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 vocational 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 speech therapy sessions are often included in a student's speech therapy diary (notebook). 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


Introduction	Last name, first name of the child, date of birth, date of enrollment in the group, etc.
Family Information	Full name of the parents, home address, telephone number, living conditions and upbringing of the child in the family, etc.
Child's health status	Conclusion of the PMPK (PMPK), data from the examination of the child by a neuropathologist, ophthalmologist, audiologist, orthopedist and other specialists
Characteristics of speech development	data on early speech development; the current state of the phonetic-phonemic and lexical-grammatical aspects of speech
Characteristics of the cognitive and emotional-volitional sphere	Information about the features of perception, attention, memory, thinking, imagination; peculiarities of behavior and emotional response to various situations, etc.
Characteristics of the motor sphere	Data on the development of general voluntary motor skills, mimic and articulatory muscles, fine differentiated movements of the fingers and hands
Logopedic conclusion
The program of individual correctional work

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 child, and the generalization of diagnostic data obtained by different 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

	Direction (type) of corrective work

	Strengthening physical health	Coordination of medical procedures with a pediatrician, ophthalmologist, otorhinolaryngologist, exercise therapy doctor
	Statement of the neuropsychic state, strengthening of the nervous system	Referral for a consultation with a neurologist, psychiatrist, psychotherapist; coordination of medical procedures and other types of assistance
	Normalization dentition	Referral for a consultation with a dentist-therapist, dentist-surgeon, orthodontist; coordination of medical procedures and other types of assistance
	Development of common arbitrary movements	Improving the static and dynamic organization of movements, the speed and smoothness of switching from one movement to another
	Development of fine differentiated movements of the hand and fingers
	Formation of the psychological base of speech	Development of cognitive mental processes: attention, perception and memory of different modality, thinking, imagination
	The development of the speech apparatus	Improvement of the static and dynamic organization of movements of the articulatory, respiratory and vocal parts of the speech apparatus, coordination of their work
	The development of facial muscles	Normalization of muscle tone, the formation of expressive facial expressions
	Formation of the correct sound pronunciation	Staging, automation of sounds, their differentiation (indicate specific sounds / groups of sounds)
	Development of phonemic processes	Learning to recognize, distinguish, highlight sounds, syllables in speech; determining the place, number and sequence of sounds and syllables in a word


	Formation of the syllabic structure of the word	Training in pronunciation and analysis of words of various syllabic structures
	Development and improvement of the lexical and grammatical side of speech	Formation of the ability to understand sentences, logical and grammatical constructions of varying degrees of complexity; clarification, expansion and consolidation of the dictionary on the topics "Seasons", "Transport", etc.; activation of the use of prepositional constructions, word-formation skills, inflection, making sentences and stories
	Preparing for literacy	Formation of the ability to establish a connection between sound and letter, skills sound-letter analysis, continuous reading with understanding of the meaning of what was read
	Individual assistance to the child outside of speech therapy classes	Normalization of the general and speech regimen in the kindergarten group, family; carrying out individual work by the educator and parents on the instructions of the speech therapist; implementation of the correctional component of the activities of the entire teaching staff of the preschool educational institution

- 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

Events

Dates

Diagnostic, corrective and preventive work with children

Examination of the speech of preschool children to identify those who need the help of a speech therapist

Acquisition

speech therapy

Participation in work

Examination of children of the speech therapy group, filling out speech cards

Drawing up a work plan for the academic year, a work schedule during the week

Conducting group, subgroup and individual speech therapy classes

Evaluation of the results of work during the year, organization of graduation of children

Methodical work with teachers

Counseling and providing practical assistance to group educators

Participation in the work of the pedagogical council of the preschool educational institution

Participation in the work of the psychological, medical and pedagogical council of the preschool educational institution

Conducting open classes for specialists from preschool educational institutions, the city methodological association of speech therapists, etc.

Strengthening interaction with a speech therapist and teachers of a comprehensive school

Consultative work with parents

Participation in parent-teacher conferences

Parent survey

Work in the "School of parents of children with speech disorders"

individual consultations, open classes for parents

Conducting a consultation on the topic "Prevention of speech disorders in children of younger preschool age» at a meeting of the club «Young family»

Organizational work and advanced training

Participation in the work of the city methodological association of speech therapists, seminars, scientific and practical conferences, etc.

Work on the topic of self-education "Features of the formation of the syllabic structure of the word in children"

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 speech material, which was worked out on it and should be fixed by educators during the correctional hour at the preschool educational institution and by 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 performed. 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.

Regulatory documents

When organizing the work of the logopoint, the teacher should rely on the following legal documents:

1. On the organization of the work of the speech therapy center
educational institution

Letter from the Russian Ministry of Education

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

A speech therapy center is being created in a general educational institution in order to provide assistance to students who have developmental disabilities in oral and writing(of a primary nature), in mastering general educational programs (especially in their native language). The main tasks of the speech therapy center are:

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

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

— 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 and three 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 defects - a phonetic defect; speech defects caused by a violation 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 educational 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 a speech therapy center of an urban educational institution is not more than 25 people, a rural educational institution is not 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). Frequency of group and individual lessons 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 phonemic-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 students who stutter 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 teacher-speech therapist is responsible for the organization and timely identification of students with primary speech pathology, the acquisition of 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.

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.

Attachment 1

to the letter of the Russian Ministry of Education

List of students with disabilities

in the development of oral and written speech

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

Annex 2 to the letter of the Ministry of Education

speech card

Last name, first name, age.
Class.
Home address, telephone.
Date of admission to the speech therapy center.
Progress in the native language (at the time of the survey).
Complaints of a teacher or parents (legal representatives).
The conclusion of the psychiatrist.
Hearing condition.
Data on the course of speech development. Anamnesis of general and speech development.
The state of the articulatory apparatus (structure and mobility).
general characteristics 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.

The level of formation of the skills of analysis and synthesis of the sound composition of the word.
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 the speech therapy center (written work is attached to the speech card ).
Reading: the level of mastering the technique of reading (letter by letter, syllabic, words); reading errors; reading comprehension.
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.

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

Annex 3 to the letter of the Ministry of Education

Maximum occupancy of groups of students,

those with developmental disabilities and writing

Groups of students	Maximum occupancy, pers.
Groups of students	OU, located in the city	OS located in the countryside
With general speech underdevelopment (OHP)	up to 4	until 3
With mild general underdevelopment of speech (NV OHP)	up to 5	up to 4
With phonemic-phonemic underdevelopment of speech (FFN) and phonemic underdevelopment of speech (FN)	until 6	up to 5
With reading and writing deficiencies due to OHP	up to 4	up to 2
With reading and writing deficiencies due to HB OHP	up to 5	up to 4
With reading and writing deficiencies due to FFN (FN)	until 6	up to 5
stutterers	up to 4	until 3
With shortcomings in the pronunciation of individual sounds	up to 7	until 6

Author's note. This letter determines the procedure for organizing the activities of the speech center within the school. According to this document, the maximum occupancy of the logopoint is 25 people. This number of children can be covered only if group forms work, which is what school logopoints are focused on.

Since there is no similar document that applies to preschool speech centers, speech therapists, when planning their work, can be guided by this instruction letter. Up to 25 children with diagnoses: dyslalia, complex dyslalia, dysarthria can also be enrolled at the preschool logopoint. But with children of preschool age, individual and subgroup work is mainly carried out. Therefore, the optimal filling of the group depends on the speech diagnoses of children.

If a child is diagnosed with "dyslalia" or "complex dyslalia", he is enrolled in a group for children with phonetic disorders. Work with such children is designed for six months. The optimal size of this group is 10-12 people. And working with a group of children with phonetic and phonemic speech disorders takes a whole year, so its capacity can reach 15 people.

2. Regulations on the organization of work
speech pathologist teacher in a kindergarten with no
in its structure of specialized groups

Approved at a meeting of defectologists' asset

of Moscow on the basis of the decision of the board

Moscow Committee of Education

Explanatory note

The work of a speech therapist teacher in a kindergarten that does not have specialized groups is aimed at correcting children's speech defects. Along with corrective measures, a speech therapist teacher conducts preventive work in a preschool institution to prevent speech disorders in children.
The speech therapist works 5 days a week (total number of working hours is 20). The work schedule can be drawn up depending on the employment of children both in the 1st and in the 2nd half of the day.
The duties of a speech therapist teacher should include only work with children with speech pathology.
Children of preparatory and senior groups with simple and complex dyslalia, phonetic and phonemic disorders are selected for speech therapy classes.
Speech therapy examination of children in a preschool institution is primarily carried out in children 5-6 years old, the rest of the children are examined during the year.
Children suffering from stuttering, general underdevelopment of speech and mental retardation should be referred to special institutions. In case of refusal to transfer a child with a complex speech pathology, the speech therapist is not responsible for the complete elimination of the defect.
The number of children studying at the speech center at the same time should be 20-25 children during the year.
The total duration of speech therapy classes is directly dependent on the individual characteristics of children. As necessary, the teacher-speech therapist removes children from speech therapy classes and replaces them with others.
Work to correct speech is carried out 5 times a week, is individual or subgroup. All 4 hours of his working time, the speech therapist works directly with the children.
A speech therapist teacher takes children to their classes from any classes of educators.
In a preschool institution, all the necessary conditions for conducting speech therapy classes, there should be an isolated speech therapy room (for the equipment of the room, see the “Program for teaching children with underdevelopment of the phonetic structure of speech”, compiled by G.A. Kashe and T.E. Filicheva).
Documentation of a speech therapist in a kindergarten that does not have specialized groups:

- a log of the state of speech of all children;

- a list of children in need of speech therapy assistance, indicating the age and nature of the speech disorder,

- individual notebooks for children's classes;

- class attendance log;

- a speech card for each child taken to classes, indicating the date of entry and end of classes;

- a plan of measures aimed at prevention speech disorders in children (consultations, seminars for educators, other specialists of preschool educational institutions, parents on working on the sound culture of speech).

An indicator of the work of a speech therapist teacher in a kindergarten is the state of sound pronunciation of children graduating to school.
A speech therapist in a kindergarten is obliged to participate in all methodological activities held in the district, to improve their skills.
Attestation of a speech therapist teacher for qualification category II should be carried out with the participation of a senior speech therapist in charge of the municipal territory.

Since a speech therapist works in a preschool educational institution, the beginning and end of the school year, the time allotted for examining children, the workload (20 astronomical hours per week, 4 hours per day) meets the established standards for speech therapists of correctional (speech therapy) groups of preschool educational institutions. All 4 hours of his working time, the speech therapist works directly with the children.

Distribution of working time

The first three weeks are allotted for the complete completion of groups and subgroups of children who will be engaged with a speech therapist in the current academic year.

The speech therapist works 5 days a week (total hours per week - 20). All 4 hours of his working time, the speech therapist works directly with the children. The work schedule can be drawn up depending on the employment of children both in the first and in the second half of the day. A speech therapist teacher has the right to take students (pupils) for correctional work from any classes conducted by teachers in a group.

The load of a speech therapist teacher at 1.0 rate provides for simultaneous work on speech correction from 12 to 16 children, from 20 to 25 children during the year. Children with simple and complex dyslalia are accepted; in difficult cases, a speech therapist is obliged to recommend that parents visit a special speech group. In case of refusal to transfer a child with a complex speech pathology, the speech therapist is not responsible for eliminating the defect.

Children are enrolled in groups on the basis of the following documents:

- characteristics-directions of a speech therapist in a polyclinic;

- conclusions of doctors: otolaryngologist, psychoneurologist and dentist. Children with a diagnosis of FND are taken to work for up to 6 months, children with a diagnosis of FND - for 1 year.

As speech deficiencies are corrected, the speech therapist removes children from the list and replaces them with others.

Children with speech disorders of senior preschool age are selected for speech therapy classes.

The child should receive individual correctional assistance at least 3 times a week. The duration of individual lessons depends on the speech diagnosis, the age of the child, the individual characteristics of the development of the child, his psychophysical status. The time allotted for an individual lesson with a child increases if the speech therapist himself takes the child from the group and takes him to the group after the end of the lesson.

A speech therapist plans subgroup classes if there are children of the same age with similar speech diagnoses (at least 6 children). The duration of a subgroup lesson should not exceed the time provided for by the physiological characteristics of the age (the program of education and upbringing in kindergarten, the instructive-methodical letter "On hygiene requirements for the maximum load on preschool children in organized forms of education").

Planning speech therapy work teacher-speech therapist carries out in accordance with educational programs that meet the requirements of the state educational standard, and bears responsibility for their implementation not in full.

Along with corrective measures, she conducts preventive work in a preschool educational institution to prevent speech disorders in children. A speech therapist works with educators of a preschool educational institution on the problem of speech development of preschool children (consultations, seminars, workshops and other forms and types of work), parents (legal representatives) attending his classes.

An indicator of the work of a teacher-speech therapist is the state of sound pronunciation of children graduating to school.

Attestation of a teacher-speech therapist for the II qualification category should be carried out with the participation of a senior speech therapist of the CMC.

Equipment for a speech therapy room

The speech pathologist's work schedule should be posted on the door of the speech therapy room.

The following equipment should be in the speech therapy room.

Tables according to the number of children involved in one subgroup.
Enough cabinets or shelves for visual aids, educational material and methodological literature.
Wall mirror 50x100 cm for individual work on sound pronunciation, it should hang near a window with special lighting.
Mirrors 9x12 cm according to the number of children simultaneously engaged in pronunciation correction in a subgroup lesson.
A table near the wall mirror for individual work with the child and two chairs - for the child and for the speech therapist.
Set of speech therapy probes, ethanol for processing probes.
Technical teaching aids.
Wall box of letters.
Visual material used in the examination of children's speech, placed in a separate box or envelopes.
Visual material on the development of speech, systematized and folded into special boxes.
Teaching aids in the form of cards, cards with individual tasks, an album for working on sound pronunciation.
Various speech games.
Methodical literature.
Towel, soap and paper napkins.

The speech therapy room should be aesthetically decorated, decorated with indoor plants. It is not recommended to hang pictures, prints, drawings and tables on the walls that are not related to the correctional process, as they distract the attention of children during classes and create an unnecessary variegation of the environment.

Documentation and its maintenance

To take into account the correctional process that the speech therapist conducts, the following types of documentation are offered:

Register of attendance at speech therapy classes for children.
Journal of the survey of the speech of children attending a preschool educational institution (from 3 to 7 years).
Journal of registration of children in need of corrective (speech therapy) assistance.
A speech card for each child with a long-term work plan for the correction of identified speech disorders, the results of advancement every six months, indicating the date of entry and completion of classes.
Plan of measures aimed at the prevention of speech disorders in children (consultations, seminars for educators, other specialists of the preschool educational institution, parents or persons replacing them to work on the sound culture of speech).
Calendar plan for subgroup and individual lessons with children.
Notebooks-diaries for individual lessons on the correction of children's speech.
Class schedule certified by the head of the preschool educational institution.
The work schedule of a speech therapist approved by the head of the preschool educational institution, agreed with the administration of the institution.
Card file listing equipment, educational and visual aids located in the speech therapy room.
Copies of reports on the effectiveness of correctional (speech therapy) work for the academic year (at least for the last three years).
Follow-up data on children who completed a course of remedial classes through interaction with teachers primary school schools and kindergarten teachers over the past three years.

Job description of a speech therapist teacher

General provisions
A speech therapist is appointed and dismissed by the head of the educational institution.
The teacher-speech therapist must have a higher defectological education, improve their skills.
Speech therapist in his work:

- guided by:

constitution Russian Federation;
laws of the Russian Federation;
decisions of the government of the Russian Federation and educational authorities on education issues;
the Convention on the Rights of the Child;
Charter of a preschool educational institution;
instructions for protecting the life and health of preschool children;
this job description;

- must know:

age and special pedagogy and psychology;
anatomical, physiological and clinical foundations of defectology;
methods and techniques for preventing and correcting violations in the speech development of students (pupils);
regulatory and methodological documents on professional and practical activities;
program methodological literature on working with students (pupils) who have speech development disorders;
the latest achievements of defectological science;
rules and labor standards; safety and fire protection.

Functions
Carries out work aimed at prevention and maximum correction specific disorders speech and other deviations in the development of mental processes (memory, thinking, attention, etc.).
Develops an action plan aimed at the prevention of speech disorders in children (pupils) (consultations, seminars for educators, other specialists of preschool educational institutions, parents (persons replacing them) to work on the sound culture of speech).
Job Responsibilities
Examines and determines the structure and severity of speech disorders of various origins in students (pupils) aged 3 to 7 years.
Completes groups for classes, taking into account speech disorders of students (pupils).
Conducts subgroup and individual classes to correct deviations in speech development, restore impaired functions.
Works in close contact with educators, other specialists of the educational institution, attends classes.
Advises teachers and parents (persons replacing them) on the use of special methods and techniques for helping children with speech development disorders.
Uses a variety of forms, methods, techniques and means of training and correction within the framework of state standards.
Ensures the level of training of students (pupils) that meets the requirements of the state educational standard, and is responsible for their implementation in full.
Implements educational programs of a preschool educational institution.
Respects the rights and freedoms of students (pupils) contained in the Law of Russia "On Education", the Convention on the Rights of the Child.
Participates in the activities of methodological associations and other forms of methodological work on the exchange of experience in his educational institution, district, district, city.
Works according to a schedule drawn up on the basis of a 20-hour working week, approved by the head of the educational institution, agreed with the trade union organization.
Communicates with parents.
Ensures the protection of life and health of students (pupils) during the period educational process.
Carries out dynamic monitoring of children who have completed a course of remedial classes through interaction with primary school teachers, school speech therapists, preschool teachers.
Rights
A speech therapist teacher has all the social rights provided for by the legislation of Russia.
A speech therapist has the right to be present at any classes held with preschoolers.
Improve your skills.
Pass certification in accordance with the "Regulations on the procedure for certification of pedagogical and executive employees of state and municipal educational institutions" dated June 26, 2000 No. 1908.
Has a vacation of 56 calendar days (48 working days).
A responsibility
A speech therapist teacher is responsible for organizing propaedeutic and correctional work in an educational institution.
For non-fulfillment or improper fulfillment without good reason of the Charter and the Internal Labor Regulations of an educational institution, for violation of official duties established by this Instruction, other local regulations, legal orders of educational authorities, orders and orders of the head of an educational institution, shall be subject to disciplinary punishment up to dismissal from positions.
For violation of the instructions for protecting the life and health of children, sanitary and hygienic rules for organizing the educational process, a teacher-speech therapist is held administratively liable in the manner and cases provided for by law.

Safety instructions speech pathologist

Introduction

A speech therapist must know and follow the instructions for protecting the life and health of children, safety precautions, and strictly observe labor and production discipline.
Learn and improve safe work practices.
Seek to quickly eliminate deficiencies in work that cause accidents.
Strictly follow the instructions on the rules for the safe use of electrical equipment, sanitary rules, rules fire safety and rules of personal hygiene.

Before starting work, you must:

Wash your hands thoroughly.
Prepare everything you need for work.
Sterilize speech therapy probes:

- boiling in a sterilizer;

- treatment with ethyl alcohol.

During work it is necessary:

Fulfill the requirements of the doctor related to the protection and promotion of the health of children.
Maintain speech therapy probes in accordance with sanitary and epidemiological requirements.
Use disposable wooden spatulas.
Inform the doctor about your observations of the health of children.
Maintain the necessary documentation.
Make sure that there are no sharp metal objects in the hands of children during classes.
Medicines, disinfectants, matches should be stored in a closed cabinet, out of the reach of children.
It is forbidden to extend the duration of classes with children and shorten the breaks between them.
It is forbidden to leave children unattended.

– the hourly load per week and the distribution of the working time of a speech therapist during the day were determined;

- indicated the possibility of conducting speech therapy classes in the first and second half of the day;

- the duration of the individual and subgroup speech therapy session.

The document also talks about the need for a speech therapist to work on the prevention of speech disorders and filling out documentation, but, unfortunately, the document does not provide time for these types of work.

3. On the organization of work with children,with speech impairments, in stateeducational institutions implementing
preschool education programs

Order of the Department of Education

Moscow No. 2-34-20 dated 11.08.2005

The Department of Education sends for practical use in the work of clarifications on the organization of the work of a speech therapist in state educational institutions implementing programs preschool education.

The position of a speech therapist is being introduced into the staff lists of state educational institutions implementing preschool education programs in order to create equal starting opportunities at the beginning of schooling for children, in connection with the recent decrease in the level of speech development of preschool children; on the basis of the decision of the board of the Moscow Committee of Education dated February 24, 2000 No. 6/2.

The purpose of the work of a speech therapist teacher is to provide the necessary corrective assistance to children aged 4 years 6 months to 7 years with phonetic, phonemic and phonetic-phonemic speech disorders.

The position of a speech therapist teacher is recommended to be included in the staff list if there are at least 25 children with phonetic, phonemic and phonetic-phonemic speech disorders at the age of 4 years 6 months to 7 years in a state educational institution implementing a program of preschool education. The number of children with whom the teacher-speech therapist conducts classes during the month is 15 people.

The main tasks of a speech therapist teacher are:

— formation and development of phonemic hearing in children with speech disorders;

- correction of violations of sound perception and sound pronunciation;

- timely prevention and overcoming of difficulties of speech development;

- instilling in children the skills of communicative communication;

– solving problems of social and speech development;

- organization of the work of teachers of a state educational institution that implements preschool education programs to form the speech development of children.

A speech therapist teacher during the year conducts a survey of the speech development of pupils of a state educational institution that implements preschool education programs who have reached the age of three. Based on the results of the survey, a list of children for correctional work is formed, approved by the psychological, medical and pedagogical commission, which is created on the basis of the order of the district education department of the Moscow Department of Education. If the child has more complex speech disorders, the speech therapist gives recommendations to parents (legal representatives) about his transfer to an institution in which compensatory groups operate in order to achieve the maximum effect in correcting speech disorders.

The main forms of organizing work with children with speech disorders are individual and subgroup classes. A speech therapist is allowed to conduct them with the separation of children from classes in a group. The duration of the lesson should not exceed the time provided by the physiological characteristics of the age of the children and the "Sanitary and epidemiological rules and norms" 2.4.1.1249-03. The frequency of individual and subgroup classes, the occupancy of subgroups depends on the nature of the violation of speech development.

The total duration of the speech therapy course depends on the individual characteristics of the children and is usually 6 months for children with phonetic and phonemic speech disorders, and 12 months for children with phonetic and phonemic speech disorders.

The teacher-speech therapist, educator, head of the educational institution that implements preschool education programs is responsible for the mandatory attendance of classes by pupils.

A speech therapist interacts with teachers of state preschool educational institutions of a compensatory type for children with speech disorders, doctors of children's clinics and specialists of psychological, medical and pedagogical commissions.

To organize the work of a speech therapist teacher, an office is allocated with an area that meets sanitary and hygienic standards, in which there should be furniture appropriate for the age of children, wall and individual mirrors, speech therapy probes and spatulas, board games, toys, constructors, educational and teaching aids.

Approximate documentation of a speech therapist:

- minutes of meetings of psychological, medical and pedagogical commissions for the admission and release of children;

— individual speech card;

- calendar plan of work for each day;

- the work schedule of a speech therapist approved by the head of the institution;

- attendance register;

- a plan of measures aimed at preventing speech disorders in children (consultations and seminars for teachers of an educational institution and parents (legal representatives);

- a notebook for interaction with teachers of an educational institution (recommendations for conducting group and individual classes with children in a group);

- individual notebooks for corrective work with children.

These clarifications do not apply to public preschool educational institutions (groups) of a compensatory type for children with speech impairments.

Author's note. This document indicates the age limits of children with whom the speech therapist works at the speech center - 4.5-7 years. However, in previous documents it was indicated that the speech therapist only works with children of the senior and preparatory groups for school.

The document also states that during the year a speech therapist teacher must also conduct an examination of children 3 years old. Thus, the speech of children of primary preschool age (3-4 years old) is examined by two speech therapists: a speech therapist of a children's clinic and a speech therapist of a speech center.

According to the document under consideration, the frequency and duration of individual speech therapy sessions are determined by the speech therapist, depending on the nature of the child's speech disorder. This allows the speech therapist to conduct not so many classes as "supposed", but as much as necessary for this child.

This order also contains a list of documents that must be filled in by specialists of the speech center. One of the documents is a notebook of interaction between a speech therapist and teachers of groups whose children are speech therapy work. However, teachers of mass groups of kindergartens do not carry out such work. This is done only in speech kindergartens or speech therapy groups, for which educators receive a salary supplement. Since educators of mass groups do not receive such an allowance, it is recommended that a speech center specialist use not a notebook, but a sheet of interaction with educators, a sample of which is given on p. 61.

4. Job description of a defectologist teacher
(teacher-speech therapist, speech therapist)

Job description I approve

teacher-defectologist ____________________________

body of a legal entity

(founders)

____________________________

"__" __________200__ person authorized to approve

№___________________ job description

____________ _______________

(signature) (surname, initials)

"____" ______________ 200____

I . General provisions
The teacher-defectologist belongs to the category of specialists.
A person with a higher defectological education is appointed to the position of a teacher-defectologist

(no requirement for work experience);

teaching experience from 2 to 5 years;

__________________________________________________________________

from 5 to 10 years; from 10 to 20 years; over 20 years)

Appointment to the position of a teacher-defectologist and dismissal from it is carried out by order of the director of the institution on the proposal of __________________________________________________________________

__________________________________________________________________

The teacher-defectologist should know:

— the Constitution of the Russian Federation;

— laws of the Russian Federation, resolutions and decisions of the Government of the Russian Federation and educational authorities on education issues;

— the Convention on the Rights of the Child;

– age and special pedagogy and psychology;

— anatomical, physiological and clinical foundations of defectology;

- methods and techniques for preventing and correcting deviations in the development of students;

— regulatory and methodological documents on issues of professional and practical activities;

- program and methodological literature on working with students (pupils) with developmental disabilities;

— the latest achievements of defectological science;

— rules and regulations of labor protection, safety and fire protection;

The teacher-defectologist reports directly

__________________________________________________________________

(director of the institution, other official)

During the absence of a teacher-defectologist, his duties are performed by a person appointed by order of the director of the institution. This person acquires the appropriate rights and is responsible for the high-quality and timely performance of the duties assigned to him.
________________________________________________________________

__________________________________________________________________

II . Job Responsibilities

Defectologist teacher:

Carries out work aimed at the maximum correction of deviations in the development of students (pupils).
Examines students (pupils), determines the structure and severity of their defect.
Completes groups for classes, taking into account the psychophysical state of students (pupils).
Conducts group and individual classes to correct developmental disabilities, restore impaired functions.
Works closely with teachers and educators, attends classes and lessons.
Advises teachers and parents (persons replacing them) on the use of special methods and techniques for helping children with developmental disabilities.
Maintains required documentation.
It contributes to the formation of a general culture of the individual, socialization, conscious choice and development of professional programs.
Uses a variety of forms, techniques, methods and means of teaching within the framework of state standards.
Implements educational programs.
Ensures the level of training of students (pupils) that meets the requirements of the state educational standard, and is responsible for their implementation not in full.
Respects the rights and freedoms of students (pupils) contained in the Law of the Russian Federation "On Education", the Convention on the Rights of the Child.
He systematically improves his professional qualifications.
Participates in the activities of methodological associations and other forms of methodological work.
Communicates with parents (persons replacing them).
Complies with the rules and regulations of labor protection, safety and fire protection.
Provides protection of life and health of students during the educational process.
_______________________________________________________________

__________________________________________________________________

III. Rights

The teacher-defectologist has the right:

Get acquainted with the draft decisions of the management of the institution regarding its activities.
On issues within its competence, submit proposals for the management of the institution to improve the activities of the institution and improve working methods; comments on the activities of employees of the institution; options for eliminating shortcomings in the activities of the institution.
Request personally or on behalf of the management of the institution from structural divisions and other specialists information and documents necessary for the performance of his official duties.
Involve specialists from all (individual) structural divisions in solving the tasks assigned to him (if this is provided for by the regulations on structural divisions, if not, then with the permission of the head of the institution).
Require the management of the institution to assist in the performance of his duties and rights.
________________________________________________________________

__________________________________________________________________

A responsibility

The defectologist teacher is responsible for:

For improper performance or non-performance of their official duties provided for by this job description - to the extent determined by the current legislation of the Russian Federation.
For offenses committed in the course of carrying out their activities - within the limits determined by the current legislation of the Russian Federation.
For causing material damage - within the limits determined by the current legislation of the Russian Federation.
________________________________________________________________

__________________________________________________________________

Acquainted with the instruction: _______________________________

(signature, full name)

"_____" ____________ 200____

Author's note. This document specifies the general requirements for a specialist in a preschool speech center, indicates the main duties of a speech therapist teacher and his rights. also in job description the responsibility of the speech therapist, which he bears for improper performance or non-performance of the duties provided for in this document, is described.

The job description is approved by the head of the preschool educational institution and must be signed by a specialist when hiring.

It is filled in by a speech therapist teacher after examining students.

It is filled in for each student enrolled in a speech therapy center.

OU is an educational institution. The minimum group size is 3 students.

The regulation was developed on the basis of proposals for the creation of the “Regulations on the work of a speech therapist teacher in a kindergarten that does not have specialized groups in its structure”, compiled by an asset of defectologists in Moscow under the guidance of N.S. Cheley, head laboratory of defectology MIOO, with the participation of senior speech therapists O.P. Tsygankova (Zelenograd) and M.V. Mashkova.

Ekaterina Kharlamova
Documentation of a speech therapist teacher of a preschool educational institution

« Documentation of a speech therapist teacher of a preschool educational institution»

1. Regulatory the documents(job descriptions, regulations on the speech therapy center, safety instructions speech pathologist);

2. Work schedule speech pathologist, approved by the head;

3. Schedule of classes speech pathologist;

4. List of children enrolled in classes, approved by order for kindergarten;

5. A speech card for each child taken to classes, indicating the date of entry and end of classes, with a work plan for correcting identified speech disorders, progress results once every six months;

6. A schedule of classes with children at the logopoint, approved by the head;

7. Journal of the examination of the speech of children (from 3 to 7 years old, attending preschool;

8. Journal of registration of all children in need of speech therapy assistance;

9. Register of attendance at speech therapy classes for children;

10. Perspective work plan for the year;

11. Calendar plan for individual lessons with children;

12. Individual notebooks for classes with children;

13. Register of consultations with parents;

14. Journal of registration of consultations with teachers;

15. Relationship notebook teachers- speech therapist and educator;

16. Copies of reports on the effectiveness of corrective work for the academic year (for the last 3 years);

17. Materials for working with educators, specialists, parents (consultation seminars aimed at preventing speech disorders in children);

18. Cabinet passport.

Related publications:

Adaptation of children to the conditions of a preschool educational institution Early age is a period of rapid formation of all psychophysiological processes characteristic of a person. Timely and correct.

Documentation of the educator on the organization of the educational process Documentation on the organization of the educational process Calendar-thematic plan (daily) - planning is carried out according to educational.

Forms of interaction between the family and the preschool educational institution Years of experience shows that the family and the kindergarten are two important institutions for the socialization of children. Their educational functions are different.

Material for the competition "Educator of a preschool educational institution" Material For the regional stage of the professional competition "Educator of a preschool educational institution - 2018" Tatyana Viktorovna Berezutskaya.

Directions of work of educators of a preschool educational institution with parents An analysis of the work of educators with parents in preschool institutions often shows that, along with positive aspects cooperation.

Summarizing the experience of a speech therapist teacher on the topic: "Interaction between a speech therapist teacher and a primary school teacher in solving quality problems.

Organization of interaction of a preschool educational institution with society In order to enrich the horizons of children, taking into account their age features creative group of teachers MBDOU "Kindergarten No. 8" Tundrovichok ".

The system of work of a preschool educational institution for the patriotic education of preschool children In the Federal state standard basic general education indicates the need for the formation of “patriotism based.

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 defects - 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.

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 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.

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.

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:

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

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

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);

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.

Appendix 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

Classes	Oral speech disorders	Writing disorders	ONR	FFN	FN	Phonetic defect	stuttering	Dyslex, dysgr, conditioned ONR	Dyslex, dysgraph, conditional FFN
Students identified 1 class 2-4 grades
Enrolled in a speech therapy center 1 class 2-4 grades
Released 1 class 2-4 grades
Left 1 class 2-4 grade
dropped out 1 class 2-4 grade

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 deputy directors for academic work 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 carry out propaganda of 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;
- carry out regularly 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 verification work. 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.

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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 every child.
4. Overall plan 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

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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 period winter holidays a speech therapist examines the state of written speech of 1st grade students according to prescriptions 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).

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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 lessons. 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 conduct a group of children and separate them into classes or, conversely, gather a group of children (this may be necessary in the first months of 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 extended day groups are not entitled to detain a child or not let him go to classes with a speech therapist due to the immediate fulfillment by him homework or 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").

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.

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

Surnames, name of the child	Date of birth	Home address	Speech conclusion	The period for which the child is enrolled in a speech therapy group	Features of the behavior of the child at the time of the examination

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

Surname, name of the child	Date of Birth	home address	Speech conclusion upon enrollment	Length of stay in a speech therapy group	Speech conclusion at graduation

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 map records the erroneous answers of children, provides samples of children's statements with phonetic, lexical and grammatical errors. Speech card ends 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, on 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 drawn up 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 guidelines to complete the assigned 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 speech therapist plays a leading role in organizing correctional work. It builds skills 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 _____________________________________________________________

Speech conclusion

Number of children at the beginning of the school year

Dropped out during the school year

Arrived during the school year

Number of children at the end of the school year

Number of released children

Number of children left to continue education

With good speech

With significant improvement

No significant improvement

Comprehensive school

Secondary school (logopoint)

Special (correctional) school of type V

General developmental group of preschool educational institutions

FN (dysarthria, rhinolalia)

FFN (Dysarthria, rhinolalia)

Stuttering

Other speech disorders

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.

For the purpose of systematization and accounting 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 professional excellence teachers of special educational institutions is due to the modernization of correctional education, the improvement of scientific and practical approaches to diagnosis and correction various forms 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 in speech therapy groups or the leadership of preschool educational institutions. 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

№ p/n	Title of the document	Shelf life	Note
	Minutes of the meetings of the PMPK on the recruitment and release of children from speech therapy groups		Reason: Order of the Ministry public education RSFSR dated 09/20/88 No. 41 "On the documentation of preschool institutions", decision of the collegium of the Ministry of Education of the Russian Federation dated 04/12/95 "Model regulation on PMPK"
	Annual work plan for the formation of children's speech activity
	Certificates on the results of inspections of correctional and speech therapy work
	Speech therapist reports
	Children's speech cards	Before the decision of the PMPK to release the child from the speech therapy group
	Individual plan for working with a child
	Child's individual notebook
	Notebook of attendance by children of individual speech therapy took th
	Notebook of working contacts of a speech therapist and educators of a speech therapy group
	Plans (summaries) of 1 group t subgroup and individual lessons	Defined by a speech therapist
	Passport of a speech therapy room	constantly
	Plan for individual self-education of a speech therapist		In the case of passing certification for the assignment of a qualification category

List of documentation for a speech therapist teacher. An approximate plan for writing a speech pathologist report. An approximate scheme for conducting an individual speech therapy lesson

Regulatory documents

1. On the organization of the work of the speech therapy center
educational institution

2. Regulations on the organization of work
speech pathologist teacher in a kindergarten with no
in its structure of specialized groups

3. On the organization of work with children,with speech impairments, in stateeducational institutions implementing
preschool education programs

4. Job description of a defectologist teacher
(teacher-speech therapist, speech therapist)

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List of documentation for a speech therapist teacher. An approximate plan for writing a speech pathologist report. An approximate scheme for conducting an individual speech therapy lesson

Regulatory documents

1. On the organization of the work of the speech therapy center educational institution

2. Regulations on the organization of work speech pathologist teacher in a kindergarten with no in its structure of specialized groups

3. On the organization of work with children,with speech impairments, in stateeducational institutions implementingpreschool education programs

4. Job description of a defectologist teacher(teacher-speech therapist, speech therapist)

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1. On the organization of the work of the speech therapy center
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