Documents of a speech therapist in kindergarten. Registration and maintenance of documentation of the teacher-speech therapist DOW. Accounting for advisory and educational work

Message

at the regional methodical association

speech pathologists.

FORMULATION AND MAINTENANCE OF DOCUMENTATION

TEACHER SPEECH THERAPIST DOE

Prepared by a speech pathologist

MADOU kindergarten №22 with. Uspensky

S.V. Bondareva.

The corrective activity of a speech therapist is regulated by legal acts and documents of various levels:

federal, regional, local

Taking into account modern approaches and requirements for the organization of speech correction work with preschoolers, a speech therapist is recommended to draw up the following documents:

Notebook of minutes of meetings of the psychological-medical-pedagogical commission;

Speech map of a speech therapy examination of a child;

Work plans for the formation of speech activity of children of speech therapy groups;

Plans (summaries) of group lessons

Individual lesson plans with a child; (individual educational routes for children with disabilities.)

Child's individual notebook;

Notebook of children's attendance of classes (attendance report)

Notebook of interaction between a speech therapist teacher and educators;

Interaction plan of a speech therapist teacher with participants in the correctional and pedagogical process; (on an annual basis)

Report of the teacher-speech therapist for the academic year;

Passport of a speech therapy room;

The plan of self-education of the teacher-speech therapist.

Journal of consultations with parents.

The presence of the main types of documentation is a prerequisite for the work of a speech therapist.

The main types of documentation of a speech therapist teacher of a preschool educational institution

* Notebook of minutes of meetings of the psychological, medical and pedagogical commission of the preschool educational institution

minutes of the meeting of the PMPK on the recruitment of children into a speech therapy group

Approximate form of the protocol of the PMPK meeting on the release of children from the speech therapy group

The completed minutes of the meetings of the PMPK and duplicates are certified by the signatures of all its members of the commission.

For preschool educational institutions, the PMPK protocols are the main document that allows you to determine a joint action plan with specialized specialists in the correction of speech disorders, plans work with children, taking into account the age and structure of speech disorders.

* Speech chart of a speech therapy examination of a child

A comprehensive examination of children with speech disorders is the first and fundamental stage of logo-correction work.

Speech therapy examination is carried out in the first two weeks of September. It should be comprehensive, systematic, based on evidence. This will reveal the causes of speech disorders, determine the mechanism and structure of the defect, and identify compensatory possibilities. child and identify effective ways of correction. All survey data recorded in the speech card, which is filled in during the survey. Changes, additions, clarifications are made to it, discovered in the process of teaching and raising a child in a speech therapy group. The erroneous answers of children are fixed in the map, samples of children's statements with phonetic, lexical and grammatical errors are given. The speech map ends with a speech therapy conclusion, which follows from the results of the examination and is determined by the structure of the speech defect.

If the child is invited by the decision of the PMPK to continue his education in the speech therapy group, then during the re-examination, the speech therapist records the results of the work for the past academic year in the speech chart.

Currently, various types of speech therapy examination cards are used, which reflect the specifics of the disorder (FFN, ONR, stuttering, dysarthria, rhinolalia, etc.) and allow optimizing the examination process by conducting differential diagnostics of speech disorders.

* Work plan for the formation of speech activity of children of speech therapy groups

Planning of speech correction work is carried out on the basis of a certain special program for the education and upbringing of children with speech disorders, taking into account the profile of the speech therapy group, the age of the children, and also taking into account modern approaches to planning the correctional and pedagogical process.

The sections of the plan cover all aspects of speech activity: phonetic-phonemic, lexical-grammatical, coherent utterance. The content of the sections of the plan is distributed by periods of study, months, weeks. This allows you to rationally distribute diverse correctional tasks in time, regulate the amount of speech material in group and subgroup classes, and ensure the efficiency and high effectiveness of the correctional and pedagogical process.

Thematic planning of lexical material is presented taking into account the requirements of general educational programs of preschool institutions and special (correctional) programs for speech therapy groups. The enrichment of the vocabulary on a specific lexical topic is carried out in the classroom and outside the classroom by a speech therapist, educators, parents and specialized specialists working in a group.

Plans (summaries) of group lessons

To increase the correctional and developmental effect of speech therapy classes, it is necessary to pay more attention to their form and content.

In the formation of speech and cognitive activity, overcoming violations of personal development, education of moral qualities, at the present stage, the following requirements are imposed on the organization, conduct and content of speech therapy classes:

Change in the forms of organization of classes;

The inclusion of special corrective exercises for the development of speech and other higher mental functions;

Alternation of activities in order to develop various analyzers: auditory, visual, tactile, etc.;

The use of tasks in order of increasing difficulty in order to reveal the potential of the child and tasks that require independent completion;

Creation of problem situations that contribute to the activation of cognitive activity;

Inclusion of dynamic and psycho-relaxation pauses;

Ensuring a person-centered approach to the child;

Increasing motivation for the learning process;

Education of moral and ethical feelings.

In the process of logo-correctional work, the speech therapist draws up plans or notes for group classes in accordance with the annual planning. They indicate the topic, goals, main stages of the lesson, the lexical and didactic material used. It is advisable for speech therapists with little work experience to include in the notes not only questions, but also the expected answers of children.

Individual plan of logo-correction work

The plan of logo-correctional work is compiled by a speech therapist for the academic year based on the analysis of the child's speech map.

On an individual basis, the directions of correctional work are presented, which allow to eliminate the violations of speech activity identified during the speech therapy examination and gaps in the knowledge, skills, and abilities of the child.

Such a plan will make it possible to systematize classes, increase their effectiveness and strengthen the correctional focus, as well as implement a student-centered approach to training and education.

The main task of individual speech therapy classes is the formation of the sound side of speech: the normalization of articulatory motility, the setting of missing sounds, the correction of the pronunciation of distorted and the differentiation of mixed sounds. If necessary, in individual lessons, work is carried out to form the lexical and grammatical structure of speech, a coherent statement, as well as to develop the psychological basis of speech and fine motor skills.

The speech therapist draws up plans for individual lessons on the basis of an individual plan for logo-correctional work. When planning individual lessons, the structure of the speech defect, the age of the child, his individual and personal characteristics are taken into account.

Child's individual notebook

An individual notebook (diary) is issued for each child of the speech therapy group. Tasks are recorded in it to consolidate the knowledge, skills and abilities acquired in the classroom. Considering that the child is engaged under the guidance of educators, parents, the speech therapist in this notebook gives methodological recommendations for completing the proposed tasks.

At present, a large number of printed workbooks have appeared for individual work with children with speech disorders 1 . The speech therapist has the right to make a choice: either he, together with the parents and the child, brightly and colorfully draws up an individual notebook, or uses a printed publication, making adjustments to it, taking into account the individual characteristics of the child and the dynamics of his development. If a speech therapist prefers ready-made printed publications, then a notebook of relationship with parents is attached to individual notebooks, where the date, task numbers, pages, and additional types of work with the child are recorded.

At the end of the week, individual notebooks are handed over to parents for homework on weekends. On working days, the educator and speech therapist work with the child in notebooks.

Cyclogram of visits to speech therapy classes where the number and time of an individual lesson are indicated.

Notebook of the relationship of a speech therapist and educator

A speech therapist and an educator jointly solve many tasks for correcting speech activity: the formation of phonetic and phonetic processes, the lexical and grammatical structure of speech and coherent utterance, the development of the communicative function of speech, higher mental processes, etc. The leading role in the organization of correctional work belongs to the speech therapist. It forms the skills of correct speech in children, and the teacher reinforces them. The practice of work shows that the effectiveness of overcoming speech disorders in preschoolers largely depends on how productively, skillfully and competently the educator includes the spent speech material in the situation of natural communication of children and systematically controls the delivered sounds in the child's speech.

In the afternoon, the teacher conducts special individual classes with children, the content of which is determined by the speech therapist. Tasks are recorded in the notebook of working contacts of a speech therapist and educator 2 individually for each child, subgroup (from 3 to 6 people) or the entire group. Evening classes include articulation and finger exercises; pronunciation of words, phrases, poems, texts previously worked out by a speech therapist in order to automate, differentiate the set sounds; games, tasks on the formation of phonemic processes, lexical and grammatical components of the language; examining specially selected subject, plot pictures and compiling stories based on them; various types of exercises for the development of attention, memory, thinking. All types of tasks should be familiar to children and explained in detail to the teacher.

Interaction plan of a speech therapist teacher with participants in the correctional and pedagogical process

The success of joint correctional and pedagogical work with children with severe speech disorders largely depends on the properly organized interaction of a speech therapist, educators, psychologist, music director, physical education instructor and medical workers, parents. Each of them, solving their tasks, defined by educational programs and regulations on the preschool educational institution, should take part in the formation and consolidation of correct speech skills in children, the development of the sensorimotor sphere, higher mental processes and health promotion.

The speech therapist organizes the interaction of specialists in the correctional and pedagogical process of the preschool educational institution. He plans and coordinates the psychological and pedagogical support of children with severe speech disorders

The rational organization of joint activities helps to correctly use the personnel potential, working time, determine the main directions of correctional and developmental work and skillfully implement personality-oriented forms of communication with children.

Report of the teacher-speech therapist on the results of work for the academic year

At the end of the academic year, the speech therapist draws up a statistical report on the results of correctional and pedagogical work and submits it to the administration of the preschool educational institution and to the city (district) department of education.

Sample statistical report

DOW ________________________________________________________________________________

name (number)

Group____________________________________________________________________________

senior, preparatory

Surname, name, patronymic of the speech therapist ____________________________________________________________

Date of the report _____________________________________________________________

Drawing up an analytical report on the correctional and pedagogical activities of a speech therapist teacher in a preschool educational institution allows you to analyze and evaluate the effectiveness of implemented logo-correction programs and technologies, identify problems and difficulties that a speech therapist has in the course of correctional work, determine tasks for the new academic year, and most importantly - helps to increase efficiency the process of education and upbringing of children with speech disorders.

This report must show:

The number of children their diagnosis.

Software and methodological support of the correctional and speech therapy process;

Introduction of new technologies, variable forms of speech therapy assistance;

The degree of professionalism and coordination of actions of all participants in the correctional and pedagogical process to overcome speech disorders in children; the role of a speech therapist in organizing the interaction of teachers;

Necessary forms of cooperation between a speech therapist and the child's family;

Problems and difficulties in the organization and content of the correctional and pedagogical process; assessment of the conditions that ensure the efficiency of work;

Analysis and evaluation of the effectiveness of logo-correction work for the academic year;

Identification of personal professional needs and ways to improve the skills of a speech therapist.

Passport of a speech therapy room

In a preschool educational institution, for conducting individual and subgroup classes, a speech therapist teacher is allocated an office that must meet certain sanitary and hygienic requirements. The office is equipped and designed in accordance with the recommendations set forth in the regulatory documents.

In order to systematize and account for teaching aids, literature, a speech therapist draws up a passport for a speech therapy room (a passport is issued regardless of whether the speech therapist has a separate room, or occupies part of a group room, or part of any other room).

The passport, which is a notebook (album, magazine), lists all the equipment in the office, visual material, educational and methodological aids, games, teaching aids, educational literature, etc. Instead of a speech therapy room passport, it is possible to draw up a file cabinet.

Scheme of the passport of a speech therapy room

Self-education plan for a speech therapist

The need for constant improvement of professional skills of teachers of special educational institutions is due to the modernization of correctional education, the improvement of scientific and practical approaches to the diagnosis and correction of various forms of speech disorders.

Self-education, being one of the main means of improving professional skills, allows you to solve a number of problems and difficulties that a speech therapist has in the course of correctional and pedagogical activities.

Choosing a topic for self-education is a crucial moment. The discrepancy between the topic of individual self-education of a speech therapist and objectively existing personal professional needs does not bring the desired result. Therefore, a speech therapist is recommended to choose the main (cross-cutting) topic for self-educational activities, which will solve problems and overcome the difficulties that arose at a certain stage of correctional and pedagogical work.

The study of the chosen topic involves the preparation of a plan, one of the options for which is given below.

Self-education plan for a speech therapist (annual plan)

The retention period for the documentation of a speech therapist

In speech therapy practice, the need to study and analyze the documentation of a speech therapist for a certain period of time arises in connection with the generalization of the results of his activities during certification, frontal and thematic checks, in conflict and controversial situations with the parents of children of speech therapy groups or the leadership of the preschool educational institution. In this regard, a speech therapist is obliged to ensure the proper storage of his documentation in accordance with regulatory legal acts.

Documents subject to mandatory storage in the DOE

The results and timing of corrective speech work depend not only on highly professional, but also on general pedagogical, organizational skills of a speech therapist. In this context, the issue of rational documentation is especially important, which reflects, on the one hand, the milestone and current tasks and the content of all activities of a speech therapist, and on the other hand, the level of his professional training.

Main reporting documents speech pathologists are:

• - speech cards and programs of individual correctional work with pupils for the academic year;
• - work plan of a speech therapist for the academic year;
• - calendar plan of group (subgroup) speech therapy classes;
• - individual notebooks (speech therapy diaries) of children;
• - a notebook for attendance at speech therapy classes;
• - a journal of working contacts of a speech therapist and educators of a speech therapy group;
• - report on the results of corrective work for the academic year.

Practice provides variety of design approaches listed documents. Some of them can be presented in a free and convenient form for use by a specific specialist. For example, plans for individual correctional speech classes are often included in the speech therapy diary (notebook) of the pupil. The journal of working contacts of a speech therapist and educators can also be designed in different ways. Plans for consultative and methodological work with the teaching staff of the preschool educational institution and parents for the academic year and for self-education can be presented both independently and included in the work plan of the speech therapist for the academic year.

Other documents are subject to unified requirements, enshrined in special (correctional) educational programs for children with speech disorders and methodological recommendations. First of all, this applies to individual speech cards. Currently, attempts are being made to differentiate them in accordance with the age and structure of the speech defect of children, so they differ in the degree of development and detail of diagnostic procedures. Hence their different names - a card for a comprehensive examination of a child, a card for a speech therapy and psychological and pedagogical examination, an individual card for the development of a child with speech impairment, etc. However, with all the variety of names and forms of maps, there are certain positions (sections) that remain unchanged (Table 10).

The positive trend of constant improvement of speech cards by speech therapists leads to interesting forms of systematization and generalization of diagnostic data with their help.

The structure of an individual speech map

only at the beginning of the school year, but also during the entire time the child is in the speech therapy group. So, Yu.F. Garku-sha offers such a form of "Individual map of the development of a child with speech impairment", the information from which allows each adult involved in the upbringing and education of the child to get a holistic view of the dynamics of his development, to coordinate and, if necessary, correct the necessary psychological and pedagogical influences in the process of helping the child and his family. The frequency of entering data into the "Individual Development Card of the Child" (2-3 times a year) can be agreed upon by the specialists participating in the correctional process and depends on many factors (features of the psychophysiological development of the child, the severity of deviations in his development, the forecast regarding the required period of their correction or compensation, etc.).

Individual development map of a child with speech impairment

Last name, first name__

Date of Birth_

At what age does she attend kindergarten?_

Where was he brought up before entering a special group?

Family info_

Features of perinatal development_

Features of the development of a child at an early age_

Expert opinions

I. Psychophysical development 1. Physical development

2. Cognitive sphere

II. Characteristics of the conditions of education

III. The formation of the personality and individuality of the child, his social development

1. Features of individual and personal development

2. Features of communication

3. Development of different types of activities

4. Features of the child's learning ability, a brief description of his zone of proximal development

IV. Individual program of correctional and developmental work (the date of entry by each specialist is indicated)

Filling in an individual development map of a child with speech disorders allows us to formulate a conclusion about the level of speech and general development of the child, and a generalization of diagnostic data obtained by various specialists gives grounds to outline individual program of complex correctional work long term (academic year). This program includes, as a rule, several sections (Table 11), the representation of which is determined by the child's age, structure, and severity of speech defects and other developmental abnormalities.

Structure and content speech therapist work plan for the academic year(Table 12) is determined by a special (correctional) educational program (for children with phonetic-phonemic, general underdevelopment of speech or stuttering) and is specified on the basis of a generalization and analysis of individual correctional programs. Often such a plan reflects not only the diagnostic, corrective and preventive aspects of the activities of a speech therapist, but also organizational and methodological:

Conducting consultations, lectures, seminars, open classes for group educators, other preschool specialists; participation in the work of the pedagogical council;

Exemplary individual program of complex correctional work

• - participation in parent meetings, organization of seminars, open classes and individual consultations for parents of pupils of a speech therapy group and other groups of preschool educational institutions;
• - participation in the work of the district methodological association, studying the experience of colleagues, summarizing and analyzing their own experience;
• - activities to improve professional skills: self-education, participation in thematic seminars, conferences, etc.

Cyclogram of the activities of a speech therapist teacher during the school year

Schedule of group (subgroup) speech therapy classes- obligatory document; it indicates the topic and purpose of the lesson, equipment, approximate progress of work. The group educator is usually present at the speech therapist's classes, except when he himself conducts a subgroup lesson at this time in accordance with his plan. His main task is to record the achievements of children and the mistakes made, in order to analyze them later with a speech therapist.

The calendar plan for individual speech therapy classes is often included in individual notebooks (speech therapy diaries) of pupils. The speech therapist writes down the date and approximate content of the lesson, as well as the speech material that was worked out on it and must be fixed by the educators during the correctional hour in the preschool educational institution and the parents in the family. Illustrative material can also be placed here: the drawings are made or pasted by the child on their own or together with a speech therapist, parents, educators.

Notebook for attendance at speech therapy classes is drawn up, as a rule, in the form of a table, in the columns of which a list of children and dates of speech therapy classes are presented. With the help of symbols (for example, +, -, “b”, etc.), the speech therapist notes which of the children was present at the classes, and if absent, then for what reason. These data are necessary for an objective assessment of the results and timing of corrective work.

Journal of working contacts of a speech therapist and educators contains information that allows the teachers of the group to conduct daily, on the instructions of the speech therapist, individual or subgroup correctional and developmental work with children in the evening. The form of keeping such a journal is quite free, but it must be reflected in it:

• - the date of the correctional lesson by the educator;
• - the names of the children with whom he worked;
• - the proposed speech and educational-game material (articulation exercises, syllables, words, sentences and verses for automating and differentiating sounds, working out the syllabic structure of a word, lexical and grammatical games and exercises, pictures for compiling stories and texts for retelling, entertaining games and exercises for the development of school-significant functions and the correction of their shortcomings, etc.);
• - a brief report on the results of the work (achievements and mistakes of children must be discussed with a speech therapist).

Report on the results of corrective work for the academic year allows you to evaluate the effectiveness of the work done. It is submitted to the educational authorities, the senior speech therapist of the district (city) and the administration of the preschool educational institution and contains the following data:

• 1) picking date;
• 2) the number of children admitted to the group, indicating the speech therapy conclusion of each;
• 3) the number of released children, of which:
  • a) good speech
  • b) with a significant improvement,
  • c) no significant improvement;
• 4) recommended to send:
  • a) to a public school,
  • b) a special (correctional) school of type V,
  • c) a special (correctional) school of the VIII type,
  • d) a group of general developmental orientation;
• 5) the number of children left for the second course, indicating speech therapy conclusions for each;
• 6) the number of children who dropped out for various reasons during the school year;
• 7) implementation of activities included in the plan of advisory and methodological work.

I have been working as a speech therapist in kindergarten for many years. Very often, when meeting at methodical associations of speech therapist teachers, one has to hear the question from novice specialists: “What should be included in the documentation of a speech therapist teacher of a preschool educational institution”. I will try to answer this question by listing the main documents of a preschool speech therapist teacher.

Documentation of a speech therapist of a preschool educational institution:

Cyclogram of work

• compiled from diagnosis to diagnosis
• includes all types of work provided for by the job description

Letter of the Ministry of General and Vocational Education of the Russian Federation dated January 22, 1998 No. 20-58-07 in / 20-4 “On speech therapists and pedagogues-psychologists of educational institutions”

Appendix to Decree of the Government of the Russian Federation of April 3, 2003 No. 191 (as amended of August 18, 2008 No. 617) "Working hours (standard hours of pedagogical work for the wage rate)"

Schedule of individual work with children

varies from diagnosis to diagnosis

List of children by subgroups

Annual plan

("photo" of the duties of a speech therapist teacher)

1. Diagnostics (screening diagnostics, in-depth diagnostics, analysis of results, registration of speech cards);

2. Correctional work

directly educational
activity (frontal), multiplicity
its implementation, according to the program);
individual educational
activities (according to the schedule);

3. Advisory work

With teachers: a consultative hour with educators, consulting related specialists;
With parents: individual consultations (Wednesday, weekly from … to …), participation in parent meetings (…….)

4. Organizational and methodological activities

Seminars, open screenings (in conjunction with the annual plan of the preschool educational institution, indicating the topic, timing, category of participants);
Equipping a speech therapy room (a specific list of work, 2-3 for example)

Perspective (thematic) plan

only for speech therapy groups

It is written on the basis of the program and data of an in-depth speech examination.

The structure of the plan - by sections of the program.

Formulation of tasks in the long term:
depending on diagnostic data and training period

Tutorials: educate, educate, educate...
Developing: improve, continue to form, develop.
Fixing: consolidate, clarify, systematize.

Calendar plan

It is written during the year (per day, per week).
It is compiled on the basis of a cyclogram, an individual GCD schedule, and a long-term plan.

Journal of Individual Counseling

Individual notebooks for consultations of parents by a speech therapist teacher

Speech cards

Notebook of relationship with educators

Report of the teacher-speech therapist for the year

ON THE ORGANIZATION OF THE WORK OF A SPEECH THERAPY POINT OF A GENERAL EDUCATIONAL INSTITUTION:

Letter of the Ministry of Education of the Russian Federation dated December 14, 2000 No. 2 // Bulletin of Education, 2001 No. 2

This instructional letter defines the procedure for organizing the activities of a speech therapy center as a structural unit of a state, municipal educational institution.

A speech therapy center is being created in a general educational institution in order to assist students with impairments in the development of oral and written speech (of a primary nature) in mastering general educational programs (especially in their native language).

The main tasks of the speech therapy center are:

A) correction of violations in the development of oral and written speech of students;

B) timely prevention and overcoming of difficulties in the development of general educational programs by students;

C) clarification of special knowledge in speech therapy among teachers, parents (legal representatives) of students.

A speech therapy center is created in a general educational institution located in an urban area, in the presence of five to ten classes of the first stage of primary general education andthree to eight grades of the first stage of primary general education in a general education institution located in a rural area.

The speech therapy center enrolls students of a general education institution who have impairments in the development of oral and written speech in their native language (general underdevelopment of speech of varying severity; phonetic and phonemic underdevelopment of speech; phonemic underdevelopment of speech; stuttering; pronunciation flaws - a phonetic defect; speech defects; structure and mobility of the organs of the speech apparatus (dysarthria, rhinolalia); reading and writing disorders due to general, phonetic-phonemic, phonemic underdevelopment of speech).

First of all, students with impairments in the development of oral and written speech that prevent their successful development of general education programs (children with general phonetic-phonemic and phonemic underdevelopment of speech) are enrolled in the speech therapy center.

Enrollment in a speech therapy center is carried out on the basis of a speech examination of students, which is carried out from September 1 to 15 and from May 15 to 30. Examined students with impairments in the development of oral and written speech are registered in the form in accordance with Appendix 1. Students from among the examined and registered students are enrolled in the speech therapy center throughout the entire academic year.

The maximum occupancy of the speech therapy center of the city educational institution is not more than 25 people,rural educational institution - no more than 20 people.

For each student enrolled in a speech therapy center, a speech therapist fills out a speech card according to the form in accordance with Appendix 2.

The release of students from the speech therapy center is carried out during the entire academic year after the elimination of violations in the development of oral and written speech.

Classes with students are conducted both individually and in a group. The main form is group lessons. The maximum occupancy of groups is set depending on the nature of the violation in the development of oral and written speech of the student and the location of the educational institution (Appendix 3).

Classes with students in a speech therapy center, as a rule, are held after school hours, taking into account the working hours of a general educational institution.

Pronunciation correction for first grade students with phonetic defects that do not affect academic performance, as an exception, can be carried out during lessons (except for Russian language and mathematics lessons).

The frequency of group and individual lessons is determined by the severity of speech development disorders. Group lessons are held:

With students who have a general underdevelopment of speech;

Reading and writing disorders due to general underdevelopment of speech - at least three times a week;

With students who have phonetic-phonemic or phonemic underdevelopment of speech; violations of reading and writing due to phonetic-phonemic or phonemic underdevelopment of speech - at least two to three times a week;

With students with a phonetic defect - at least once or twice a week;

With stuttering students - at least three times a week.

Individual classes are held at least three times a week with students who have a general speech underdevelopment of the second level according to R.E. Levina, speech defects caused by a violation of the structure and mobility of the organs of the speech apparatus (dysarthria, rhinolalia). As these students develop pronunciation skills, classes are held with them in a group. At the same time, classes with these students cannot be held in the same group with stuttering students and students with shortcomings in the pronunciation of individual sounds.

The duration of the group lesson is 40 minutes, the duration of the individual lesson is 20 minutes.

The topics of group and individual lessons with students and their attendance records are reflected in the journal of optional and speech therapy classes.

If it is necessary to clarify the diagnosis, students with speech disorders with the consent of their parents (legal representatives) are sent by a speech therapist teacher to the appropriate medical institution for examination by specialist doctors (neuropathologist, child psychiatrist, otolaryngologist, ophthalmologist, etc.) or to a psychological and medical institution. pedagogical commission.

Responsibility for the obligatory attendance by students of classes at a speech therapy center is borne by a speech therapist teacher, a class teacher and the head of a general education institution.

A speech therapist provides advisory assistance to teachers of a general education institution and parents (legal representatives) of students in determining the causes of poor progress and gives recommendations on how to overcome them. The speech therapist teacher is responsible for organizing and timely identifying students with primary speech pathology and for completing groups. Teacher speech therapist:

a) conducts classes with students to correct various violations of oral and written speech. In the course of the classes, work is carried out to prevent and overcome poor progress in the native language, due to the primary speech disorder;

b) interacts with teachers on the issues of mastering general educational programs by students (especially in their native language);

c) maintains contact with preschool educational institutions, with special (correctional) educational institutions for students, pupils with developmental disabilities, speech therapists and specialist doctors of children's clinics and psychological, medical and pedagogical commissions;

d) participates in the work of methodological associations of speech therapists;

e) submits to the head of the general educational institution an annual report on the number of students with impairments in the development of oral and written speech in the general educational institution and the results of training in the speech therapy center in accordance with the form (Appendix 4).

For a speech therapy point, an office is allocated with an area that meets sanitary and hygienic standards. The speech therapy center is provided with special equipment (Appendix 5).

Deputy Minister E.E. CHEPURNYKH

Appendix 1 LIST OF STUDENTS WITH DISTURBANCES IN THE DEVELOPMENT OF ORAL AND WRITTEN SPEECH

(filled in by a speech therapist teacher after examining students)

No. p / p

Surname, name of the student, date of birth

Class

Date of examination

Real performance in native language

Conclusion of a speech therapist

Notes

Appendix 2 VOICE CARD

(Other card options are possible, it is filled in for each student enrolled in a speech therapy center)

1. Last name, first name, age.

2. Class.

3. Home address, telephone.

4. Date of admission to the speech therapy center.

5. Progress in the native language (at the time of the survey).

6. Complaints of a teacher or parents (legal representatives).

7. Conclusion of a psychiatrist.

8. The state of hearing.

9. Data on the course of speech development. Anamnesis of general and speech development.

10. The state of the articulatory apparatus (structure and mobility).

11. General characteristics of speech (recording of a conversation, independent connected statements):

a) vocabulary: vocabulary within everyday life, wider, etc .; What parts of speech do you prefer? errors in the use of words: substitutions in meaning and acoustic similarity (give examples);

b) grammatical structure: types of sentences used, the presence of agrammatisms (give examples);

c) pronunciation and distinction of sounds: pronunciation of sounds; absence, distortion, replacement and mixing of individual sounds; discrimination of oppositional sounds; reproduction of words with different sound-syllabic composition (give examples); pace and intelligibility.

12. The level of formation of the skills of analysis and synthesis of the sound composition of the word.

13. Writing: the presence and nature of specific errors (mixing and replacing consonants, agrammatisms, etc.) in the written work of students - dictations, presentations, essays performed by them during the initial examination and in the classroom at a speech therapy center (written work is attached to speech map).

14. Reading: the level of mastering the technique of reading (letter by letter, syllabic, words); reading errors; reading comprehension.

15. Manifestation of stuttering:

a) the alleged cause; the severity of stuttering; situations that aggravate its manifestation (answers at the blackboard);

b) the formation of language means (pronunciation, vocabulary, grammatical structure);

c) features of general and speech behavior (organization, sociability, isolation, impulsiveness);

d) adaptation to the conditions of communication.16. A brief description of the child according to the psychologist and teacher (organization, independence, stability of attention, working capacity, observation, attitude to the existing speech disorder).

17. The conclusion of the teacher-speech therapist.18. The results of speech correction (marked in the map by the time the student is expelled from the speech therapy center).

Annex 3

MAXIMUM CAPACITY OF GROUPS OF STUDENTS WITH DISTURBANCES IN THE DEVELOPMENT OF ORAL AND WRITTEN SPEECH

Groups of students

Maximum occupancy (persons)

A) a general educational institution located in the city

B) a general educational institution located in a rural area

with general speech underdevelopment (OHP)

a) up to 4

B) up to 3

with unsharply expressed general underdevelopment of speech (NVONR)

A) up to 5

B) up to 4

with phonemic-phonemic underdevelopment of speech (FFN) and phonemic underdevelopment of speech (FN)

a) up to 6

b) up to 5

with reading and writing deficiencies due to general underdevelopment of speech

a) up to 5

B) up to 4

with reading and writing deficiencies due to phonetic-phonemic (phonemic) underdevelopment of speech

a) up to 6

B) up to 5

Note. The minimum group size is 3 students.

Annex 4 REPORT ON THE NUMBER OF STUDENTS WITH DISTURBANCES IN THE DEVELOPMENT OF ORAL AND WRITTEN SPEECH IN THE GENERAL EDUCATIONAL INSTITUTION AND THE RESULTS OF LEARNING IN THE SPEECH THERAPY POINT FOR ______ ACADEMIC YEAR

1. Wall mirror for speech therapy classes

(50x100) 1 pc.

2. Mirror for individual work (9x12) 8 pcs.

3. Speech therapy probes, spatulas

4. Split alphabet (wall) 1 pc.

5. Cash registers for letters (individual) 8 pcs.

6. Teaching aids

7. Board games, toys, constructors

8. Washbasin 1 pc.

9. Chalkboard 1 pc.

10. Cabinets for manuals 2-3 pcs.

11. Stationery table 1 pc.

12. Chairs 5 pcs.

13. Set “desk - chair” 8 pcs.

14. watch 1 piece

15. Stopwatch 1pc

16. Metronome 1 pc.

17. Tape recorder 1 pc.

23. VCR pcs.

24. Computer pcs.

25. Floppy disks, disks

Preview:

Responsibilities of a speech pathologist

Speech therapist plus // ARTICLES // The legislative framework// Job responsibilities of a speech therapist

The teacher-speech therapist of the speech therapy center is obliged to perform the following job responsibilities.

1. In his professional activities, a speech therapist strives to fulfill the tasks facing an educational institution (hereinafter referred to as the EI), and is guided by the Charter of the educational institution and its local regulations.
2. The teacher-speech therapist must be aware of the latest achievements in speech therapy, must apply modern, evidence-based methods.
3. A speech therapist must know and take into account the limits of his own competence. He should not take on tasks that are impossible in the current state of speech therapy science and practice and the level of his professional training, as well as tasks that are within the competence of specialists in other professions.
4. The teacher-speech therapist is obliged to provide the necessary and possible speech therapy assistance to the child in solving speech therapy problems, taking into account his individuality and specific circumstances and guided by the principle of "do no harm", i.e. in a form that excludes harm to the health, welfare, honor and dignity of both the child himself and third parties.
5. The teacher-speech therapist is obliged to keep secret information about those who turned to him for help, as well as official and professional secrets.

When working at a speech therapy center at an educational institution, a speech therapist must:
- organize diagnostic examinations and timely identify students with speech pathology; identification of students for enrollment in a speech therapy center is carried out from September 1 to 15 and from May 15 to May 30 according to a schedule agreed with the heads of the educational institution;
- enroll students at a speech therapy center, complete groups;
- conduct classes with students to eliminate various speech disorders and help overcome the failure in the Russian language caused by them; classes with students are held according to the schedule during hours free from lessons;
- to carry out systematic communication with the deputy directors for educational work of supervised schools, class teachers and parents of students attending a speech therapy center;
- attend classes in order to develop a unified focus in the work of a speech therapist and teacher with students with speech impairments;
- to interact with teachers on the development of general educational programs by students (especially in the Russian language);
- inform the pedagogical council of the school about the tasks, content and results of the work of the speech therapy center;
- at the end of classes, conduct a graduation (graduation lesson), which evaluates the progress of children who have received speech therapy assistance;
- to promote speech therapy knowledge among teachers and parents of students to prevent and correct violations of oral and written speech;
- participate (make presentations and reports) in meetings of methodological associations of teachers, in the work of pedagogical councils;
- visit and actively participate in methodological associations of teachers-speech therapists of educational institutions;
- know the content of the Russian language program, master the methods and techniques of teaching the Russian language, take them into account in their work, use didactic material in accordance with the topic of the program that is studied in the lesson;
- regularly hold parent meetings and consultations;
- engage in classroom equipment and systematically equip the classroom with the necessary didactic material;
- maintain contact with preschool educational institutions, with special (correctional) educational institutions for students with developmental disabilities, speech therapists and specialist doctors of children's clinics and the psychological, medical and pedagogical commission;
- systematically improve their professional qualifications;
- comply with the rules and regulations of labor protection, safety and fire protection;
- ensure the protection of life and health of students during the educational process;
- immediately inform the administration of the educational institution about the accident that happened to the child in the premises of the speech therapy center;
- maintain documentation in the prescribed form;

main documentation:

1. List of students with speech impediments.

3. Register of attendance (group and individual) classes.
4. Voice map.
5. Annual methodological work plan of a speech therapist.
6. Long-term work plan.
7. Lesson work plans for each group.
8. Abstracts or detailed plans for speech therapy classes.
9. Workbooks and notebooks for testing. 10. Class schedule of groups, certified by the principal of the school or the inspector of the district department of education.
11. Passport of the speech therapy room, card file of equipment, educational and visual aids located in the speech therapy rooms.
12. Annual report on the work of a speech therapist;

At the end of the academic year, draw up a report on the work of the speech therapy center and submit it to the administration of the educational institution;
- draw up a schedule for the work of the speech therapy center by the beginning of the school year, coordinate it with the director of the school (where the speech therapy center is located) and approve it with the administration of the educational institution.

Preview:

Documentation and its maintenance

Speech therapist plus // ARTICLES // The legislative framework// Documentation and maintenance

To fix the correctional process that the speech therapist organizes and conducts at the speech therapy center, the following types of documentation are offered.
1. Register of attendance at speech therapy classes by students enrolled in a speech therapy center.
2. Journal of examination of oral and written speech.
3. Speech cards for each child.
4. General plan of methodological work for the academic year.
5. Long-term work plan for the academic year.
6. Daily (lesson) work plans for each group of students.
7. Notes or detailed lesson plans.
8. Workbooks and notebooks for testing.
9. Notebooks-diaries for individual lessons on the correction of sound pronunciation (located with students).
10. Class schedule of groups, certified by the principal of the school or the inspector of the district department of education.
11. Passport of the speech therapy room, card file of equipment, educational and visual aids located in the speech therapy room.
12. Copies of reports on the work done during the academic year

Preview:

The work of a speech therapist during school holidays

Speech therapist plus // ARTICLES // The legislative framework// The work of a speech therapist during school holidays

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

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

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

A speech therapist checks the state of oral speech of children who will come to school in the fall, identifies children with speech disorders and makes an appropriate entry in medical records.

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

During the school holidays, a speech therapist, as necessary, consults students studying at a speech therapy center with specialist doctors (psycho-neurologist, neuropathologist, otolaryngologist). At the same time, it should be taken into account that consultation of a child with any medical specialist is possible only with the consent and in the presence of one of the parents or a person replacing them. If the parents give their consent to the consultation, but cannot be present during it, the speech therapist must have a written statement that the parents allow the speech therapist to show the child to a specialist doctor (with a mandatory indication of which specialist).

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

The work of a speech therapist in June

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

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

A teacher-speech therapist can conduct similar classes for correcting sound pronunciation with children already enrolled in the first grades of schools attached to a speech therapy center, who, when enrolled, had sound pronunciation disorders.
In addition, the admission of students to the first grade begins in April. A school speech therapist must necessarily take part in the acquisition of the first classes, identifying children with impaired speech development upon admission and referring them, if necessary, to a consultation with a specialist doctor (psychoneurologist, neuropathologist, otolaryngologist).

Preview:

Distribution of working hours of a speech therapist

Speech therapist plus // ARTICLES // The legislative framework// Distribution of working hours of a speech therapist

Examination of oral and written speech of students

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

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

During the second week of September, the teacher-speech therapist conducts a secondary in-depth examination of the oral speech of those children whom he selected for classes at the speech center during the preliminary examination. A secondary in-depth examination of the oral speech of children is carried out in a speech therapy room during the second half of the day, 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 set aside for examining the oral and written speech of students in grades 1-3 in order to pre-complete groups with impaired writing and reading for the new academic year.
All organizational work of a speech therapist, carried out from 1 to 15 September and from 16 to 31 May, is recorded on the corresponding page of the Attendance Log.

Correctional and educational work

By September 15, the speech therapist completes the examination of the oral and written speech of the students, finally completes the groups, subgroups, determines the number of students for individual lessons and, on the basis of this, draws up a class schedule and long-term plans for working with each group of students. The duration of a group lesson is 40 minutes, the duration of an individual lesson is 20 minutes (reason: Instructional letter of the Ministry of Education of the Russian Federation of December 14, 2000 No. 2 “On the organization of the work of a speech therapy center of a general educational institution”).

Breaks of 10-15 minutes are allowed between group lessons, 5-10 minutes between subgroup lessons. The speech therapist teacher can use this period of time to check the written work done by the students in the class, record and analyze the mistakes made, so that when planning the next lesson, provide for work to correct these errors, as well as for other work at their discretion: a speech therapist can lead 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 working with first graders), prepare a board or lay out visual and handouts for the next lesson, etc.

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

Classes with students at the speech therapy center, as a rule, are held after school hours, taking into account the working hours of the educational institution. Pronunciation correction for first grade students with phonetic defects that do not affect academic performance, as an exception, can be carried out during lessons (except for Russian language and mathematics lessons) (reason: Letter of the Ministry of Education of the Russian Federation dated December 14, 2000 No. 2 “On the organization of work speech therapy center of a general educational institution).

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

Educators of after-school groups are not entitled to detain a child or not let him go to speech therapy classes due to the immediate completion of homework by him or for any other reason; the primary school teacher also cannot decide on his own whether his student should attend speech therapy classes or not. If a speech therapist has conflicts of this kind, he informs the headmaster of the school about the unauthorized actions of the educator or teacher, and in case of failure to take action, the inspector of the education department.

The frequency of group and individual lessons is determined by the severity of speech development disorders.
Group lessons are held:
- at least three times a week - with students who have reading and writing disorders due to general underdevelopment of speech;
- at least two or three times a week - with students who have reading and writing disorders due to phonemic-phonemic or phonemic underdevelopment of speech;
- at least once or twice a week - with students who have a phonetic defect;
- at least three times a week - with stuttering students.

Individual classes are held at least three times a week with students who have a general speech underdevelopment of the second level according to R.E. Levina - speech defects caused by a violation of the structure and mobility of the speech apparatus (dysarthria, rhinolalia) (reason: Letter of the Ministry of Education of the Russian Federation of December 14, 2000 No. 2 "On the organization of the work of a speech therapy center of a general educational institution").