optical dysgraphia: A set of notebooks on corrective speech therapy work with children with developmental disabilities. Notebook No. 5. – M.: Aquarium-Print LLC, 2006. – 72 pp. Ill.
Protocol No. 5
from "___" June 201__

"Agreed"
Deputy Director for Education and Resource Management of Municipal Budgetary Educational Institution “Secondary School No. ___ of Belgorod”
_________
"___" August 201__

"I affirm"
Director of MBOU "Secondary school"
No. ___ Belgorod"
__________
Order No.________
from "___" August 201__

WORKING PROGRAMM
correctional and developmental classes
with students who have phonetic-phonemic speech underdevelopment
1 class
201__/201__ academic year

MDOU CRR "Kristallik" - kindergarten No. 30
Friend of Liliya Vladimirovna

Table of contents.
teacher-speech therapist of preschool educational institution. 18
5.2. Description of variable forms, methods, methods and means, implementation of the work program of a speech therapist teacher

5.3. Peculiarities of interaction between a speech therapist and the families of students
6.1. Logistical support for the work of a speech therapist at a preschool educational institution

6.2. Provision of methodological materials and training aids for the correctional speech therapy process

6.3. Regulations for correctional speech therapy educational activities

6.4. Features of the subject-developmental spatial environment of a speech therapy room

1. Explanatory note.

Currently, the requirements for the educational process are based on the federal state educational standards for preschool education (FSES DO) and require taking into account the needs of each child and maximum individualization. Many problems of learning difficulties lie in early and preschool age, and very often can be caused by impaired psychophysical and speech development, a low level of development of cognitive interests, immaturity of the emotional and personal sphere, an unfavorable social environment, or a combination of those and other factors.

It is known that the earlier targeted work with a child begins, the more complete the correction and compensation of the defect can be, as well as the possible prevention of secondary developmental disorders. The current stage of development of the system of early assistance for children with disabilities, in particular with speech impairments, in a preschool educational institution is characterized by increased requirements for the organization and implementation of the correctional educational process and is aimed at social adaptation and integration of children into society. All of the above necessitates the development of the content of the Work Program for the correctional and developmental activities of a speech therapist teacher in the conditions of a speech therapy center of a preschool educational organization.

Working Program for correctional educational activities of teacher-speech therapist Khadartseva O.A. designed for the 2015-2016 school year and is intended for children 5 - 7 years old with speech disorders (FN, FFNR, ONR, etc.), enrolled by decision of the PMPK at the speech therapy center of a preschool educational institution.

This Work Program is a regulatory and management document of a preschool educational institution, characterizing the systempsychological and pedagogical support for children with speech impairments in the educational process.

The regulatory and legal basis for the development of the Work Program for the correctional and developmental educational activities of a speech therapist teacher is:
Thus,The work program was developed taking into account the goals and objectives of the main educational program of preschool education, the needs and capabilities of preschool children. The program defines correctional tasks, main directions of work, conditions and means for the formation of phonetic-phonemic, lexical-grammatical aspects and coherent speech. This work program is intended for the training and education of children of senior preschool age 5-7 years old with various speech pathologies (mainly FFND, ONR), enrolled in the speech therapy center of a preschool educational institution.

2. Characteristics of the age characteristics of pupils.

2.1.Characteristics of speech development of children 5-7 years old with FFND, FND

Phonetic-phonemic underdevelopment of speech is a disruption of the pronunciation formation processes in children with various speech disorders due to defects in the perception and pronunciation of phonemes. Children with FFND are children with rhinolalia, dysarthria, dyslalia of the acoustic-phonemic and articulatory-phonemic form. Without sufficient development of phonemic perception, the formation of its highest level - sound analysis - is impossible. Sound analysis is the operation of mental separation into component elements (phonemes) of different sound complexes: combinations of sounds, syllables and words. In children with a combination of impaired pronunciation and perception of phonemes, the processes of formation of articulation and perception of sounds that differ in acoustic-articulatory characteristics are incomplete. The level of development of children's phonemic hearing influences the mastery of sound analysis. The degree of underdevelopment of phonemic perception may vary.

IN Phonetic-phonemic underdevelopment of children reveals several conditions:
The main manifestations characterizing FFNR:
In the presence of a large number of defective sounds, children with FFND have disturbances in the syllabic structure of the word and the pronunciation of words with a combination of consonants. The nature of impaired sound pronunciation in children with FFDD indicates a low level of development of phonemic perception. The lack of formation of phonemic perception is expressed in:
Children with FFDD experience some underdevelopment or disruption of higher mental processes:
Based on the listed features of higher nervous activity, children with FFN in pedagogical terms are characterized as follows:
Unlike children with FFLD, children with phonetic speech disorder (PLSD) do not have impairments in phonemic hearing and perception.

FNR is a violation of sound pronunciation with normal physical and phonemic hearing and the normal structure of the speech apparatus. There may be a disorder of a single sound or several sounds at the same time. As a rule, such violations of sound pronunciation are associated with a violation of articulatory motor skills or its insufficient formation. The child cannot correctly perform movements with the organs of articulation, especially the tongue, as a result of which the sound is distorted. (Motor speech disorder).

Such disorders may manifest themselves:
Most often violated:
Incorrect pronunciation can be observed in relation to any consonant sound, but those sounds that are simple in the method of articulation and do not require additional movements of the tongue (m, n, p, t) are less likely to be disrupted.

2.1.Characteristics of speech development of children 5-7 years old with ODD.

OHP is a speech disorder in which children with normal hearing and relatively intact intelligence experience underdevelopment of all components of the speech system (phonetic-phonemic and lexical-grammatical). This is due to the fact that during the process of optogenesis, all components develop in close interrelation, and the underdevelopment of any one component causes underdevelopment of other components of the speech system.

The speech experience of children with ODD is very limited; the language tools they use are imperfect. They do not completely satisfy the need for oral learning. Therefore, the spoken speech of children with these speech disorders turns out to be poor, laconic, and closely related to a specific situation. Outside of this situation, it often becomes incomprehensible. Coherent (monologue) speech, without which there can be no full assimilation of the knowledge acquired by children, either develops with great difficulty or is completely absent.

All of these deviations in speech development cannot be overcome or disappear on their own. Therefore, the speech development of such children can be ensured only if they use a system of correctional measures that provide for the formation of speech practice, during which the phonemic and lexico-grammatical patterns of the language are mastered, and speech is taught as a means of communication and generalization.

Isolation of OHP is the isolation of a specific symptom complex. This group is difficult. There are different categories of children: children with motor and sensory alalia; children with speech delay as a symptom of mental retardation; children with dysarthria; children with delayed speech development of unexpressed etiology.

The level of general underdevelopment of speech can be different: from the complete absence of speech teaching aids, to extensive speech with elements of phonetic-phonemic and lexical-grammatical underdevelopment.

Levina R.E. identified three levels of general speech underdevelopment:
2.2.General speech underdevelopment I level.

There is an almost complete absence of verbal means of communication. Children of four to five years of age have a very meager vocabulary, which includes no more than 20 words. The child uses either onomatopoeic words (“bi-bi”) or babbling words (fragments of a full expanded word, for example, “utu” instead of “rooster”). These sound components are accompanied by facial expressions and a large number of gestures. There are also many words of diffuse meaning: one word has many meanings (for example, “paw” is everything with which one moves: legs, wheels, and paws). The word has no specific meaning. Sometimes the same object is called by different words. The child replaces one word with another (for example, replaces an action with the name of an object, “krov” (bed) instead of “sleep”). The sound structure of words is very grossly distorted; as a rule, a monosyllabic structure is reproduced, less often a two-syllable structure.

Phonemic perception, analysis and synthesis are absent. The phonetic aspect of speech is also grossly impaired, sound pronunciation is blurred. At this level of speech development, it is difficult to determine what sound the child is pronouncing. The passive vocabulary is wider than the active one, but speech understanding is still limited by the situation. The grammatical structure of speech is practically not formed. There is no inflection or word formation. A phrase appears, but there is no exact connection between the words, there is no grammatical design, there is no connection in the form of prosody and intonation, i.e. phrasal speech is either completely absent at the first level of OHP, or is characterized by fragmentation.

General speech underdevelopment II level.

At the second level, the child’s speech capabilities increase significantly. Children have a fairly large vocabulary. Speech is dominated by nouns, few verbs, and even fewer adjectives. There are a lot of verbal errors in children’s speech (for example, “shake” instead of “cleans”, “washes”, “washes”), especially verbal ones. There is a lot of confusion, there is inaccuracy in the meanings of words. There are a lot of amorphous verbs in a child’s speech (“does”, “goes”, “stands”, etc.). The child uses phrasal speech. Common suggestions appear. In terms of the number of words, the sentences are quite lengthy, but the grammatical structure of the phrase is incorrect. Not all forms are differentiated correctly. The child incorrectly uses non-prepositional case forms (incorrect agreement of nouns and adjectives in the neuter gender, especially in oblique cases). Prepositional case constructions are reproduced incorrectly. For example: “I was a lelka,” instead of “I was on a Christmas tree.” In general, prepositions and conjunctions are rarely used. Children with level 2 OHP are characterized by gross violations of the grammatical structure of speech. There is a large number of agrammatisms when using nouns and verbs; adjectives are used extremely rarely, because they are abstract in nature. Children have mastered only simple forms of inflection. Word formation is grossly violated. It is practically non-existent, except for diminutive forms. In children with the 2nd level of speech underdevelopment, the syntactic sentences are much better formed than in children with the 1st level of OHP. Speech understanding improves significantly. The child differentiates many acoustically similar words, but not all. The phonemic aspect of speech is impaired; the child cannot distinguish a sound from the background of a word. The sound-syllable structure of words is more developed (the child reproduces two or three words). But there is a gross distortion of polysyllabic words, especially confluent syllables. Words are reproduced variably (for example, “ada” instead of “star”). Violation of sound pronunciation is polymorphic in nature. Vowels and sounds that are simple in articulation are pronounced correctly. As a rule, consolidations and replacements are observed. Substitutions characterize a delay in the child’s phonetic development.

Thus, in children with level 2 ODD, morphological and syntactic agrammatisms, primitive coherent speech are observed, speech understanding remains incomplete, because many grammatical forms are not differentiated enough.

General speech underdevelopment III level.

This level is characterized by the fact that everyday speech becomes more developed, and there are no gross phonetic and lexico-grammatical violations. The sound side is relatively formed, but there are still disturbances in the pronunciation of sounds that are difficult to articulate and disturbances in the sound-syllable structure of the word. Particularly large violations are observed in all forms of coherent speech (a story based on a plot picture, a story on a given topic). There are inaccuracies in the use of many words, verbal paraphasias. There is an unformed semantic field. The active dictionary contains nouns and verbs, but few adjectives, complex prepositions and conjunctions, but they still exist. In active speech, mainly simple common sentences are used. Great difficulties arise when using complex sentences. There is insufficient formation and inaccurate differentiation of forms of inflection and word formation. Agrammatisms are observed in those forms that appear late in ontogenesis. For example, the agreement of nouns and adjectives in the neuter gender, the use of complex prepositions “because of”, “from under”. Very often there are no connecting links in complex sentences. There is a violation of complex forms of phonemic analysis and synthesis. There are pronounced impairments in mastering reading and writing.

Thus, at the third level of OHP, the greatest difficulties are observed when constructing an arbitrary phrase.

2.3.Analytical information on the logopoint.

In September 2015, 25 children were enrolled in the speech therapy center of the preschool educational institution.

Of the 25 children with speech impairments:

15 children have dysarthria, 10 children have dyslalia.
15 children with a speech therapy certificate from FFNR;

5 children with speech therapy conclusion OHP level 3-4;

3. Features of the educational process

3.1 The purpose, objectives and principles of activity of a speech therapist teacher at a speech therapy center of a preschool educational institution to implement correctional and developmental work with children with speech disorders.

The purpose of the program is create conditions for the formation of a full-fledged phonetic and lexico-grammatical system of the language, the development of phonemic perception and skills of initial sound analysis and synthesis in children with speech disorders (FND, FFND, ONR and other speech pathologies) enrolled in the speech therapy center of a preschool educational institution.

During the correction process, decisions are madethe following tasks:
Achieving the set goal and solving problems is carried out taking into account the followingprinciples :
The main form of work with children isplay activity -the main form of activity for preschoolers. Allcorrectional and developmental (individual and subgroup) GCD, in accordance with the Work Program, they are playful in nature, rich in a variety of games and educational game exercises, and in no way duplicate school forms of education.

Thus, the main task of the work program of a speech therapist teacher for the 2017-2018 school year is for children to master independent, coherent, grammatically correct speech and communication skills, the phonetic system of the Russian language, elements of literacy, which forms psychological readiness for learning at school and ensures continuity with the next stage of the general education system.

4. Target component of the work program of a preschool teacher-speech therapist

4.1.Targets (planned results) for the educational field “Speech development”

The main idea of the work program isIMPLEMENTATION OF EDUCATIONAL TASKS OF PRESCHOOL EDUCATION INVOLVING SYNCHRONOUS ALIGNMENT OF SPEECH AND MENTAL DEVELOPMENT OF CHILDREN WITH SPEECH IMPAIRMENTS ENROLLED IN A PRE-SCHOOL LOGO CENTER .

The results of mastering the work program of a speech therapist teacher are presented in the form of targets. In accordance with the Federal State Educational Standard for Preschool Education, the targets for preschool education are determined regardless of the nature of the program, the forms of its implementation, and the characteristics of children’s development. Targets are not subject to direct assessment in the form of pedagogical and/or psychological diagnostics and cannot be compared with the actual achievements of children. The targets presented in the Federal State Educational Standard for Education are common to the entire educational space of the Russian Federation. The targets of this Program are based on the Federal State Educational Standard for Education and the objectives of this work program.

The targets of preschool education (at the stage of completion of preschool education) in accordance with the preschool educational institution program include the followingsocial-normative characteristics of a child’s possible achievements :
Targets act as the basis for the continuity of preschool and primary general education.

The effectiveness of correctional speech therapy educational activities is monitored through diagnostic studies 2 times a year with subsequent adjustments being made to individual correction plans (routes) and to the content of the entire correctional educational process.

The results of the monitoring are reflected in the speech cards of children, which indicate the dynamics of correction of sound pronunciation and the development of speech functions of each child, the final examination of the speech development of children at the speech therapy center of the preschool educational institution, the annual report of the speech therapist teacher and the analysis of the effectiveness of the speech therapy center of the preschool educational institution. For diagnosis, methods of speech therapy examination by T.B. Filicheva, G.V. are used. Chirkina. The timing of monitoring studies is September, May.

According to the goals and objectives of the educational field “Speech Development”, the main planned result of work in this area isACHIEVEMENT BY EACH CHILD OF A LEVEL OF SPEECH DEVELOPMENT IN ACCORDANCE WITH AGE NORMALS, PREVENTING POSSIBLE DIFFICULTIES IN ACQUISITION OF SCHOOL KNOWLEDGE DUE TO SPEECH IMPAIRMENTS, AND ENSURING ITS SOCIAL ADAPTATION AND INTEGRATION YU IN SOCIETY.

4.2. Interim planned results in the educational field “Speech development”

Child 5-6 years old, Anyone visiting a speech therapy center at a preschool educational institution must have the following knowledge, skills and abilities:
Correctly articulates all spoken speech sounds in various phonetic positions and forms of speech;

Differentiates all studied sounds;
- freely uses speech to express his knowledge, emotions, feelings;

- uses a variety of role-playing statements in game interaction.
- uses a variety of vocabulary in strict accordance with the meaning;

- uses complex sentences of different types, various methods of word formation;

- compiles stories based on a plot picture, a set of pictures; from personal experience, consistently, without significant omissions, retells short literary works.
- is able to conduct sound analysis of words of various sound structures;

- is able to qualitatively characterize the distinguished sounds (vowels, hard consonant, soft consonant, stressed vowel, unstressed vowel sound);

- uses appropriate terms correctly.

Child 6-7 years old , released from the speech therapy center of a preschool educational institution, must have the following knowledge, skills and abilities in the educational field of the Federal State Educational Standard “Speech Development”:
Correctly articulates all sounds of the Russian language in various phonetic positions and forms of speech;

Differentiates all sounds;
- is able to participate in a collective conversation (independently formulate and ask questions, answer questions in a reasoned manner);

- fluently uses speech to establish contact, maintain and complete a conversation.
- uses words from different parts of speech in strict accordance with their meaning, actively uses emotional-evaluative vocabulary and expressive means of language;

- uses a variety of word formation methods, complex sentences of different types, different linguistic means to connect parts of a sentence;

- independently retells and dramatizes short literary works, composes descriptive and plot stories according to plan and model;

- names words in a sentence, sounds and syllables in words in sequence, distinguishes between the concepts “sound”, “syllable”, “word”, “sentence”.
- perceives words and sentences as independent units of speech and uses them correctly in his speech;

- is able to divide sentences into words and compose words (2-4);

- is able to divide words into syllables (2-4) and compose them from syllables;

- is able to conduct sound analysis of words;

- understands the meaningful role of the phoneme.

5. Content component of the work program of a preschool teacher-speech therapist.

5.1.Description of correctional educational activities in accordance with the directions of the child’s speech development

The initial methodological basis for the content of correctional work at the speech therapy center of a preschool educational institution is the provisions developed in domestic speech therapy by L.S. Vygotsky, R.E. Levina, L.E. Zhurova, T.B. Filicheva, G.V. Chirkina and others.

The work program of a teacher-speech therapist at a preschool educational institution for the 2017-2018 academic year is compiled on the basis of standard basicPROGRAMS taking into account the provisions of the preschool education program and the Federal State Educational Standard for Preschool Education :

- PROGRAM OF Speech Therapy WORK TO OVERCOME PHONETIC-PHONEMATIC SPEECH DISORDERS IN CHILDREN (authors of the program T.B. Filicheva, G.V. Chirkina),

- PROGRAM OF Speech Therapy WORK TO OVERCOME GENERAL SPEECH UNDERDEVELOPMENT IN CHILDREN (authors of the program T.B. Filicheva, G.V. Chirkina, T.V. Tumanova),

recommended by the Academic Council of the State Scientific Institution “Institute of Correctional Pedagogy of the Russian Academy of Education” for use in preschool educational institutions. The use of two programs simultaneously is due to the presence at the speech therapy center of the preschool educational institution of children with both FND and FFND, and with ODD.

The content of correctional educational activities provides:
In accordance with the specifics of the speech therapy center of the preschool educational institution, the educational area"Speech development" is highlighted in the work program, since mastering one’s native language is one of the main elements of personality formation.

The main areas of work of a preschool teacher-speech therapist for the correction and development of the speech of children with speech disorders at the preschool speech therapy center in accordance with the educational field “Speech Development” of the Federal State Educational Standard for Preschool Education are:
A) morphology (changing words by gender, number, case),

B) syntax (mastering various types of phrases and sentences),

B) word formation;
Content and organization of educational correctional and speech therapy activities in the conditions of a speech therapy center of a preschool educational institution

The effectiveness of correctional and educational work is determined by the clear organization of children during their stay in kindergarten, the correct distribution of the load during the day, coordination and continuity in the work of all subjects of the correctional process.

The content of correctional speech therapy work to overcome FFND and ODD in children enrolled in the speech center of a preschool educational institution ensures variability and personal orientation of the educational process, taking into account the individual capabilities and needs of children.

Form of organization of training at the speech therapy center of the preschool educational institution -subgroup and individual . In accordance with the Federal State Educational Standard for Education, the main form of work with preschool children is play activities. The work program takes this position into account, but assumes that classes with maximum use of play forms remain one of the main forms of work with children with speech impairments.

The organization of the speech therapist’s activities throughout the year is determined by the tasks set by the Work Program. The academic year at the speech therapy center of the preschool educational institution is conventionally divided into 3 periods:

1st period – September – November;

2nd period – December – February,

3rd period – March – May.

Speech therapy examination is carried out from September 1 to 15. Speech therapy subgroup and individual classes are held from September 15 according to the GCD regulations drawn up by a speech therapist teacher. By agreement with the preschool administration and group teachers, the speech therapist can take children from all classes. In contrast to a specialized preschool educational institution, the task of correcting speech activity in the system of work of the speech center is additional. Therefore, in the educational schedule there is no time specifically allocated for classes with a speech therapist. The regulations for speech therapy GCD are drawn up in such a way as not to interfere with the assimilation of the general education program and to provide parents with the opportunity, if necessary or desired, to participate in individual speech therapy classes: part of the speech therapy work is carried out in the afternoon (as a rule, classes with a speech therapist in the afternoon are held on Tuesday and Thursday).

In accordance with SanPin, the duration of subgroup classes with children of the 6th year of life is 20-25 minutes, with children of the 7th year of life - 25-30 minutes. For subgroup lessons, children of the same age group who have similar nature and severity of speech disorders are brought together. Additionally, subgroup classes are conducted for children with special needs on the development of speech and language development and coherent speech. The number of children in the subgroup is from 2 to 7 people.

The frequency of individual lessons is determined by the nature and severity of the speech disorder, age and individual psychophysical characteristics of the children; the duration of individual lessons is 15-20 minutes. Children with physical disabilities and FFDD study with a speech therapist 2 times a week, with ODD - 2-3 times a week.

The main goal of individual lessons is to select and apply a set of articulation exercises aimed at eliminating specific violations of the sound side of speech, characteristic of dyslalia, dysarthria, etc. In individual lessons, the speech therapist has the opportunity to establish emotional contact with the child, intensify control over the quality of sounding speech, correct speech defects, smooth out neurotic reactions. In these classes, the preschooler must master the correct articulation of each sound being studied and automate it in facilitated phonetic conditions: in isolation, in forward and backward syllables, words of a simple syllabic structure. The correctional and developmental work of a speech therapist with a specific preschool educational institution pupil enrolled in a speech therapy center includes those areas that correspond to the structure of his speech defect.

The duration of correctional and developmental work is largely determined by the individual characteristics of children. The approximate duration of classes with children with FND is 6 months, FFND - 1 year, ODD - 1-2 years. According to the regulations on the speech therapy center of the preschool educational institution, up to 25 children attend the speech therapy center during the year. Children are released throughout the school year as their speech defects are eliminated. The results of speech therapy work are noted in the child’s speech card.

.

5.2. Description of variable forms, methods, methods and means of implementing the speech therapist’s work program

Based on the goals and objectives of the work program of the speech therapist teacher, the following documents were drawn up regulating the work at the speech therapy center of the preschool educational institution for the 2017-2018 academic year:

- Annual work plan speech therapist teacher for the 2017-2018 school year, which includes plans for working with preschool teachers, parents, and children;

- Long-term work plan with children 5-6 years old with FNR, FFNR and ONR;

- Long-term work plan with children 6-7 years old with FNR, FFNR and ONR;

- Calendar-thematic plan on the formation of lexical and grammatical means of language and the development of coherent speech in children with special needs development;

- Plan for individual correction work on sound pronunciation at the speech therapy center of the preschool educational institution for the 2017-2018 academic year.

6. Organizational section of the program

Purpose, objectives, content and forms of speech therapy intervention.

Establishing the causes of speech disorders, qualifications of their nature, degree of severity, structure of a speech defect allows us to determine the purpose, objectives, content and formsspeech therapy intervention.

Target – development of speech and correction of its deficiencies, as well as the formation of the ability to use speech as a means of communication for further successful socialization and integration into the environment of peers.

Tasks :

Examination of preschool children and identification of children among them who need preventive and corrective assistance in the field of speech development.

Studying the level of speech, cognitive, social-personal, physical development and individual characteristics of children in need of speech therapy support, determining the main directions and content of work with each child.

Instilling communication skills in children.

Systematic implementation of the necessary preventive and corrective work with children in accordance with individual and subgroup lesson plans.

Conducting monitoring studies of the results of correctional work, determining the degree of speech readiness of children for school education.

Formation of information readiness for speech therapy work among the teaching staff of preschool educational institutions and parents, providing assistance in organizing a full-fledged speech environment.

Coordination of the activities of teachers and parents within the framework of the speech development of children (encouraging parents to consciously work on the speech development of preschool children in the family).

Organization of effective correctional and developmental support for children with various speech disorders.

To achieve the final result of correctional educational activities - eliminating deficiencies in the speech development of preschool children, the correctional process is planned in accordance with the main stages and tasks of each stage, which can be represented in the form of the following model:

Contents of correctional and developmental work is aimed at creating conditions for eliminating speech defects and preventing possible consequences of speech defects.

Model of organization of correctional educational process.
Stages
Stage tasks

Result

Stage 1

initially-

diagnostic

1. Collection of anamnestic data through the study of the child’s medical and pedagogical documentation.

2. Carrying out the procedure for psychological, pedagogical and speech therapy diagnostics of children: studying the state of the child’s speech and non-speech functions, clarifying the structure of the speech defect, studying the personal qualities of children, determining the presence and degree of fixation on the speech defect.

Determination of the structure of the speech defect of each child, tasks of correction. work.

Stage 2

organizational-

preparatory

1. Determining the content of activities to implement the tasks of correctional educational activities, forming subgroups for classes in accordance with the level of formed speech and non-speech functions.

2. Design of individual routes for correction of speech disorders in accordance with the data obtained during speech therapy research.

3. Replenishment of the speech therapy room’s fund with educational and methodological aids, visual didactic material in accordance with the drawn up work plans.

4. Formation of information readiness of preschool teachers and parents to carry out effective correctional and pedagogical work with children.

5. Individual counseling of parents - familiarization with speech therapy research data, the structure of a speech defect, identification of tasks for jointly helping the child in overcoming this speech disorder, recommendations for organizing the child’s activities outside kindergarten.

Development of calendar and thematic planning of subgroups. classes; individual work plans; interaction between specialists

stov preschool educational institution and parents of a child with violations. speech.

Stage 3

correctional

developing

1. Implementation of tasks defined in individual, subgroup correctional programs.

2. Psychological, pedagogical and speech therapy monitoring.

3. Coordination, clarification and adjustment of the measure and nature of the correctional pedagogical influence of the subjects of the correctional educational process.

Achieving a certain positive effect in eliminating deviations in speech development in children

Stage 4

total-

diagnostic

1. Carrying out a diagnostic procedure for a speech therapy study of the state of the child’s speech and non-speech functions - assessing the dynamics, quality and sustainability of the results of correctional work with children (individually).

2. Determination of further educational (correctional and educational) prospects for children, graduates of preschool educational institutions - groups for children with speech disorders.

The decision to terminate speech therapy work with the child, change its nature, or continue speech therapy work.

It should be noted that this division of tasks into stages is quite arbitrary. Thus, the task of the organizational and preparatory stage is to determine individual routes for the correction of speech disorders, which is implemented throughout the entire educational process; adjustments are made taking into account the presence or absence of correction dynamics. The replenishment of the speech therapy room's fund with educational and methodological aids and visual didactic material is carried out throughout the academic year.

2.3. Areas of work

The program of correctional work at the preschool level of education includes interrelated areas. These directions reflect its main content:

- diagnostic work ensures timely identification of children with disabilities, conducting their examination and preparing recommendations for parents and teachers to provide them with assistance in an educational institution;

- correctional and developmental work provides timely specialized assistance in mastering the content of education and correcting the deficiencies of children with disabilities in a preschool educational institution, promotes the formation of communicative, regulatory, personal, and cognitive skills;

- advisory work ensures continuity of special support for children with disabilities and their families on issues of implementation, differentiated conditions of education, upbringing, correction, development and socialization of pupils;

- information and educational work is aimed at explanatory activities on issues related to the characteristics of the educational process for children with disabilities, their parents (legal representatives), and teaching staff.

Diagnostic work

The work of a speech therapist teacher is based on the age and individual characteristics of children, the structure of speech disorders, the stage of correctional work with each child, as well as his personal educational achievements. That is, the correctional and developmental process is organized on a diagnostic basis, which involves monitoring the speech development of speech-language pathologist children (primary, final, and, if necessary, intermediate). The methodological literature containing existing diagnostic techniques and guidelines in speech therapy has been studied:

Trubnikova N.M. Structure and content of the speech map.

Povalyaeva M.A. Speech therapist's reference book.

Kiryanov R.A. Complex diagnostics and its use by a speech therapist in correctional work with children 5–6 years old. Materials for specialists of educational institutions.

Semenovich A.V. Neuropsychological diagnostics and correction in childhood.

Diagnosis of speech disorders in children and organization of speech therapy work in a preschool educational institution. Collection of methodological recommendations.

Inshakova O.B. Album for a speech therapist.

Konovalenko V.V., Konovalenko S.V. Express examination of phonemic hearing and readiness for sound analysis in preschool children.

A detailed study of these diagnostic techniques made it possible, using a compilation, to determine the most appropriate content of the examination procedure and determine the level of speech development of children. The obtained data is entered into a special computer program, which is a modern effective tool for monitoring (The software and diagnostic complex complies with the Federal State Educational Standard for Education: “Monitoring the speech development of children 2-7 years old.” Uchitel Publishing House, 2014). This program allows you to automatically generate children's speech cards, thus, the monitoring results are reflected in the children's speech cards.

Monitoring data is used to design individual plans for correctional and developmental work (individual routes), adjusting educational objectives taking into account children’s achievements in mastering the program.

Corrective and developmental work

The content of the correctional and developmental work of a speech therapist at the speech center of a preschool educational institution is specified in accordance with the categories of pupils with speech disorders: FN, FFNR, NVONR.

The effectiveness of correctional and developmental work is determined by the clear organization of children during their stay in kindergarten, the correct distribution of the load during the day, coordination and continuity in the work of all subjects of the correctional process: speech therapist, parent and teacher. Speech therapy work is carried out in individual, subgroup classes and microgroups. When recruiting groups for classes, not only the structure of the speech disorder is taken into account, but also the psycho-emotional and communicative status of the child, and the level of his performance. Classes are organized taking into account the psychohygienic requirements for the regime of speech therapy classes, their structure, and the ways in which the child interacts with the teacher and peers. The implementation of health conservation to protect the life and health of students in the educational process is ensured.

In correctional and developmental classes, with the help of special games and exercises, psycho-gymnastic sketches, conditions are created to increase the performance of children, overcome psycho-emotional stress, stabilize the emotional background, develop motivation to participate in activities organized by adults and prevent conflicts between children.

Speech therapy is carried out in various waysmethods , among which visual, verbal and practical ones are conventionally distinguished.

Visual methods are aimed at enriching the content of speech, verbal methods are aimed at teaching retelling, conversation, storytelling without relying on visual materials. Practical methods are used in the formation of speech skills through the widespread use of special exercises and games. Practical methods include the modeling method and the project method.

The modeling method is one of the promising areas for improving the process of correctional and developmental education and is actively used in our kindergarten. The use of substitutes and visual models develops children's mental abilities. A child who masters forms of visual modeling has the opportunity to use substitutes and visual models in his mind, use them to imagine what adults are talking about, and foresee the possible results of his own actions. The introduction of visual models allows for more targeted reinforcement of skills in the process of remedial training.

Form of organization training – subgroup, mobile microgroups and individual. In accordance with the Federal State Educational Standard for Education, the main form of work with preschool children in all areas of development is play activity. The work program takes this position into account, but assumes that the lesson remains one of the main forms of work with children with speech impairments with the maximum use of play forms within each lesson.

In accordance with SanPinami, the duration of subgroup classes for children of the 6th year of life is 25 minutes, with children of the 7th year of life - 30 minutes. The organization of a speech therapist’s activities throughout the year is determined by the tasks set by the work program. Speech therapy examination is carried out from September 1 to 15. Speech therapy subgroup and individual classes are held from September 15 according to a schedule drawn up by a speech therapist teacher. By agreement with the preschool administration and group teachers, the speech therapist can take children from all classes. In contrast to a specialized preschool educational institution, the task of correcting speech activity in the system of work of the speech center is additional. Therefore, in the educational schedule there is no time specifically allocated for classes with a speech therapist. The schedule of classes with a speech therapist is drawn up in such a way as not to interfere with the assimilation of the general education program and to provide parents with the opportunity, if necessary or desired, to participate in individual speech therapy classes: part of the speech therapy work is carried out in the afternoon.

For subgroup lessons, children of the same age group with similar nature and severity of speech disorders are brought together, 7 people each.

Duration of classes with children: Physical exercise – up to 6 months; FFNR and FNR – 1 year; OHP level IV. – 1-2 years.

Children are released throughout the school year as their speech defects are eliminated. The results of speech therapy work are noted in the child’s speech card.

The frequency of individual lessons is determined by the nature and severity of the speech disorder, age and individual psychophysical characteristics of the children; the duration of individual lessons is 15-20 minutes.

FN – 2 times a week;

FFNR – 2 times a week;

OHP IV level – 2-3 times a week.

The duration of correctional and developmental work is largely determined by the individual characteristics of children.

Maintarget individual lessons consists in choosing and applying a set of articulation exercises aimed at eliminating specific violations of the sound side of speech, characteristic of dyslalia, dysarthria, etc. In individual lessons, the speech therapist has the opportunity to establish emotional contact with the child, activate control over the quality of sounding speech, correct speech defects, smooth out neurotic reactions.

In these classes, the preschooler must master the correct articulation of each sound being studied and automate it in facilitated phonetic conditions: in isolation, in forward and backward syllables, words of a simple syllabic structure. In this way, the child is prepared to master the content of subgroup classes.

Individual work speech correction and development is based on the following main areas:

improvement of facial motor skills.

improvement of static and dynamic organization of movements (general, fine and articulatory motor skills).

development of the articulatory and vocal apparatus;

development of the prosodic side of speech;

formation of sound pronunciation skills, phonemic processes;

clarification, enrichment and activation of vocabulary in the process of normalizing the sound side of speech;

formation of grammatical and syntactic aspects of speech;

development of dialogic and monologue speech.

The correctional and developmental work of a speech therapist with a specific pupil of a preschool educational institution includes those areas that correspond to the structure of his speech disorder.

Forward planning

speech therapy work for

preschool children

with speech impairments.

Examination of children. (1 - 15 September)

1. Examination of the state of speech and non-speech psychological functions.

2. Filling out speech cards for each child.

3. Questioning of parents and analysis of questionnaires.

I period

(September October November.)

Sound pronunciation.

1. Clarification of the pronunciation of vowel sounds and the lightest consonant sounds.

2. Preparing the articulatory apparatus for producing sounds.

3. Formulation and initial consolidation of incorrectly pronounced and missing sounds in pronunciation (individual work).

1. Exercise children in highlighting stressed vowels[a],[y],[o],[i] at the beginning, in the middle and at the end of the word (autumn, poppy, cinema).

2. Introduce children to consonant sounds[m],[n] ; teach to highlight them at the beginning and at the end of a word.

3. Give an idea of vowels and consonants and their differences.

4. Exercise children in sound analysis of reverse syllables:am, un .

1. Develop clear coordinated movements of the organs of the speech apparatus.

2. Teach children to inhale short and silently (without raising their shoulders), and exhale calmly and smoothly (without puffing out their cheeks).

3. Work on developing diaphragmatic breathing.

4. Form a soft attack of the voice. Develop in children the ability to use a quiet and loud voice.

Work on the syllabic structure of the word.

1. Work on rhythm on non-verbal material.

2. Exercises to develop dynamic hand praxis.

3. Exercises to develop reciprocal hand coordination.

4. Formation of such spatial-temporal representations as:

beginning, middle, end; first, last.

5. Work on rhythm and stress on the material of vowel sounds.

Vocabulary.

1. Kindergarten.

2. Man. Body parts.

3. Autumn.

4. Vegetables. Fruits.

5 Berries.

6. Mushrooms.

7. The work of people in nature.

8. Tools.

9. Clothes. Shoes. Hats.

Development of grammatical structure of speech.

1. Convert nouns in the nominative singular to the plural.

2. Agreement of verbs with singular and plural nouns (apple growing, apples growing ).

3. Formation of nouns with diminutive suffixes on lexical topics.

4. Agreement of nouns with possessive pronounsmy .

5. Agreement of singular past tense verbs with gendered nouns (Katya drank. Dima drank ).

6. Practicing case endings of singular nouns (genitive and accusative).

7. Formation and use of relative adjectives in speech:wool, silk, leather, etc.

8.Give a practical idea of the concepts: word, sentence; words denoting objects and actions.

9.Words that answer questionsWho? AndWhat?

Development of coherent speech.

1. Compose simple common sentences.

2. Teaching children the ability to ask questions and answer questions with complete answers.

3. Teaching children to compose descriptive stories on the topics: “Autumn”, “Vegetables. Fruits”, “Clothing”

4. Teaching children to retell short stories.

5. Learning to write descriptive riddles.

Development of fine motor skills.

1: Outlining and shading using stencils.

2: Making shapes, patterns, letters from sticks and mosaics.

Z. Finger gymnastics, exercises for coordinating speech with movement.

II period

(December January February)

Sound pronunciation.

1. Continue work on producing incorrectly pronounced and missing sounds in children’s speech (individual work).

2. Automation and differentiation of delivered sounds.

Development of phonemic analysis skills.

1. To consolidate the idea of vowels and consonants and their differences.

2.Give an idea of the voiced-voicedness of consonant sounds.

3. Introduce sounds to children[p], [b], [t], [d], [c], [f], [g], [k], [x] .

4. Differentiation of the studied voiced and voiceless consonants in an isolated position, in syllables and words.

5. Isolating the sounds being studied at the beginning, in the middle, and at the end of the word.

6. Exercise children in sound analysis of reverse and forward syllables:BA, DO .

Development of general speech skills.

1. Continue work on developing physiological and speech breathing.

2. Work on children’s emotional responsiveness to what they see and hear, actively develop the intonation expressiveness of their speech.

3. Development of voice qualities (strength, timbre).

Working on the syllable structure of a word:

1 Continue working on rhythm and stress on the material of vowel sounds, at the syllable level (TA-TA-TA).

2.Work on one- and two-syllable words without consonants.

Vocabulary.

Expansion and clarification of the dictionary on topics:

1. Migratory birds.

2. Wintering birds.

3. Winter. Winter fun.

4. New Year. Christmas tree holiday.

5. Pets.

6. Poultry.

7. Wild animals.

8. Transport.

9. Defender of the Fatherland Day.

10. Men's professions.

Development of grammatical structure.

1. Practicing case endings of singular nouns.

2. Agreement of nouns with adjectives in gender, number, case.

3. Agreement of the numerals two and five with nouns.

4. Formation of possessive adjectives