The relationship between a speech therapist and a teacher at a speech center. Interaction between a speech therapist and a teacher. consultation on the topic Interaction in the work of a speech therapist and teacher

Yaroshevich T.Ya.
Teacher-speech therapist MBDOU d/s No. 12, Belgorod;
Kukhtinova Zh.G.
Physical education instructor at MBDOU d/s No. 12, Belgorod

Original: download
Certificate of Publication: was not issued

It is possible to ensure the upbringing of a physically healthy and developed child only if there is close interaction between the entire teaching staff of the preschool educational institution, medical staff and parents.

In order to increase the effectiveness of correctional and developmental work in preschool settings and to combine efforts in this direction, our institution has built a model of cooperation between a speech therapist and a physical education instructor.

Continuity and interrelation in the work of a speech therapist and physical education instructor contributes to the effectiveness and lasting consolidation of the results of speech therapy work.

Correction of the speech and general development of preschool children with special needs is carried out not only by a speech therapist, but also by a physical education instructor. If a speech therapist teacher develops and improves children’s speech communication, then a physical education instructor, in special classes with children, solves the problems of general physical development, health promotion, development of motor skills and abilities, which contributes to the formation of psychomotor functions. Particular attention is paid to the possibility of automating the sounds set by the speech therapist teacher, consolidating the lexical and grammatical means of the language through specially selected outdoor games and exercises developed taking into account the lexical topic being studied.

At the beginning of the school year, the speech therapist teacher introduces the physical education instructor to the children’s diagnoses (their speech characteristics), psychological characteristics and age characteristics.

Having identified the level of psycho-speech development of children, goals and objectives for the formation of speech-motor skills are jointly determined and plans for individual correctional classes are drawn up.

In the course of joint correctional and developmental activities, the physical education instructor carries out the following tasks:
- development of auditory, visual, spatial perception;
- coordination of movements;
- general and fine motor skills;
- consolidation of the sounds set by the speech therapist in free speech;
- speech and physiological breathing;
- formation of tempo, rhythm and intonation expressiveness of speech;
- work on facial expressions.

The joint activities of a speech therapist and a physical education instructor are presented in Diagram 1.

When planning lessons, the speech therapist teacher takes into account the thematic principle of selecting material, with the tasks constantly becoming more complex. It allows you to organize communicative situations in which the teacher manages the cognitive and speech development of children. The thematic approach provides a concentrated study of the material, repeated repetition of speech material every day, which is very important both for the perception of speech and for its actualization. Concentrated study of the topic contributes to the successful accumulation of speech means and their active use by children for communicative purposes; it is fully consistent with the solution of both general tasks of the comprehensive development of children and special correctional ones.

Concentrated study of the material also serves as a means of establishing closer connections between specialists, since all specialists work within the same lexical topic. As a result of concentrated study of one topic in the classes of a speech therapist and a physical education instructor, children firmly assimilate speech material and actively use it in the future.

The speech therapist teacher introduces the physical education instructor to the thematic work plan for the academic year, according to which a complex of speech material for the development of movements is jointly compiled.

In special correctional work in the process of physical education, the tasks of verbal regulation of actions and functions of active attention are solved by performing tasks, movements according to a model, visual demonstration, verbal instructions, and the development of spatio-temporal organization of movement.
The peculiarities of planning further activities with children in physical education classes are that the section, which includes tasks for the development of general motor skills, is supplemented with tasks for the correction and correction of motor disorders characteristic of children with general speech underdevelopment.

Significant changes are being made to the “Outdoor Games” section. It is planned in accordance with the lexical topics of speech therapy classes and the work of the teacher. For example. When a teacher-speech therapist is working on the lexical topic “Pets” in a physical education lesson, the outdoor game “Rabbits” is used, in which children consolidate the ability to jump on two legs, moving forward, as well as the skill of case agreement of nouns (with a ball: who is the dog? - the dog has a puppy; who has the cow? - the cow has a calf).

While studying the lexical topic “Professions,” the physical education lesson uses the outdoor game “Firemen in Training,” in which children practice the ability to climb gymnastic walls and reinforce the use of future tense verbs (I will be a fireman. I will be a builder. I will be a teacher. ). The purpose of such planning is to consolidate and expand the child’s vocabulary, form basic grammatical categories, and activate children’s speech. Often, due to the developmental characteristics of children with special needs, a physical education instructor has to change the rules of the game, that is, “push” the regulated boundaries. This can manifest itself in both complication and simplification of the rules.

The plot-based form of classes is also used, which also promotes speech development. All story-based lessons, themes for them, games are agreed upon with the speech therapist teacher, based on the stage of speech development at which the child is at a given period of time.

In these classes, the connection between the development of speech and the formation of movements can be traced. The higher the child’s motor activity, the more intensively his speech develops. But the formation of movements also occurs with the participation of speech. This is one of the main elements of motor-spatial exercises. The rhythm of speech, especially poetry, sayings, and proverbs, used in plot lessons, contributes to the development of coordination of gross and fine voluntary motor skills. Movements become smoother, more expressive, and rhythmic. With the help of poetic speech, the correct tempo of speech and breathing rhythm are developed, speech hearing and speech memory are developed; The poetic form always attracts children with its liveliness and emotionality, setting children up for play without special settings. All sections of the lesson (introductory, main, final parts) are subordinated to this topic.

The material for pronunciation and for reciting the text is selected by the teacher-speech therapist, in accordance with the speech disorders of preschool children, taking into account their age and stages of speech therapy, and sets of exercises are compiled by a physical education instructor, taking into account the necessary speech-motor skills. IN Appendix 1 a plan for the relationship between a speech therapist and a physical education instructor on lexical topics is presented.

Children, having learned to control individual movements, gain confidence in their abilities, and this confidence contributes to the success of work on the development of general and articulatory motor skills. Poetic texts normalize the rate of speech of children, which affects the formation of the syllabic structure of the word. Children listen to sounds and words, controlling their own speech. During such physical education activities, the child’s articulatory apparatus is strengthened and phonemic hearing develops. In turn, the correctional work of a speech therapist involves children’s motor activity, which contributes to the development of gross and fine motor skills.

Continuity and interrelation in the work of a speech therapist and physical education instructor contributes to the effective and lasting consolidation of the results of speech therapy work.

For example, when studying the lexical topic “Winter Fun,” the physical education instructor conducts a story-based physical education lesson “Winter Fun.”
During the warm-up, the instructor uses a poetic form.
Let them fly to our room, Arms bent to shoulders.
All snowflakes are white. Tilts of the body to the right, left.
We're not cold now, hands up.
We are doing exercises. Squat, arms forward.
Walking and running are accompanied by poems about winter fun.
Snow, snow, white snow,
He puts us all to sleep!
The children are all up on skis,
And they ran through the snow.

When performing general developmental exercises, the instructor uses riddles about objects for winter fun, and the children imitate the movements of a hockey player.

I'm not an ordinary stick,
And a little curled.
Playing hockey without me
Not interesting for children (stick).

When explaining the basic types of movement, the instructor uses a poetic form (throwing with the right and left hands at the target).

We will now see with you,
Like throwing snowballs at a target.
You guys aim like this
To get a snowball into the cap.

The final part also uses poetic speech, which restores the rhythm of breathing.

One two three four five,
We went for a walk in the yard.
They sculpted a snow woman,
The birds were fed crumbs,
Then we rode down the hill,
And they were also lying in the snow.

During the classes, non-traditional equipment and aids are widely used, made from improvised means, waste material (plastic bottles, cans): “Health Track”, “Snake-Walking”, “Pigtails”, “Throwing Bags”, “Correction Traces”, “ Colored blocks" and much more. When selecting material for a lesson, it is necessary to know the level of development of motor qualities, the emotional state of the child, his motor and vocabulary, and state of health.

Thus, the relationship between a speech therapist and a physical education instructor in a compensatory group for children with STD is of great importance and is the key to the success of correctional and developmental work.

1. Volosovets T.V., Sazonova S.N. Organization of the pedagogical process in a compensatory preschool educational institution: A practical guide for teachers and educators. - M.: Humanit, 2004.
2. Varenik E.N., Korlykhanova Z.A., Kitova E.V. Physical and speech development of preschool children: Interaction between a speech therapist and a physical education instructor. – M.: TC Sfera, 2009. – 144 p.
3. Gomzyak O.S. We speak correctly. Notebook on the relationship between the work of a speech therapist and a teacher in a pre-school logo group. Set of three albums. – M.: Publishing house GNOM and D, 2009.
4. Ushakova O. S. Come up with a word. Speech games and exercises for preschoolers. - M.: Education: Textbook. lit., 1996
5. Filicheva T.B., Chirkina G.V., Tumanova T.V. Programs of compensatory preschool educational institutions for children with speech impairments. Correction of speech disorders. M.: Education, 2009.
6. Finogenova N.V. Physical education of preschool children based on the use of outdoor games // Primary school before and after plus. - 2005 - No. 10. - 14-17 s

Annex 1

Plan for the relationship between a speech therapist and a physical education instructor on lexical topics

This article contains material about the interaction between a speech therapist and a teacher. The article talks about the goals, objectives, and the delimitation of the functions of a speech therapist and a teacher.

Interaction between speech therapist and teacher

Teacher speech therapist : Artemyeva K.A.

Educator : Tremasova S.V.

Distinction between the functions of a speech therapist and a teacher

The teacher first of all has to deal with the age-related characteristics of speech that are natural for a child, in other words, the phonetic (pronunciation of individual sounds and their combinations) and musical (rhythm, tempo, intonation, modulation, strength, clarity of voice) originality of children's speech. Overcoming such shortcomings does not present any particular difficulties, since the teacher, using the correct teaching methods, only helps the natural process of the normal development of children's speech, accelerating language. This makes it easier for the child to master such complex activities as speech and promotes earlier mental development.
The teacher’s classes are structured taking into account the next topic, and their tasks are correlated with the tasks of the speech therapy class. The main vocabulary work is carried out by a speech therapist, while the teacher develops in children the necessary level of knowledge on a vocabulary topic during walks, in drawing, modeling and design lessons.
The teacher teaches children to clearly express their requests and desires, and to answer questions in beautiful, complete sentences.
When observing objects of reality, the teacher introduces children to new words, clarifies their meaning, promotes their repetition in different situations, and activates them in the children’s own speech. This work is at the same time the main one for conducting speech exercises in speech therapy classes and helps to improve the children’s speech skills.
The teacher must encourage the child to take the initiative to speak out. You should not stop children by suppressing their desire to speak out, but on the contrary, support the initiative, expand the content of the conversation with questions, and create interest in the topic of conversation among other children.
The speech therapist, in close collaboration with teachers, works to familiarize children with new words, clarify their meanings and activate them, and select lexical material on the topic.
In subgroup classes, the speech therapist consolidates the technical and visual skills developed in children by the teacher. Visual arts classes conducted by a speech therapist have the goal of further developing such complex forms of speech as planning speech. Thanks to this, children’s speech in class becomes a regulator of their behavior and activities.
The teacher should conduct classes to clarify the movements of the organs of the articulatory apparatus daily using a set of articulatory exercises provided by a speech therapist. The teacher must assist the speech therapist in introducing the sounds assigned by the speech therapist into the child’s speech. This work is carried out with the help of nursery rhymes and tongue twisters prepared by a speech therapist.
The teacher must consolidate skills in coherent speech with the help of poems, etc., prepared by a speech therapist.
The teacher, with all the content of his work, provides complete practical acquaintance with objects, with their use in everyday life for their intended purpose. In his classes, a speech therapist deepens vocabulary work, the formation of lexical and grammatical categories in children, and during special exercises ensures their conscious use in verbal communication.
The joint activities of a speech therapist and a teacher are organized in accordance with the following goals:
– increasing the efficiency of correctional and educational work;
– elimination of duplication by the teacher of the speech therapist’s classes;
– optimization of the organizational and content aspects of the correctional and pedagogical activities of the speech therapist and educators, both for the entire group of children and for each child.
In compensatory preschool educational institutions and speech therapy groups, there are a number of problems that complicate the joint activities of a speech therapist and a teacher:
– combining the program “Correctional education and training of children with general speech underdevelopment (5–6 years)” by T.B. Filicheva, G.V. Chirkina with the main general education program of the MDOU;
– the absence of requirements for the organization of joint activities of a speech therapist and educators in the regulatory documents and methodological literature available today;
– difficulty in distributing planned correctional work within working hours and SaNPiN requirements;
– lack of a clear division of functions between the teacher and the speech therapist;
– the impossibility of mutual attendance at classes between a speech therapist and a teacher in different age groups.
Joint correctional work in a speech group involves solving the following tasks:
– a speech therapist forms primary speech skills in speech-language pathologist children;
– the teacher consolidates the developed speech skills.
The main types of organization of joint activities of a speech therapist and a teacher: joint study of the content of the training and education program in a special preschool institution and drawing up a joint work plan. The teacher needs to know the content of not only those sections of the program in which he directly conducts classes, but also those that are conducted by the speech therapist, since proper planning of the teacher’s classes ensures the necessary consolidation of the material in various types of children’s activities; discussion of the results of joint study of children, which was conducted in the classroom and in everyday life; joint preparation for all children's holidays (the speech therapist selects speech material, and the teacher reinforces it); development of general recommendations for parents.
Based on these tasks, the functions of a speech therapist and teacher are divided as follows:
Functions of a speech therapist:
Studying the level of speech, cognitive and individual typological characteristics of children, determining the main directions and content of work with each of them.
Formation of correct speech breathing, sense of rhythm and expressiveness of speech, work on the prosodic side of speech.
Work on correcting sound pronunciation.
Improving phonemic perception and sound analysis and synthesis skills.
Work on correcting the syllabic structure of a word.
Formation of syllable reading.
Acquaintance and assimilation of new lexical and grammatical categories.
Teaching coherent speech: a detailed semantic statement consisting of logically combined grammatically correct sentences.
Prevention of writing and reading disorders.
Development of mental functions closely related to speech: verbal-logical thinking, memory, attention, imagination.
Functions of the teacher:
Taking into account the lexical topic during all group lessons during the week.
Replenishment, clarification and activation of children's vocabulary on the current lexical topic in the process of all regime moments.
Continuous improvement of articulation, fine and gross motor skills.
Systematic control over the delivered sounds and grammatical correctness of children’s speech during all routine moments.
Incorporation of practiced grammatical structures into situations of natural communication in children.
Formation of coherent speech (memorization of poems, nursery rhymes, texts, familiarization with fiction, work on retelling and composing all types of storytelling).
Strengthening reading and writing skills.
Strengthening children's speech skills in individual lessons on the instructions of a speech therapist.
Development of understanding, attention, memory, logical thinking, imagination in game exercises on defect-free speech material.
The teacher conducts classes on speech development, familiarization with the environment (cognitive development) according to a special system, taking into account lexical topics; replenishes, clarifies and activates children’s vocabulary, using routine moments for this; controls the sound pronunciation and grammatical correctness of children’s speech throughout the entire time of communication with them.
In frontal classes, the speech therapist formulates topics and works with children on pronunciation and sound analysis, teaches elements of literacy, and at the same time introduces children to certain lexical and grammatical categories. The speech therapist supervises the work of the teacher in expanding, clarifying and activating vocabulary, mastering grammatical categories, and developing coherent speech. When planning classes on writing and developing graphic skills, the teacher is also guided by the methodological instructions of the speech therapist.
Educators need to be reminded of:
rules and conditions for articulation gymnastics
the need for daily exercise
individual work with subgroups of children with the same defects
automation of already delivered sounds (pronunciation of syllables, words, phrases, memorization of poems)
monitoring children’s pronunciation of already assigned sounds during routine moments
The work of a teacher and the work of a speech therapist differs in the correction and formation of sound pronunciation in terms of organization, techniques, and duration. It requires various knowledge, skills and abilities. The main difference: a speech therapist corrects speech disorders, and a teacher, under the guidance of a speech therapist, actively participates in correctional work.
The teacher actively participates in the correction process, helping to eliminate the speech defect and normalize the psyche of the problem child as a whole. In his work, he is guided by general didactic principles, while some of them are filled with new content. These are the principles of systematicity and consistency, the principle of an individual approach.
The principle of systematicity and consistency involves adapting the content, methods and techniques of the teacher’s activities to the requirements imposed by the tasks of a specific stage of speech therapy. The gradualism in the work of a speech therapist is determined by the idea of ​​speech as a system, the assimilation of elements of which occurs interconnectedly and in a certain sequence.
Taking into account the sequence of mastering these aspects of speech in speech therapy classes, the teacher selects for his classes speech material that is accessible to children, which contains sounds that they have already mastered and, if possible, excludes those that have not yet been studied.
In connection with correctional requirements, the methods and techniques of the teacher’s work also change. Thus, at the initial stage, visual and practical methods and techniques come to the fore, as the most accessible to children with speech impairments. Verbal methods (story, conversation) are introduced later.
The principle of an individual approach involves taking into account the individual speech characteristics of children. This is explained by the presence of speech disorders in children that differ in structure and severity and the non-simultaneity of overcoming them in speech therapy classes. In this interpretation, the principle of the approach requires from the teacher: deep awareness of the initial state of speech of each child and the level of his current speech development; use this knowledge in your work.
A distinctive feature of the frontal classes of a teacher in a speech therapy group is that, in addition to teaching, developmental, educational tasks, he also faces correctional tasks.
The teacher must be present at all frontal speech therapist classes and take notes; He includes certain elements of speech therapy classes in his speech development classes and in his evening work.
The speech therapist takes into account the characteristics and abilities of children. If a child does well in certain types of classes, then the speech therapist can, in agreement with the teacher, take him to an individual speech therapy session.
In the same way, the speech therapist tries to take children from a walk without harming the child’s health for 15 to 20 minutes for individual work.
In the afternoon, the teacher works, in accordance with his schedule of classes, to consolidate spoken skills and develop speech. It is advisable to plan frontal classes on speech development and cognitive development in the afternoon.
During routine moments, self-care, on walks, excursions, in games and entertainment, the teacher also carries out correctional work, the significance of which is that it provides the opportunity to practice verbal communication of children and consolidate speech skills in their life.
Educators must create conditions for the development of speech activity and verbal communication of children: organize and support children’s verbal communication in class and outside class, encourage them to listen carefully to other children and listen attentively to the content of statements; create a communication situation; develop skills of self-control and critical attitude to speech; organize games to develop the sound culture of speech;
draw attention to the duration of the sound of a word, the sequence and place of sounds in a word; carry out work on the development of auditory and speech attention, auditory-verbal memory, auditory control, verbal memory; draw attention to the intonation side of speech.
The work of a teacher on speech development in many cases precedes speech therapy classes, creating the necessary cognitive and motivational basis for the formation of speech skills. For example, if the theme “Wild Animals” is planned, then the teacher conducts an educational lesson, modeling or drawing on this topic, didactic, board games, role-playing games, outdoor games, conversations, observations, and introduces children to works of fiction on this topic.
Special studies have established that the level of development of children's speech is directly dependent on the degree of formation of subtle differentiated hand movements. Therefore, it is recommended to stimulate speech development by training finger movements, especially in children with speech pathology. Interesting forms of work in this direction are carried out by folklore specialists. After all, folk games with fingers and teaching children manual labor (embroidery, beadwork, making simple toys, etc.) provide good finger training and create a favorable emotional background. Ethnic studies classes help develop the ability to listen and understand the content of nursery rhymes, grasp their rhythm, and increase children’s speech activity. In addition, children’s knowledge of folklore (rhyme poems, Russian folk tales) can be used in individual lessons to reinforce the correct pronunciation of sounds. For example: “Ladushki - ladushki” - to reinforce the sound [w], the song Kolobok from the fairy tale of the same name - to reinforce the sound [l].
The teacher thinks in advance which of the correctional speech problems can be solved: during specially organized training of children in the form of classes; in joint activities of an adult and children; in the free independent activities of children.
Aesthetic cycle classes (modelling, drawing, design and appliqué) create conditions for the development of communication skills: when jointly performing any crafts, images, etc. Lively dialogues usually arise, which is especially valuable for children with reduced speech initiative. But sometimes educators do not realize the pedagogical significance of the current situation and, for disciplinary purposes, prohibit children from communicating. The task of a professional, on the contrary, is to support and encourage in every possible way the speech activity of preschoolers, directing it in the right direction and using it to solve correctional and developmental problems.
Even greater potential in terms of speech correction has children’s activities (under the guidance of a teacher or independently) that are not regulated by the scope of classes and that predominate in duration (up to 5/6 of the entire time spent in a preschool educational institution). Here individual and subgroup correction-oriented forms of interaction between the teacher and students can be organized: special didactic and developmental games; entertaining exercises; conversations; joint practical actions; observations; excursions; methodically thought-out instructions and work assignments, etc.
The speech therapist works with children daily from 9.00 to 13.00. Frontal speech therapy classes are organized from 9.00 to 9.20, individual and subgroup speech therapy classes - from 9.30 to 12.30, teacher classes - from 9.30 to 9.50. From 10.10 to 12.30 children go for a walk. After afternoon tea, the teacher works with the children for 30 minutes on the instructions of the speech therapist and conducts evening classes on one of the types of educational activities.
Together with the teacher, he designs the parent corner, prepares and conducts the pedagogical council and parent meetings. The speech therapist discusses with the teacher the children’s approximate daily routine and an approximate list of activities for the week. The speech therapist and teacher, each in his own lesson, solve the following correctional tasks: developing perseverance, attention, imitation; learning to follow the rules of games; education of smoothness, duration of exhalation, soft vocal delivery, a feeling of relaxation of the muscles of the limbs, neck, torso, face; training in elements of speech therapy rhythm; - correction of sound pronunciation disorders, development of the lexico-grammatical aspect of speech, phonemic processes.
Requirements for the organization of the teacher’s work: Constant stimulation of verbal communication. All kindergarten workers and parents are obliged to constantly demand from children that speech breathing and correct pronunciation be observed; Preschool teachers must know the pattern of normal development of a child’s speech (A. Gvozdev) and prepare a memo for parents; Teachers of speech therapy groups must have a speech profile of children who are speech pathologists, know their speech therapy report and the state of speech development; Teachers of speech therapy groups must conduct speech therapy work in front of a mirror and complete the task. speech therapist for individual notebooks and albums, notebooks for classes.
The teacher of the speech therapy group should not: rush the child to answer; interrupt speech and rudely pull back, but tactfully give an example of correct speech; force the child to pronounce a phrase rich in sounds he has not yet identified; let memorize texts and poems that the child cannot yet pronounce; putting a child with incorrect speech on stage (matinee).
The work of a speech therapist in a mass preschool institution in its structure and functional responsibilities differs significantly from the work of a speech therapist in a speech kindergarten. This is primarily due to the fact that the speech therapist at the speech center is integrated into the general educational process, and does not go along with it in parallel, as is customary in speech kindergartens. The work of a speech therapist is based on the internal schedule of the preschool educational institution. The work schedule and schedule of classes are approved by the head of the preschool educational institution. Since currently there is no correctional program for the work of speech centers, a speech therapist in his work must rely on and master modern technologies. Due to the trend toward deterioration in the speech of children in preschool age and the lack of places in speech therapy kindergartens, children with more complex speech defects began to be admitted to mass preschool institutions, the overcoming of which is difficult in the conditions of a speech center. Educators are deprived of specialized correctional hours for working with “difficult” children, and must find time in their work or include components of correctional assistance in the general educational process of their group.
The teacher, together with the speech therapist, plan speech development classes, discuss the goals, objectives and desired results of each speech development class.

The success of correctional and developmental work in a speech therapy group is determined by a strict, well-thought-out system, the essence of which is the integration of speech therapy into the educational process of children’s life. The natural way to carry out successful correctional work is the relationship and interaction of the speech therapist and educators

Download:

Preview:

Organization of correctional educational process in a speech therapy group.

Interaction in the work of a speech therapist and a teacher.

1 Principles and objectives of building a correctional educational process.

The success of correctional and developmental work in a speech therapy group is determined by a strict, well-thought-out system, the essence of which is the integration of speech therapy into the educational process of children’s life.

The natural way to implement speech therapy is the relationship, interaction of the speech therapist and educators (for different functional tasks and methods of correctional work, which we will talk about later).

The pedagogical process in a speech therapy group is organized in accordance with age needs, functional and individual characteristics, depending on the structure and severity of the defect.

The ultimate goal of the correctional group: education of a humane personality, a comprehensive and harmoniously happy child; social adaptation and integration of the child into the environment of normally developing peers.

Work in a speech therapy group is structured taking into account age, the profile of the group and individual manifestations of a speech defect (from the Regulations - the principle of age and differential by diagnosis)

When working with children with speech impairment, the main tasks are:

Arrangement and consolidation of sounds in speech, and, if necessary, differentiation based on similar characteristics.

Development of phonemic processes and skills of full sound-letter analysis and synthesis.

When working with children with special needs, tasks:

Development of lexical and grammatical means of speech.

Formation of correct sound pronunciation.

Development of phonemic processes and sound-letter analysis skills.

Development of coherent speech in accordance with age standards.

Preparing for literacy.

2. Functions of a speech therapist and educator in the process of work.

What are the functions of a speech therapist and educators in the process of working on lexical topics:

The work of a teacher and speech therapist when correcting sound pronunciation

3\ development of fine motor skills (lacing, mosaic, weaving, etc.)

4\ development of graphic skills (outlining, shading)

5\ formation of spatial representations (right, left, narrow - wide.....)

6\ work on correcting lexical and grammatical categories.

At the end of the school year, the speech therapist conducts a final lesson. Educator – final comprehensive lesson with the invitation of parents, administration, colleagues of teachers of speech therapy groups or the head of the Moscow Region.

Memorizing a poem

Peculiarities:

1\ preliminary vocabulary work (as in a mass group);

2\ the teacher reads by heart with clarity;

3\ conversation;

4\ reading a poem;

5\ memorization by quatrain and by line;

For the holidays, they work on all speech material together with a speech therapist. There should be no wrong speech!

In the preparatory speech therapy group, classes are held to prepare children for writing, one lesson per week (from October to April inclusive, 30 lessons)

Each lesson includes:

Writing of certain elements;

Visual or auditory dictation;

Sketching borders, alternating with sketching or tracing followed by shading of patterns included in the auditory or visual dictation.

In 30 lessons, 6 elements are mastered, 20 visual and 5 auditory dictations are conducted.

Consultation for teachers

Topic: “Features of interaction between specialists and speech therapists in correctional work”

The full development of a child’s personality is impossible without teaching him correct speech. However, the implementation of this task is associated with certain difficulties that are a consequence of the extreme complexity of the speech phenomenon itself.

Analyzing the situation that has developed today in the system of raising and educating children, the number of children with deviations in speech development has become very noticeable. A significant portion of these children are 5-6 year olds who have not mastered the sound culture of speech within the required time frame. Children have problems with sound pronunciation. Such children constitute the main risk group for academic failure, despite the fact that they have full hearing and intelligence. Forming correct pronunciation is a complex process. Sound pronunciation defects do not disappear on their own. But under favorable learning conditions, children master the correct pronunciation of the sounds of their native language. Adequate methods, organizational forms of working with children, targeted influence on children help overcome speech defects that children have.

At this time, the correctional program is being rethought and thoughtfully taking into account new federal government requirements. The success of the correctional and developmental work of a preschool educational institution is determined by a strict, well-thought-out system, the essence of which is the speech therapy of the educational process and activities of children. Namely, the creation of a creative union of teachers united by common goals, built on the basis of comprehensive diagnostics, the organization of a correctional educational environment that stimulates the development of the child.

Corrective work by a speech therapist to eliminate impaired sounds in children is carried out from September to May (depending on the complexity of speech defects). That is why today, when talking about working with children who are speech pathologists, we cannot consider only the activities of a speech therapist teacher. In order to eliminate speech disorders and form an oral speech base, deep interaction between all participants in the pedagogical process is necessary, i.e. an integrated approach, where the leading and coordinating role belongs to the speech therapist teacher.

Creating an integrated approach involves close cooperation and partnership of all adult participants in the pedagogical process.

A complex approach involves a combination of correctional pedagogical and therapeutic work aimed at normalizing all aspects of speech, developing motor skills and cognitive mental processes, nurturing the child’s personality and improving the health of the body as a whole. It is necessary to work together with a doctor - a neurologist, a speech therapist, a psychologist, a teacher, a music worker, and a specialist in physical education. This work must be coordinated and comprehensive. By actively influencing the child with specific professional means, teachers build their work on the basis of general pedagogical principles. At the same time, by identifying objectively existing points of contact between various pedagogical areas, each teacher does not carry out his work in isolation, but complementing and deepening the influence of others. Therefore, taking into account the individual characteristics of each child with speech impairments, preschool education specialists outline a unified set of joint correctional and pedagogical work aimed at the formation and development of the motor, intellectual, speech and social-emotional spheres of personality development of a preschool child.

An integrated approach to correcting impaired sound pronunciation is indicated two aspects:

1. Combination of correctional pedagogical and therapeutic work, which is aimed at normalizing all aspects of speech, articulatory motor skills and improving the health of the body as a whole.

2. Collaboration neurologist, speech therapist, educational psychologist, educators, music director, physical education instructor and parents.

The main goal of the correctional work of preschool specialists with children is the development of correct, competent speech in preparation for studying at school.

As part of an integrated approach to correcting sound pronunciation in preschool children, a variety of work systems are used. And almost every system uses the didactic principle from simple to complex.

Corrective work is carried out in the following areas:

1. Medical impact(drug strengthening of the nervous system) creating a favorable background for psychotherapy and active speech therapy work.

2. Psychotherapeutic influence(carried out throughout the entire speech therapy work). The child is constantly convinced that he can and will speak beautifully and correctly; fix his attention on successes in speech, always in the presence of children and teachers.

3. The work of a speech therapist. Correction of impaired sounds is carried out during a regular, systematic course of classes, taking into account the age characteristics of preschool children and the period of correctional work. Individual lessons are structured in accordance with the stages of work to correct incorrect sound pronunciation (preparatory stage, sound production, sound automation, differentiation of mixed sounds).

4. The work of a teacher-psychologist is aimed at developing the emotional-volitional sphere, higher mental functions, and relieving emotional stress in children. During the classes, the specialist provides an individual approach to each student with a speech disorder, monitors the children’s speech, makes a selection of games and exercises, and speech material, taking into account the stage of sound pronunciation correction.

5. The work of a music director. During the classes, the specialist works on the development of phonemic hearing, the development of articulatory motor skills and fine motor skills of the hands, the activation of attention, the education of musical rhythm, spatial orientation, which has a beneficial effect on the formation of non-speech functions in children with speech pathology. During the classes, musical and didactic games are actively used, exercises for distinguishing musical sounds by pitch, for adjusting voices to a specific musical sound, and chanting for automating those sounds that children learn in speech therapy classes, taking into account the stage of work. The music director monitors children's speech during classes. The content of speech material used in music classes, holiday and entertainment scenarios is discussed with the teacher - speech therapist.

6. Work as a physical education instructor. In physical education classes she uses a variety of exercises and games aimed at developing the rhythm of movements, the ability to control oneself, and relieving general stiffness and tension. Children with speech impairments are somatically weakened, physically intolerable, and get tired quickly. Sitting for long periods of time has a negative impact on children's health. Therefore, it is necessary to pay serious attention to physical culture. The physical education instructor conducts exercises during classes to develop proper physiological and speech breathing. To relieve muscle tone of the articulatory apparatus, self-massage is performed. The teacher organizes and conducts exercises to coordinate speech with movement using outdoor games of varying complexity, and monitors children’s speech. In individual lessons, he develops motor skills using finger exercises on a lexical topic, increases activity, develops imitation, develops playing skills, and improves the prosodic components of speech.

In order to implement an integrated approach to the correction of speech disorders, all specialists have outlined the main tasks, which include:

1. Creating a team of like-minded people from all specialists (teacher-speech therapist, educational psychologist, educators, music director, physical education instructor, ethnographer) and improving their professional level.

2. Organization of a correctional and developmental environment that stimulates the child’s speech and personal development.

3. Development of notebooks for interaction with specialists, built on the basis of complex diagnostics.

Relationship notebooks - with all specialists determined:

- tasks of the work of a specialist (music director, educational psychologist, physical education instructors, ethnographer)

- long-term planning for the formation of the phonetic side;

- approximate games and exercises for each specialist

- a list of children and the stage of the speech therapist’s work on sound pronunciation.

Thus, the relationship between the dynamics of speech development and cognitive processes gives reason to believe that the interaction of all participants in the educational process leads to positive results; This interaction is effective due to the coordinating role of the teacher-speech therapist and the developed system for monitoring not only the speech, but also the cognitive development of children-speech therapists.

All this makes it much easier for children to adapt to the next stage of education - primary school.

Natalia Boldova
Interaction between a speech therapist and a teacher in a preschool educational institution

In the conditions of a logopunkt in a preschool educational institution, it is very important interaction between a speech therapist and teachers, for the speedy elimination of speech disorders.

Joint activities of a speech therapist and teacher organized according to the following goals:

1. Increasing the efficiency of correctional and educational work.

2. Elimination of duplication teacher of speech therapy classes.

The speech therapist supports close relationship with teachers preparatory and senior groups whose children attend remedial classes. Constantly informs them about what sounds a particular child has, asks them to correct children in groups in order to automate the sounds in speech. Each group has a folder "Advice from a speech therapist", which the speech therapist supplements with didactic speech material, speech games for the development of phonemic hearing and perception, to educators Whenever possible, they used this material in their work.

Educator conducts classes on speech development, familiarization with the environment using a special system, taking into account lexical topics, replenishes, clarifies and activates children’s vocabulary, using routine moments for this, monitors the sound pronunciation and grammatical correctness of children’s speech during the entire time of communication with them.

In his classes, a speech therapist works with children on pronunciation and sound analysis, and at the same time introduces children to certain lexical and grammatical categories.

When correcting and shaping sound pronunciation, work teacher and the work of a speech therapist varies in organization, methodological techniques, and duration. Basics difference: a speech therapist corrects speech disorders, and teacher under the guidance of a speech therapist, actively participates in the correction process, helping to eliminate the speech defect. In their work they are guided by general didactic principles: principles of systematicity and consistency; the principle of an individual approach.

The principle of systematicity and consistency involves adaptation of content, methods and techniques of work teacher to the requirements presented by the tasks of a specific stage of speech therapy work. The gradualism in the work of a speech therapist is due to the fact that the assimilation of elements of the speech system proceeds interconnected and in a certain sequence. Considering this sequence teacher selects for his classes speech material that is accessible to children, which contains sounds they have already mastered and, if possible, excludes those that have not yet been studied.

The principle of an individual approach involves taking into account the speech characteristics of children. This is explained by the fact that children have speech disorders of varying severity and structure, as well as the non-simultaneity of their correction in speech therapy classes. This principle requires teacher knowledge about the initial state of speech of each child and the level of his current speech development, and therefore the use of this knowledge in his work.

Educator plans his work taking into account the program requirements and speech abilities of children. Educator is obliged to know individual deviations in the formation of a child’s speech, hear its defects, pay attention to the purity of pronunciation, and also include components of correctional assistance in the general educational process of his group.

In its turn, teacher-The speech therapist during classes focuses on correcting sound pronunciation. But if a child’s grammatical structure, vocabulary, and coherent speech are not sufficiently developed, then improving these aspects of speech teacher also includes in its work plan.

Teacher– speech therapist recommends educators carry out complexes of articulation and finger exercises in the morning and evening hours and include in the work the reading of poetry, phrases and riddles, and the selection of words with a given sound from the text. Speech therapist informs educators whose children are enrolled in a speech therapy center, about the results of correctional work at a certain stage. In its turn educators share with the speech therapist their observations of the child’s speech in the group (outside speech therapy classes).

To summarize, we can say that the work teacher and speech therapist coordinated by the following way:

1) Teacher-speech therapist speech therapist forms primary speech skills in children, selects material for their classes that is as close as possible to the topics studied by children in classes with educators;

2) Educator, during classes, takes into account stages of speech therapy work carried out with the child, levels of development of phonetic-phonemic and lexical-grammatical aspects of speech, thus consolidating the formed speech skills.

Thus, only close contact in the work of the speech therapist and teacher, can help eliminate various speech problems in preschool age, and therefore further full-fledged education at school.

Publications on the topic:

Interaction between a speech therapist and preparatory group teachers. Evening work forms Methodological development "Interaction between teacher-speech therapist and teachers of the preparatory group. Evening work forms" Date.

Interaction between speech therapist and music director I present to your attention a jointly developed article about our joint work with a speech therapist teacher. The article has already been published.

Interaction between a speech therapist and a music director in correctional and educational work If speaking is difficult for you, music will always help! In correctional work with children suffering from various speech defects, it is positive.

Interaction between a speech therapist and parents of children with speech disorders In recent years, the problems of speech correction have become particularly relevant. As a result of many unfavorable environmental factors.

Interaction between a speech therapist and educator in the correction of OHP in preschool children The success of correctional and educational work in a speech therapy group is determined by a strictly thought-out system of close interaction between a speech therapist.