Organization of speech therapy work

The organization of correctional speech therapy work at the school speech therapy center is carried out on the basis of the Instructive Letter of the Ministry of Education of the Russian Federation No. 2 dated December 14, 2000. “On the organization of the work of a speech therapy center in a general education institution.”

Correctional and developmental speech therapy classes are conducted with students in grades 1–4 who have various speech disorders (speech therapy reports):

“General speech underdevelopment” (GSD);

“Mild general underdevelopment of speech” (NVONR);

“Phonetic - phonemic underdevelopment of speech” (FFNR);

“Phonological underdevelopment of speech” (FND);

“Writing and reading disorders” caused by the speech disorders listed above;

"Impaired pronunciation."

Deviations in the speech development of children studying in general education institutions have different structures and degrees of severity. The presence in schoolchildren of even mildly expressed deviations in phonemic and lexical-grammatical development (ONR, NVONR, FFNR, FNR) is a serious obstacle to mastering the general education school curriculum and requires mandatory speech therapy assistance - correctional and developmental speech therapy classes.

Place of speech therapy classes in the curriculum

Correctional and developmental speech therapy classes are conducted during the school year (from September 15 to May 15) at least 2 - 3 times a week with each group in accordance with thematic planning, on the basis of which calendar and thematic planning is drawn up for each speech therapy group.

Classes with students at the speech therapy center are held outside of school hours. The schedule of speech therapy classes is drawn up by a speech therapist taking into account the operating hours of the educational institution.

Correctional speech therapy classes are conducted both individually and in groups. The frequency of group and individual classes is determined by the severity of the speech development disorder. The duration of a group speech therapy session is 40 minutes, an individual session is 20 minutes.

Number of speech therapy sessions for speech correction

Correction of sound pronunciation disorders:

from 35 to 90 lessons, depending on the number of impaired sounds and the severity of impairments in mobility and the structure of the articulatory apparatus

Prevention and correction of writing and reading disorders:

Stage I – max 85 lessons;

Stage II – max 65 lessons;

Stage III – max 70 lessons.

The purpose of speech therapy classes

The main goal is providing assistance to students who have impairments in the development of oral and written speech (primary) and who experience difficulties in learning and communication , through the correction and prevention of speech disorders in speech therapy classes.

Objectives of speech therapy classes

The main objectives are:

Development of the sound side of speech (pronunciation; sound analysis and synthesis, differentiation of sounds by sonority-dullness, hardness-softness; sound - syllabic structure of words);

Development of vocabulary and streamlining of the grammatical structure of speech;

Formation of coherent speech;

Development and improvement of psychological prerequisites for learning;

Formation of full-fledged educational skills;

Development and improvement of communicative readiness for learning.

Educational technologies and methods in speech therapy work

In the process of implementing the program, the following educational methods and technologies are used in speech therapy classes:

Techniques

Methodology Agranovich Z. E.

Methodology Efimenkova L. N., Misarenko G. G.

Methodology Kashe G.A., Filicheva T.B.

Methodology of Kornev A. N.

Methodology of Lalaeva R.I.

Methodology of Sadovnikova I. N.

Methodology Yastrebova A.V.

Technologies

Technology of speech therapy examination.

Sound pronunciation correction technology.

Technology for the formation of speech breathing in various disorders of the pronunciation side of speech.

Technology for the development of intonation aspects of speech.

Technology for correcting the tempo-rhythmic side of speech.

Technology for the development of the lexical and grammatical aspects of speech.

Speech therapy massage technology.

Technology of differentiated learning (technology of level differentiation).

Gaming technologies.

Information and communication technologies (ICT).

Developmental learning technologies (DT).

Technology of gradual formation of mental actions.

Interdisciplinary connections

When drawing up thematic planning, we took into account the interdisciplinary connections of speech therapy with such sciences as general and special psychology, neuropsychology, psycholinguistics, psychodiagnostics, anatomy and physiology of ENT organs, as well as methods of teaching the native language.

Thematic planning

Thematic planning is compiled taking into account modern requirements for the correctional and developmental activities of a speech therapist teacher and education in general, presented in the Federal Educational Standard.

The following can be used as a basis for thematic planning:

Instructive and methodological letter “On the work of a teacher-speech therapist at a secondary school.” Compiled by Yastrebova A.V., Bessonova T.P., M.: 1996.

Program Kashe G.A., Filicheva T.B. “Program for teaching children with underdevelopment of the phonetic structure of speech (In a preparatory group for school).” M.: Education, 1978.

Methodical materials Bogomolova A.I. “Pronunciation disorders in children: a manual for speech therapists.” M.: 1979

Mazanova E.V. School logo center. Documentation, planning and organization of correctional work: a methodological manual for speech therapists. - M.: Publishing house GNOM and D, 2009.

The purpose of this manual is to help the speech therapist organize and conduct diagnostic activities, as well as plan correctional work with children of primary school age.

The manual consists of three parts. The first part discusses the main regulatory documents that can guide a teacher-speech therapist at a school speech center. The second part of the manual proposes a program for overcoming five forms of dysgraphia. The third part examines the system of correctional work for all five forms of dysgraphia.

The book is addressed to speech therapists of general education and special schools of various types; primary school teachers and Russian language teachers; students and parents.

INTRODUCTION 4

Part 1 Organization of the work of a speech therapist at a school speech center 6

1. Letter of instruction 7

2. Collection of orders and instructions of the Ministry of Education of the RSFSR (September 1979) 8

3. Job descriptions of a speech therapist 9

4. Training programs 16

5. Annual work plan for a speech therapist 17

6. Journal of examination of students’ oral and written speech 28

7. Passport of the speech therapy room 28

8. Attendance log for frontal and individual classes 28

9. Speech therapist’s working hours. Working time cyclogram 32

10. Calendar and thematic planning for each group 34

11. Speech cards 37

12. Tracking the dynamics of development of oral and written speech (monitoring) with an analytical report based on the monitoring results 39

13. Analytical report on the work done at the end of the year 44

Part 2 Examination of children’s oral and written speech at the school speech center 49

1. Speech tests and their evaluation system 51

Individual speech profile of a child with OHP 67

Sample of filling out the individual speech profile of a child with OHP 68

2. Express diagnostics of written speech of junior schoolchildren 69

Protocol for monitoring the dynamics of writing status in primary schoolchildren with dysgraphia 70

Sample of filling out a protocol for monitoring the dynamics of the writing state of primary schoolchildren with dysgraphia 70

3. Speech card of primary school student 70

Part 3 Program of work to overcome writing impairments in primary schoolchildren 91

1. Features of written speech in children with dysgraphia 94

Articulatory-acoustic dysgraphia 94

Acoustic dysgraphia 94

Dysgraphia caused by a violation of language analysis and synthesis 95

Agrammatic dysgraphia 96

Optical dysgraphia 96

2. Work plans to overcome written speech disorders in various forms of dysgraphia 97

Articulatory-acoustic dysgraphia 97

Acoustic dysgraphia 103

Dysgraphia caused by a violation of language analysis and synthesis 110

Agrammatic dysgraphia 114

Optical dysgraphia 120

Introduction

When sending a child to first grade, each parent hopes that his child will be successful in his talent. However, this is not always true. Already at the initial stages of education, most children experience difficulties in mastering their native language.

Recently, the population of secondary schools has undergone significant changes. Every year, among students entering first grade, the number of children with various deviations in speech development increases, which impedes the formation of full-fledged educational activities. There are a number of speech problems that can only be solved within the framework of a special speech school, but there are a small number of them, and on the contrary, a huge number of children have speech problems that can be solved within the framework of a general education school.

In connection with the transition to integrated education, the requirements for a speech therapist teacher working at a school speech therapy center in a general education institution have increased. This concerns both the problems of differential diagnosis and the development of methods and techniques for correctional work.

The goal of a speech therapist at a speech center is to provide speech therapy assistance to students who have deviations in the development of oral speech, which in the future can cause a violation of written speech, that is, the prevention of secondary disorders, as well as the correction of existing violations of written speech. Such disorders include: general speech underdevelopment (GSD), phonemic speech underdevelopment (PS), phonetic speech underdevelopment (PS), phonetic-phonemic speech underdevelopment (FFN), as well as various types of dysgraphia and dyslexia. The main task of a speech therapist is the correction of defects in oral and written speech and the formation of prerequisites for the full assimilation of general education programs in the native language (and not the assimilation of program material, which often happens).

The purpose of this manual is to help the speech therapist in organizing and conducting diagnostic activities, as well as planning correctional work aimed at overcoming writing and reading disorders of any form.

The manual consists of three parts. The first part discusses the main regulatory documents that can guide a teacher-speech therapist at a school speech center. It should be noted that depending on the region in which the speech therapist works, changes may be made to the list of submitted documents (their number, the type of recommended existing documents, etc. may change), however, compliance with the requirements and recommendations of the main regulatory documents is undeniable.

All presented sample documents were developed and tested both by the author himself in the course of practical work, and by a large number of speech therapists from various districts of the city of Samara and the Samara region for a long time.

The second part of the manual proposes a program for overcoming five forms of dysgraphia.

The third part examines the system of correctional work for all five forms of dysgraphia.

The book may be of interest to a wide range of people:

Speech therapists of general education and special schools of various types;

Primary school teachers and Russian language teachers;

Students of the defectology faculty;

Speech therapists of preschool institutions (for communication);

Parents whose children have similar disorders.

Explanatory note

The program of speech therapy work with 1st grade students with general speech underdevelopment was developed on the basis of the recommendations set out in the book by E.N. Efimenkova, G.G. Misarenko “Organization and methods of correctional work of a speech therapist at a school speech therapy center”, instructional 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”, instructional and methodological letter “On the work of a speech therapist teacher at a general education school”, ed. A.V. Yastrebova, T.B. Bessonova (Moscow, 1996), in accordance with the requirements of the Law “On Education”, the Federal State Educational Standard for Primary General Education.

Characteristics of students with general speech underdevelopment Children in this category experience persistent difficulties in mastering the primary education program of a comprehensive school due to insufficient development of speech function and psychological prerequisites for mastering full-fledged educational activities. The structure of the defect includes:

1. Defective pronunciation of sounds. Substitutions and mixtures (often distorted sounds) predominate.
2. Insufficient formation of phonemic processes.

As a result, children in this category experience:

• insufficient formation of prerequisites for the spontaneous development of skills in analysis and synthesis of the sound composition of a word;
• insufficient development of prerequisites for successful mastery of literacy;
• difficulties in mastering writing and reading (the presence of specific dysgraphic errors against the background of a large number of various others).

II. Violations of the lexico-grammatical component of the speech system.

1. The vocabulary is limited to everyday topics and is qualitatively defective (illegal expansion or narrowing of the meanings of words; errors in the use of words; confusion in meaning and acoustic properties).
2. The grammatical structure is not sufficiently formed. There are no complex syntactic constructions in the speech; there are multiple agrammatisms in sentences of simple syntactic constructions.

As a result, children in this category experience:

• insufficient understanding of educational tasks, directions, and teacher instructions;
• difficulties in mastering educational concepts and terms;
• difficulties in forming and formulating one’s own thoughts in the process of academic work;
• insufficient development of coherent speech.

III. Psychological characteristics.

1. Unstable attention.
2. Lack of observation in relation to linguistic phenomena.
3. Insufficient development of switching ability.
4. Insufficient development of verbal and logical thinking.
5. Insufficient ability to memorize predominantly verbal material.
6. Insufficient development of self-control, mainly in the field of linguistic phenomena.
7. Insufficient formation of voluntariness in communication and activity.

Consequence:

• insufficient development of psychological prerequisites for mastering full-fledged skills of educational activities;
• difficulties in developing educational skills (planning upcoming work; determining ways and means to achieve a learning goal; monitoring activities; ability to work at a certain pace).

Thus, children with general speech underdevelopment need special correctional classes according to a specific program. Taking into account the structure of the speech defect, the goal and objectives of this program were determined.

Purpose of the program— overcoming deviations in speech development and conducting speech therapy work on the prevention and correction of all types of dysgraphia and dyslexia in children for further successful socialization.

Program objectives:

• formation of full-fledged ideas about the sound composition of a word based on the development of phonemic processes and skills of sound-syllable analysis and synthesis
• development of vocabulary and grammatical structure of speech
• formation of coherent speech
• development of non-speech mental processes:

• development of breathing, articulatory and manual motor skills
• improvement of visual analysis and synthesis
• development of auditory and visual perception and recognition
• expansion of visual and auditory memory
• development and improvement of psychological prerequisites for learning:
• stability of attention, observation in relation to linguistic phenomena
• ability to remember, ability to switch attention
• developing self-control skills and techniques
• formation of cognitive activity

• development and improvement of communicative readiness for learning, formation of communication skills, adequate situations of educational activities.

The program provides for the formation of universal educational actions for students (regulatory (self-control), cognitive (general educational), communicative, personal).

GENERAL CHARACTERISTICS OF THE COURSE

The program is aimed at creating conditions for the effective implementation and mastery by students of the basic educational program of primary general education, including providing conditions for the individual development of all students, especially those who are most in need of special learning conditions, and is designed for timely identification, prevention and elimination of oral and written speech deficiencies that some children have.

The material was selected taking into account the gradual transition from simple to complex with the inclusion of lexical topics in classes aimed at clarifying, enriching and activating children’s vocabulary and developing coherent speech.

The stages of the lessons involve the introduction into the lesson of exercises for the formation of phonemic processes, training tasks for the development of sound analysis and synthesis, games for the education of auditory attention, memory, visual gnosis, etc.

Based on the results of speech therapy correction, the use of developments in the field of information and computer technologies and neuropsychology in classes is effective.

The practical part of the classes includes games and tasks for the development of articulatory, fine and gross motor skills, graphomotor skills, and consolidation of knowledge in the field of visual-spatial orientation.

Correctional and educational work is aimed at the development of mental processes (attention, memory, verbal-logical thinking, hand-eye coordination).

The program is designed to conduct three classes per week (87 hours in total, 29 school weeks) with a certain number of children in groups (3-5 people). Taking into account the characteristics of the student population of the educational institution, a mixed composition of groups for speech therapy classes is expected. The 1st grade groups include children with general speech underdevelopment and mildly expressed general speech underdevelopment. For students who need correction of the sound-pronunciation aspect of speech, additional individual lessons are organized.

Diagnostics are carried out twice a year: introductory - in September, final - in May.

DESCRIPTION OF VALUES OF THE CONTENT OF THE SUBJECT

Timely elimination of speech pathology in students, objective qualification of the oral speech defects they have, and the organization of remedial education adequate to the defect make it possible not only to prevent the development of writing and reading disorders in speech-language pathologist children (as a secondary defect in relation to oral speech), but also to prevent lagging schoolchildren in mastering program material in their native language.

RESULTS OF STUDYING THE SUBJECT

Personal learning outcomes in primary school are:

• awareness of language as the main means of human communication;
• perception of speech as a phenomenon of national culture;
• understanding that correct speech is an indicator of a person’s individual culture;
• the ability to self-assess based on observation of one’s own speech.

Meta-subject learning outcomes in primary school are:

• the ability to use language to find the necessary information in various sources to solve educational problems;
• the ability to navigate the goals, objectives, means and conditions of communication;
• the ability to choose adequate language means to successfully solve communicative problems (dialogue, oral monologues) taking into account the characteristics of different types of speech and communication situations;
• desire for a more accurate expression of one’s own opinion and position;
• ability to ask questions.

The subject learning outcomes in primary school are:

Articulatory:

• good mobility of articulation organs, which include the tongue, lips, lower jaw, soft palate;
• development of full movements and certain positions of the organs of the articulatory apparatus necessary for the correct pronunciation of sounds.

The goals and objectives set in the program are implemented in the process of studying the following topics.

"Sentence and Word"(25 hours). A sentence as a way of expressing thoughts; drawing up sentences in oral and written speech, isolating them aurally and composing them; observing the intonation at the end of sentences.

Groups of words: words-objects, their actions, signs. Differentiation of words, asking questions about words; separate spelling of words, use of capital letters in proper names.

Differentiation of prepositions. Using them in oral and written speech. Separate writing of prepositions.

"Coherent speech"(7 hours). Formation of coherent monologue speech by learning to retell various texts.

"Sound composition of a word"(18 hours). Sounds of the Russian language: vowels and consonants; hard and soft consonants, voiced and voiceless consonants, paired and unpaired. Ways to indicate the hardness-softness of consonants with the letters vowels and ь; ways of denoting the sound [y’] with the letters e, ё, yu, ya. Techniques for isolating sounds and identifying the characteristics of each; characteristics of individual sounds. The idea of ​​the syllabic role of vowels.

"Syllable. Emphasis"(8 hours). A syllable as a minimal pronunciation unit, highlighting syllables using chanting; dividing words into syllables and selecting words of a given syllabic structure. Vowels are stressed and unstressed.

Semantic and phonetic role of stress.

“Paired consonant sounds and letters”(18 hours). Paired and unpaired sounds of the Russian language. Studying the letters from among those that denote consonants paired with deafness of voicedness - Zz-Ss, Bb-Pp, Dd-Tt, Vv-Ff, Zhzh-Shsh; characteristics of their similarities and differences, articulatory features.

“Differentiation of sounds by acoustic similarity”(5 hours). Sounds similar in sound and pronunciation (S-Sh, Z-Zh, R-L, Ch-Shch, Ts-Ch). Analysis of all acoustic characteristics of sounds. Recognition of a consonant sound at the beginning of a word, at the end of a word, in the middle of a word.

“Differentiation of letters by kinetic similarity”(5 hours). Letters similar in outline to the first element (b-d, a-o, i-u and others at the speech therapist’s choice). Analysis of the composition and structure of the graphic sign, synthesis of its elements. Formation of visual-spatial gnosis.

"Pinning"(1 hour). Review everything learned over the course of the year.

Each lesson includes exercises for the development of articulatory, fine and gross motor skills, as well as the introduction of a number of health-improving techniques into the stages of the lesson, which will contribute to the introduction of health-saving technologies at school.

MATERIAL AND TECHNICAL RESOURCES FOR THE IMPLEMENTATION OF THE PROGRAM

Based on the goals of modern primary education, the proposed list of material and technical support is compiled taking into account the following requirements:

• ensuring the natural conformity of teaching for younger schoolchildren (organizing the experience of sensory perception, visualization of learning);
• creation of material and technical support for the process of training, development and education of junior schoolchildren (expansion of knowledge, development of thinking, speech, imagination, formation of communication, labor and other skills, etc.);
• creating conditions for organizing practical activities of schoolchildren (observations, experiments, modeling, etc.), as well as elementary artistic activities (drawing, designing, etc.)

Demonstration and printed manuals:

• magnetic board
• boxes of letters and syllables
• sets of story pictures
• material in the form of symbol cards (graphic representation of sounds, words, sentences, etc.)
• letter and sound tape
• poster "Alphabet"
• sound profiles (album)
• demonstration material “Articulation apparatus”

Printed products:

• Andreeva N.G. “Speech therapy classes on the development of coherent speech of primary schoolchildren. Part 1.2", Moscow, "Vlados", 2013
• Eletskaya O.V., Gorbachevskaya N.Yu. “Organization of speech therapy work at school.” Moscow, “Sphere”, 2007
• Efimenkova L.N. “Correction of oral and written speech for primary school students.
• Efimenkova L.N., Misarenko G.G. “Organization and methods of correctional work of a speech therapist at a school speech center”, Moscow, “Prosveshchenie”, 1999”, Moscow, “Vlados”, 2006
• Kozyreva L.M. Notebooks for speech therapy classes. Yaroslavl, "Academy of Development" 2000
• Misarenoko G.G. "Russian language. We reinforce difficult topics. 1st class", Moscow, "Eksmo", 2013
• Misarenko G.G. “Teaching phonemic analysis in 1st grade”, Moscow, Sfera, 2008
• Nevskaya V.P. “Speech games and exercises”, Moscow, Sfera, 2013
• Sadovnikova I.N. “Writing disorders and overcoming them in younger schoolchildren”, “Vlados”, 1997
• Khotyleva T.Yu., Galaktionova O.G., Akhutina T.V. “Prevention and overcoming learning difficulties at an early stage. Methodological manual", Moscow, V. Sekachev, 2013
• Yastrebova A.V. “Correction and speech disorders in secondary school students”, Moscow, “Prosveshchenie”, 1984
• “On the work of a speech therapist at a secondary school”, ed. A.V. Yastrebova, T.B. Bessonova. Moscow, 1996

Technical training aids:

• Personal computer
• Printer
• Multimedia (digital) educational resources corresponding to the topics of the program.

AGREED

At the GMO meeting
Speech therapist teachers
Protocol No.____
From "___"___________20____
Hand. GMO___________C.A. Barignac

Calendar and thematic planning

topics	Subject	Number of hours
1	Oral and written speech	1	Understanding the concept of “speech”. Distinguishing types of speech.
2	Sentence and word.	2	Understand the concept of “word”. Observation of the word as the most important element of the language system. Determining the number of words in a sentence and their order using reference diagrams.
3	Types of offers	3	Isolating sentences from the speech stream, hearing, understanding intonation, sentence completeness. Interrogative, declarative, exclamatory sentences.
4	Offer	4	Understanding the concept of “offer”. Modeling the proposal. Determining the number of words in a sentence. Answers in complete sentences. Capital letter at the beginning of a sentence. Period at the end of the sentence
5	Words denoting an object. Living and inanimate objects.	2	Analyze: find the word that matches the name of the object. Ask questions to words-objects. distinguish them from other words. Distinguish between words that answer the questions WHO? WHAT? Classification of living and nonliving objects.
6	Words denoting actions.	2	Analyze: find words denoting the actions of objects. Ask questions about action words, highlight them from other words.
7	Differentiation of words denoting an object and the action of an object.	2	Classification of words according to their meaning (words naming objects and words naming actions).
8	Words denoting the attribute of an object	2	Analyze: find words that denote a feature of an object. Change attribute words according to gender. Ask questions about characteristic words, select antonyms.
9	Prepositions (in, on, with, with, from, by, to, from, at)	6	Clarification of specific spatial meanings of prepositions. Formation of the ability to use prepositions in oral and written speech. An exercise in writing prepositions with words separately.
10	Differentiation of prepositions. Consolidation.	1	Differentiation of prepositions in oral and written speech. Separate writing of prepositions with words.
11.	Sequential retelling based on questions	1	Formation of the ability to answer questions in complete sentences, consistently retell the text based on a question plan.
12.	Consistent retelling with a clearly defined cause-and-effect relationship based on subject pictures and questions	1	Formation of the ability to answer questions in complete sentences, compose complete sentences-explanations of the lexical meaning of a word, establish cause-and-effect relationships, consistently retell based on object pictures, words-actions.
13.	Consecutive retelling of texts from the first (third) person	1	Formation of the ability to consistently retell text from the first (third) person using graphic diagrams.
14.	Retelling a descriptive text based on pictures	1	Formation of the ability to retell descriptive text based on pictures, development of active and passive vocabulary
15.	Consecutive retelling of a text of a descriptive-narrative nature	1	Formation of the ability to retell text of a descriptive-narrative nature using supporting subject pictures, determining the sequence of parts in the text, drawing up an outline of the text, its use in retelling
16.	Sequential retelling based on a series of pictures and sequence of actions	1	Formation of the ability to retell a narrative text based on a series of plot pictures and action words, development of auditory-verbal memory, attention, verbal-logical thinking
17.	Selective retelling. Making a plan	1	Forming the ability to selectively retell a narrative text, determine the sequence of parts in the text, draw up a story plan and use it in selective retelling
18.	Speech and non-speech sounds.	1	Classification: speech and non-speech sounds.
19.	Sound composition of words. Sounds and letters.	2	Mastering the concept of “sound-letter”. Selecting words with a given sound. Comparison: correlation between a sound and its corresponding letter. Analysis and synthesis of the sound composition of a word.
20.	Vowels of the 1st row (A, O, U, E, Y)	3	Analysis: vowel meaning. Development of the ability to hear and isolate vowels from a number of sounds. Characteristics of the function of letters denoting vowel sounds. Comparison of uppercase and lowercase letters.
21.	Vowels 2 rows. (I, E, Yo, Yu, Ya)	3	Characteristics of the work of a vowel letter as an indicator of the softness of the preceding consonant. Exercises in the formation of syllables with soft sounds. Comparison of uppercase and lowercase letters. Observation: method of formation of row 2 vowels.
22.	Consonant sounds, letters	3	Introduction to the formation of consonant sounds, articulation and acoustic features of consonants. Analysis: determination of sound by its characteristics. Correlation of sound and its characteristics. Observation: select the required sound from a number of proposed ones, give its qualitative characteristics.
23.	Soft and hard consonants. Soft sign.	3	Characteristics of sounds (hard-soft consonants, deaf-voiced). An exercise in isolating hard and soft consonants from syllables and words, based on vowels. Observation: function of the letter b.
24.	Voiced and voiceless consonants	2	Characteristics and comparison of articulation and acoustic features of voiced and voiceless consonants. Isolating them from syllables and words.
25.	Differentiation of vowels and consonants	1	Identify vowels and consonants from a number of sounds, from syllables, words. Determine the place of vowels and consonants in words. Assess the correctness of the phonetic analysis of words.
26.	Syllable. Dividing words into syllables.	4	Divide words into syllables. Determine the number of syllables based on the number of vowels. Understand the concept of the syllable-forming role of vowels. Group words with different numbers of syllables.
27.	Emphasis.	4	Place emphasis on words. Analyze: the relationship of words with the corresponding syllable stress patterns. Voicing the rhythmic pattern of a word.
28.	Sounds [B]-[B’]. Letter B. Sounds [P]-[P’]. Letter B-P differentiation.	3	Differentiate the consonants B-P in oral and written speech, relying on articulatory and acoustic signs. in syllables, words.
29.	Sounds [D]-[D’]. LetterD. Sounds [T]-[T’]. Letter T. D-T differentiation.	3	Differentiate consonants D-T in oral and written speech, relying on articulatory and acoustic signs. Analyze the element-by-element composition of letters. Highlight in syllables, words.
30.	Sounds [G]-[G’]. Letter G. Sounds [K]-[K’]. Letter G-K differentiation.	3	Differentiate the consonants G-K in oral and written speech, relying on articulatory and acoustic signs. Analyze the element-by-element composition of letters. Highlight in syllables, words.
31.	Sounds [З]-[З’]. Letter Z. Sounds [С]-[С’]. Letter Differentiation Z-S.	3	Differentiate the consonants Z-S in oral and written speech, relying on articulatory and acoustic signs. Analyze the element-by-element composition of letters. Highlight in syllables, words.
32.	Sounds [B]-[B’]. LetterB. Sounds [F]-[F’]. Letter V-F differentiation.	3	Differentiate the consonants V-F in oral and written speech, relying on articulatory and acoustic signs. Analyze the element-by-element composition of letters. Highlight in syllables, words.
33.	Sound Zh. Letter Zh. Sound Sh. Letter Sh. Differentiation Zh-Sh	3	Differentiate the consonants Zh-Sh in oral and written speech, relying on articulatory and acoustic signs. Parse element by element composition of letters. Highlight in syllables, words. Analyze text: find words with combinations live - shi .
34.	Differentiation of sounds by acoustic similarity (S-SH, Z-ZH, R-L, CH-SH,	5	Differentiate sounds and letters denoting similar acoustic-articulatory characteristics consonants.
35.	Differentiation of letters by kinetic similarity (b-d, a-o and others at the speech therapist’s choice)	5	Analyze the element-by-element composition of letters. Model (create, design) letters. Distinguish letters in writing that have elements
36.	Consolidation of school year material.	1	Learn to be conscious about writing and conduct self-control.

Skryl V.S.,
speech therapist teacher

Efimenkova L.N., Misarenko G.G. Organization and methods of correctional work of a speech therapist at a school speech center: A manual for speech therapists

Available files (1):

n1.rtf

2579kb.

17.02.2014 17:14

download

n1.rtf

L. N. Efimenkova G. G. Misarenko
ORGANIZATION AND METHODS

CORRECTIONAL WORK OF Speech Therapist

AT THE SCHOOL LOGO CENTER

MANUAL FOR Speech Therapist
Recommended by the Main Educational and Methodological Directorate of General Secondary Education

State formations of the USSR
MOSCOW "ENLIGHTENMENT" 1991
BBK 74.3 E91

Reviewer: methodologist of the Department of Defectology at MSIUU A. G. Kulagina, Efimenkova L. N., Misarenko G. G.

E91 Organization and methods of correctional work of a speech therapist at a school speech center: A manual for speech therapists. - M.: Education, 1991. - 239 p.: ill. - 15B^ 5-09-003511-3.

The manual is intended for speech therapists, primary school teachers and administration of secondary schools where speech centers operate, as well as parents.

E 4310010000-542

103(03)-91

Inf - LETTER-91" No. 233 BBK 74.3

15V\ 5-09-003511-3

© Efimenkova L. N., Misarenko G. G., 1991

This book is based on many years of experience of practicing speech therapists working at school speech therapy centers.

Until now, practicing speech therapists have experienced significant difficulties in organizing speech therapy work. This is explained by the fact that a speech therapist teacher, as a rule, serves three or four schools located in different places in the region, and is often forced to work at a speech center and, in parallel, at the school most distant from him.

In addition, children of different ages and with various speech disorders come to the speech therapy center, and the existing instructions do not adequately reveal the essence of the organization of the speech therapy process.

Corrective work is carried out in parallel with the education of children at school, so the speech therapist teacher must work closely with primary school teachers, teachers of extended day groups and the administration of the school where the speech therapy center is located. Due to the fact that there is virtually no speech therapy propaganda in the media, employees of secondary schools, district (city) departments and public education departments often do not have a correct idea of ​​the goals and objectives of speech therapy work.

Taking this into account, the authors sought to most clearly and specifically cover the entire speech therapy process (organization of the working time of a speech therapist teacher, including vacation time, staffing groups and subgroups, the number of students enrolled in a speech therapy center, etc.).

Speech disorders encountered in primary school students are a serious obstacle to their mastery of writing and reading at the initial stages of learning to write and read, and at later stages to their mastery of the grammar of their native language and the programs of humanitarian subjects. There are often cases when, due to speech disorders, a child practically does not master the primary school curriculum, and in the most severe cases, the question even arises of the impossibility of his education in a public school. With proper organization and conduct of correctional work, a speech therapist teacher helps such children cope with their existing speech disorders and, on an equal basis with other students, master school knowledge.

Page 3
The book consists of three sections.

Section I “Organization of the speech therapy process” shows the organization of the working time of a speech therapist teacher. The issues of distribution of the teaching load, the principle of staffing groups and subgroups taking into account the age and speech disorders of students are covered in detail, approximate samples of the schedule of work with groups and subgroups are given, and the content of the speech therapist’s work during the holidays is determined. Here, uniform samples of types of documentation and its maintenance are offered, and the storage periods for all types of documentation at the speech therapy center are specified.

The current methodology for examining students' oral speech does not satisfy practicing speech therapists, since it requires individual forms of examination. Considering the large number of children and the variety of speech disorders they have, the speech therapist teacher is not able to deeply and thoroughly study the children entering the speech therapy center in the time allotted for the examination. Therefore, he either does not fit into the time allotted for the examination, or conducts the examination formally, which inevitably affects the quality of speech therapy work, since it is the examination of students’ oral and written speech that is the determining stage for all subsequent educational and correctional activities.

The authors propose a fundamentally new approach to studying students, recommending conducting a frontal examination. The frontal form provides a more in-depth study of the child’s speech capabilities, facilitates the rapid establishment of contact between the speech therapist and the child and significantly reduces the examination time.

In addition, the form of a general speech map proposed by the authors will allow the teacher-speech therapist to more clearly see the picture of speech disorders that students enrolled in a speech therapy center have, and to more correctly assemble them into groups and subgroups.

The proposed form 4 of the general speech card reduces the volume of documentation, completely eliminating the currently existing cumbersome individual speech cards of children. Passport and anamnestic data of students are recorded on small-format individual cards, which are filled out on one side by the students’ parents, which significantly reduces the speech therapist’s time working with documentation.

In this section, taking into account the diversity of speech disorders, the authors propose the content and methods of examining each type of speech disorder.

Section II is devoted to the methodological work of a speech therapist teacher.

Page 4
It details the relationship between a speech therapist teacher and primary school teachers, with speech therapists working in preschool institutions, with parents of students enrolled in a speech therapy center, as well as the relationship between school speech therapists. It also shows the importance of promoting speech therapy knowledge among teachers and parents.

Section III “Content and methods of correctional work” systematizes methods of correctional work with groups of 1st grade students studying under the 1st (IV) and 1st (III) programs and having general speech underdevelopment, and with groups of 2nd grade students. x classes studying under the 1st (IV) and 1st (III) program and having a writing disorder.

The material is illustrated on all topics with a variety of tasks.

Thus, sections I and II of this book represent detailed comments on existing instructional documents, and section III offers a new approach to conducting educational and correctional work with children suffering from speech disorders.

Page 5

ORGANIZATION OF Speech Therapy PROCESS ORGANIZATION OF WORKING TIME OF Speech Pathologist

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

According to the existing procedure, 25 primary classes are attached to the speech therapy center, which includes all primary classes of the school where the speech therapy center is located and the school (or schools) located nearby.

The teaching load of speech therapists is 20 academic hours per week. (Order of the Ministry of Education of the USSR No. 94 of May 16, 1985 and Instructions on the procedure for calculating wages of educators, paragraph 87, subparagraph B.)

After leaving the next vacation until September 1, the speech therapist checks the condition of the equipment in the speech therapy room: technical teaching aids, lighting, etc.; inspects visual and educational aids and brings them into working condition; prepares the necessary documentation and visual and speech material for examining students. If necessary, the speech therapist teacher replenishes his arsenal of visual educational aids by prescribing them from the Educational Collection Office or producing them himself. On these same days, the speech therapist gets acquainted with the personal files of students newly enrolled in schools attached to the speech therapy center.
DISTRIBUTION OF TIME ALLOCATED FOR INVESTIGATION OF STUDENTS’ ORAL AND WRITTEN SPEECH

The first two weeks of the school year (from September 1 to September 15) are set aside for the complete formation of groups and subgroups that will study at the speech therapy center in the current school year. To do this, the teacher-speech therapist conducts an examination of the oral speech of students admitted to the first grades of schools attached to the speech center, and the written speech of those students in grades 2-4 who transferred to classes attached to the speech center from other schools. At the same time, the speech therapist teacher clarifies the lists of groups pre-compiled by him in May of the previous school year from among students in grades 2-4.

Page 6

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

During the second week of September, the speech therapist teacher conducts a secondary in-depth examination of the oral speech of those children whom he selected for classes at the speech center during the preliminary examination. A secondary in-depth examination of children’s oral speech is carried out in a speech therapy room or in any convenient room of the school attached to the speech center during the second half of the day, i.e. after school.

Regular classes at the speech therapy center are held from September 16 to May 15.

The last two weeks of May (from May 16 to May 31) are reserved for examining the oral and written speech of students in grades 1-3 with the aim of pre-compiling groups with writing and reading disabilities for the new school year.

Methods and techniques for examining students’ oral and written speech are covered in detail in the section “Organization and methods for examining students’ oral and written speech.”

All organizational work of the speech therapist teacher, carried out from September 1 to 15 and from May 16 to 31, is recorded on the corresponding page of the “Attendance Log”.
DISTRIBUTION OF TIME ALLOCATED FOR TRAINING AND CORRECTIONAL WORK.

By September 15, the speech therapist teacher completes the examination of students’ oral and written speech, finally completes groups and subgroups, determines the number of students for individual lessons and, based on this, draws up a lesson schedule and long-term plans for working with each group of students.

The class schedule is compiled based on the following time parameters:

lesson time for a group of 1st grade students is 35 minutes, for a group of 2nd-4th grade students - 45 minutes;

class time with a subgroup - 20-25 minutes;

The time for individual lessons is 15-20 minutes with each student.

Between group classes, breaks of 10-15 minutes are allowed, between subgroup classes - 5-10 minutes. The speech therapist teacher can use this period of time to check written work completed by students in class, record and

(Students in 4th grade are not surveyed due to the fact that they are moving to secondary school).

Page 7
analysis of the mistakes made in order to, when planning the next lesson, provide for work to correct these errors, as well as for other work at his discretion: a speech therapist can conduct a group of children and separate them into classes or, conversely, gather a group of children (this may be necessary in the first months of work with first-graders, especially 6-year-olds), prepare a board or lay out visuals and handouts for the next lesson, etc.

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

A prerequisite is speech therapy classes after school. Students who do not attend extended day groups come to classes from home. Pupils who attend extended-day groups are sent by teachers of extended-day groups to speech therapy classes from any scheduled moment in accordance with the schedule of speech therapy classes. This schedule should be known to teachers and be in each extended day group1.

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

Note: taking into account the special mode of the school day for 1st (IV) grade students and their age-related psychological characteristics, it is advisable to conduct classes with groups of these students after naps, i.e. after 16 hours.

DISTRIBUTION OF WORKING TIME OF A Speech Pathologist TEACHER DURING SCHOOL HOLIDAYS

School holidays are always filled with various kinds of events that are organized and conducted by teachers.

Teachers of extended day groups do not have the right to detain a child or not

allow him to attend classes with a speech therapist due to his slow performance of homework

assignments or any other reason. Just like a primary school teacher does not

can independently decide whether his student should attend speech therapy

classes or not. If a speech therapist has conflicts of this kind, he reports

a memorandum on unauthorized actions of a teacher or educator to the director

schools, and in case of failure to take proper measures - to the inspector of the district department of public education.

Page 8

Some students go during the holidays to camps, holiday homes, on excursions, etc., so speech therapy classes are not conducted during the holidays.

During the autumn holidays, the teacher-speech therapist conducts an examination of the state of written speech of students in grades 2-4 on written work in order to identify dysgraphic children and monitor students who previously studied at a speech therapy center. If there are free places in the group with a writing disorder, it is replenished with new students.

During the winter holidays, a speech therapist teacher examines the state of written speech of 1st (IV) grade students using copybooks and notebooks. In addition, he replenishes the equipment of the speech therapy room with the necessary visual aids, educational tables, posters, etc., visits the district (city) methodological office and fellow speech therapists to exchange work experience, conducts conversations and consultations for parents of students involved in speech therapy center.

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

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

In addition to the work listed above, during school holidays, the teacher-speech therapist, as necessary, consults students studying at the speech therapy center with specialist doctors (psychoneurologist, neurologist, otolaryngologist), invites more experienced speech therapist colleagues for consultation on individual difficult children, or turns to with help from the Research Institute of Defectology of the USSR Academy of Pedagogical Sciences. It is necessary to take into account that a child’s consultation with any medical specialist is possible only with the consent and in the presence of one of the parents or a person replacing them. If the parents or the person replacing them give their consent to the consultation, but cannot be present during it, the speech therapist must have a written statement that the parents allow the speech therapist to show the child to a specialist doctor (with a mandatory indication of which specialist). ).

Page 9

A speech therapist teacher can use vacation time to conduct speech therapy propaganda among parents and the population of the area.
WORK OF A Speech Pathologist TEACHER IN JUNE.

June is the most convenient time to improve the professional level of speech therapist teachers. Therefore, it is advisable for district (city) methodological offices and teacher training institutes to organize month-long courses and seminars in June to exchange best practices. Similar seminars can be organized by senior speech therapists in their areas. Speech-language pathologist teachers can attend such seminars organized in other districts.

Mazanova E.V. School logo center. Documentation, planning and organization of correctional work: a methodological manual for speech therapists. - M.: Publishing house GNOM and D, 2009.

The purpose of this manual is to help the speech therapist organize and conduct diagnostic activities, as well as plan correctional work with children of primary school age.

The manual consists of three parts. The first part discusses the main regulatory documents that can guide a teacher-speech therapist at a school speech center. The second part of the manual proposes a program for overcoming five forms of dysgraphia. The third part examines the system of correctional work for all five forms of dysgraphia.

The book is addressed to speech therapists of general education and special schools of various types; primary school teachers and Russian language teachers; students and parents.

Download:

Preview:

To use the preview, create a Google account and log in to it: https://accounts.google.com

On the topic: methodological developments, presentations and notes

"MU for completing final qualifying work"; “MU for planning and organizing decision-makers in the course “Cooking””; “MU for planning and organizing independent work of students”; Work programs for educational and practical training "Cook, confectioner"

Educational and methodological materials for the profession "Cook, confectioner": - Methodological instructions for completing final qualifying work; - Methodological instructions for planning and organizing independent...

Memo on the development of guidelines for planning and organizing independent work of students in an academic discipline/interdisciplinary course/professional module

A memo on the development of guidelines for planning and organizing independent work in an academic discipline/interdisciplinary course/professional module has been developed for teachers...

Using modern approaches to planning and organizing educational work

Organization of educational work in the context of the introduction of the Federal State Educational Standard. Formation of general competencies among students....