Features of interaction between a speech therapist and educator in modern conditions of a preschool educational institution

Features of interaction between a speech therapist and educator in modern conditions of a preschool educational institution

Features of interaction between a speech therapist and educator in modern conditions of a preschool educational institution.

Abstract: Organization of comprehensive correctional work to overcome speech disorders in children with the participation of specialists of various profiles is an urgent task. Its successful solution is possible only if there is unity of requirements imposed by the educator and the speech therapist. Taking this into account, the creation of a system of interaction between preschool education specialists deserves special attention.

A distinctive feature of the educational process with children with speech disorders is that in addition to teaching, development, and educational tasks, the teacher also faces correctional tasks. The teacher is actively involved in eliminating speech defects in preschoolers. Therefore, the choice of methods and means of interaction with pupils of this category is important in their training and education.

The formation of correct speech is of great importance for the development of a child’s full personality. The preschooler’s consistent mastery of all components of speech without accelerating this process will in the future become the key to his successful learning at school. At the same time, the effectiveness of work on the development of children’s speech directly depends on the ability of the speech therapist and educator to plan it competently.

Taking this into account, the creation of a system of interaction between preschool education specialists deserves special attention. The process of interaction in the conditions of a modern preschool educational institution must be fine-tuned both in form (the presence of a partnership, understanding of the interests and professional tasks of the parties) and in content (the creation of joint programs to optimize the development of children).

When developing the content of activities in this direction, it was taken into account that the interaction process should be based on the principles of partnership, dialogism, as well as complementarity and continuity. Therefore, during the school year, meetings were held during which educators and the speech therapist teacher exchanged opinions on the forms and content of joint work and the process of preparing children for school.

At the beginning of the school year, the speech therapist teacher introduces the results of the examination of children, as well as the program of correctional work for the school year, explains the goals, objectives and methods of implementing the program, determines the timing and duration of its implementation, and conducts a joint discussion of ways to implement the assigned rehabilitation tasks children with speech disorders. When determining the content of correctional and developmental work, a long-term plan is discussed, and the most rational methods for carrying out speech correction for each child are specified.

Target:

• building a unified system of interaction between a speech therapist and preschool educators

Tasks:

• Develop unified (variable) approaches to the interaction between a speech therapist and a preschool teacher.
• Select new effective and exchange existing forms of interaction in a specialized preschool educational institution.
• To delimit the areas of responsibility of the speech therapist and preschool teachers in correctional and developmental work.
• Select software for interaction between a speech therapist and teacher using ICT.

Work plan:

Interaction between a speech therapist and educators during diagnosis, determination of volumes and spheres of influence, forms of cooperation.

Interaction between a speech therapist and educators during correctional and developmental activities, forms of cooperation.

Functionality of a speech therapist and educators.

Building interaction using information and computer technologies.

Planned result: selection and development of unified (variable) approaches to the interaction between a speech therapist and preschool teachers.

The coordinated work of a speech therapist and educators is based on the following principles:

1. The principle of an integrated approach to the organization of the correctional pedagogical process.
2. The principle of unity of diagnosis and direct correctional pedagogical process
3. The principle of cooperation between the speech therapist teacher, educators and children
4. The principle of taking into account the interests of all participants in the correctional pedagogical process.
5. The principle of a differentiated approach to logopaths in the process of educating them to correct speech.

For ease of use, we have developed:

1. Long-term plan for interaction with specialists.
2. Notebooks for interaction with teachers of compensatory groups for organizing correctional and developmental work in the afternoon.
3. A sound screen that displays the stages of work on speech sounds for each child.

Joint correctional work in a speech group involves solving the following tasks:

• Speech therapist forms primary speech skills in children-speech therapists
• The teacher consolidates the formed speech skills

Main types of organization of joint activities of a speech therapist and teacher

1. Joint study of the content of the training and education program in a special preschool institution and drawing up a joint work plan.

2. Joint planning of the teacher’s classes, ensuring the necessary consolidation of the material in various types of children’s activities.

3. Discussion of the results of joint study of children, which was conducted in the classroom and in everyday life.

4. Joint preparation for all children's holidays (the speech therapist selects speech material, and the teacher consolidates it).

5. Development of general recommendations for parents.

A speech therapist teacher must not only teach educators how to work with each child, but also monitor the implementation of his recommendations. The relationship notebook, where the speech therapist teacher enters his assignments, is filled out once a week.

The content of the work is revealed in three sections:

1. Five-minute speech therapy sessions.

2. Games and exercises.

3. Corrective and developmental activities in an individual form.

Speech therapy five-minute sessions can be used by teachers in different situations and other activities. Five minutes should be short enough, they should not be turned into a long process. They should be carried out in a playful and entertaining way against a good emotional background. Five-minute sessions should correspond to the lexical topic studied during the week and contribute to the development of all components of speech in children. The speech therapist teacher, in turn, must indicate the goals and objectives that are pursued when performing each task, and give a detailed description of them.

Games and exercises recommended by a speech therapist can be taught by teachers in the afternoon or used during dynamic breaks.

Corrective and developmental activities in an individual form are carried out by the teacher, both in the first and second half of the day. Every day, the teacher works with 2-3 children and conducts articulatory gymnastics, tasks on automation and differentiation of sounds, as well as tasks on those sections of the program that children learn with the greatest difficulty. Considering that teachers have card indexes of games, exercises for the development of visual and auditory attention (memory), fine motor skills, exercises for the development of coordination of speech with movement, and each card in the card index has its own number, the speech therapist only needs to indicate the card number. This makes it easier for the speech therapist to write daily assignments for educators.

A speech therapist teacher observes the work of a teacher with children, attending direct educational activities, noting positive aspects, and also analyzes those types of work that were unsuccessful and did not give the expected result. Such visits show the teacher-speech therapist a complete picture of correctional and developmental work, expands their understanding of correctional work, they master the techniques, methods, and teaching technologies that the specialist owns.

Only a close relationship in the work of a speech therapist and educators makes it possible to achieve positive results in correcting the speech of preschoolers.

Interaction between a speech therapist and a teacher using ICT

• Conducting finger games with children and breathing exercises using a computer by the teacher of the speech therapy group during scheduled moments and during the speech therapy hour in the afternoon, on the recommendation of the speech therapist
• the use of a certain video sequence (for example, picture material on lexical topics) for demonstration in complex classes conducted jointly by a teacher and a speech therapist of a speech therapy group, as well as for the teacher to reinforce educational material in his classes and during scheduled moments in the afternoon
• the use of various speech therapy games and exercises in individual lessons of the teacher on the instructions of the speech therapist.

Speech therapy classes using computer programs and technologies are conducted in compliance with SanPiNov standards:

• using new computer models
• working with a computer in one lesson for a short time (5-10 minutes) and no more than twice a week (individually, depending on the age of the child, his nervous system)
• Carrying out hygienic exercises for the eyes; while working, we periodically move the child’s gaze from the monitor every 1.5 - 2 minutes for a few seconds
• inclusion in speech therapy classes of games aimed at preventing visual impairment and developing visual-spatial relationships

At the end of the school year, final meetings between educators and the speech therapist are held, during which difficulties in organizing joint correctional and educational work are discussed, the effectiveness and prospects of activities are determined, and the dynamics of children’s development are assessed.

It should be noted that the interaction between teachers and speech therapists organized in this way made it possible to ensure positive dynamics in the speech development of children, which is one of the key indicators of children’s readiness for school.

Yaroshenko L.Yu., speech therapist

1. Interaction between the music director, speech therapist and educator
2. Plan of interaction between a speech therapist and participants in the correctional pedagogical process
3. The relationship between the work of a speech therapist teacher and a teacher in a speech therapy group for children with special needs development disorders (from work experience)
4. Self-analysis of the work of a teacher-speech therapist on the methodological topic: “Modern forms of interaction between teacher-speech therapist and family”
5. The use of modern educational technologies in the practical activities of a preschool teacher-speech therapist

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INTERACTION IN THE WORK OF A Speech-Language Pathologist AND TEACHER IN A PRE-CARE CARE FOR CHILDREN WITH SPEECH DISORDERS

It is in preschool age that the physical and mental health of children is formed, the intensive development and formation of all systems and functions of the child’s body occurs, the nervous system is improved and higher nervous activity develops. All this creates the prerequisites for the further development and formation of cognitive mental processes and the child’s personality, mastering new types of activities.

Based on practical experience, we can say with confidence that the number of children with speech disorders is not decreasing, but increasing. Speech pathology develops self-doubt and internal discomfort in children. Often their health is weakened, the nervous system is unstable, either emotional excitability or inhibition is manifested, the articulatory apparatus is poorly developed, general and fine motor skills are impaired, attention is unstable, performance is reduced, and the exhaustion of nervous processes is increased. Children have a number of psychological and pedagogical characteristics that complicate their social adaptation and require targeted correction of existing disorders.

One of the important tasks that the Federal State Educational Standard for Preschool Education is aimed at is ensuring equal opportunities and accessibility of education for the full development of children with disabilities. Children with deficiencies in speech development (SD), confirmed by a psychological, medical and pedagogical commission, need to create special conditions for receiving education, timely and corrective speech therapy assistance. Education for this category of children is carried out according to an adapted educational program, taking into account the characteristics of psychophysical development, individual capabilities for the correction of speech disorders and social adaptation. The implementation of educational areas in the adapted program is carried out using a correction program. To master the program, children with SLD need qualified assistance from all participants in the educational process, based on close relationships, unity of requirements and continuity in work.

Correctional and developmental work in the speech therapy group to overcome speech development disorders in children is thoughtful and strictly systematized, speech therapy is integrated into the entire educational process (Fig. 1). Therefore, close cooperation between the speech therapist and the teacher plays a special role in speech therapy work.

Cooperation between a speech therapist and educator is based on the following principles: complexity, systematicity and consistency, individuality of approach, cooperation, unity and timeliness of diagnosis.

Correctional and educational work in a speech therapy group should be thoughtful and systematic, in which a unified speech regime will be observed, speech therapy in all types of children’s activities, from their arrival in kindergarten to leaving.). Thanks to this organization of the correctional educational space, children have the opportunity to consolidate their acquired speech skills and gain more practice in free speech communication. The regime in the speech group differs significantly from the generally accepted (norm), the load is distributed evenly throughout the day and the implementation of set goals is achieved without unnecessary stress and overwork.

Interaction in the work of educators and speech therapists is carried out in the following forms:

— joint discussion of the results of examination of children in the speech group;

— the teacher preliminarily prepares children for the perception of program material in speech therapy classes, thereby providing a cognitive and motivational base using the necessary minimum vocabulary outlined by the speech therapist;

— in the evening, the teacher works to consolidate the results of children according to the instructions of the speech therapist (relationship notebook);

— the teacher uses various complexes of self-massage and gymnastics (breathing, articulation, finger exercises);

— the teacher, together with the speech therapist, plans and conducts final activities after completing lexical topics;

— the teacher’s attendance at speech therapy classes, the speech therapist supervises the classes conducted by the teacher;

— creation and replenishment of a speech therapy corner in the group;

— joint preparation of children for holidays and entertainment;

— joint preparation and holding of parent meetings, consultations, classes.

One of the important issues of relationship in the work of a speech therapist and teacher is the distribution of tasks. It is important that each participant in the educational process solves both correctional and educational problems. Therefore, the development of speech of children in a speech therapy group is carried out in a coherent system and is connected with all sections of the program.

Table - Tasks facing participants in the educational process

Many of the correctional tasks are solved jointly by the speech therapist and the teacher. An example of this is the stages of work on a lexical topic (Fig. 2).

Diagnostic examinations in speech groups are carried out at least twice a year. The final diagnostic data are compared with the data from the initial examination. Based on the results obtained, the speech therapist and teacher determine the further individual educational route for each child and outline ways to increase the effectiveness of correctional and educational work.

Thanks to the close relationship and cooperation of the speech therapist and the teacher, the ultimate goal of all correctional work is achieved - achieving positive dynamics in the speech development of children and their readiness to study at school.

Bibliography

1. Identifying and overcoming speech disorders in preschool age: method. allowance / I.Yu. Kondratenko [and others]. – M.: Iris-press, 2005. – 219 p.

2. Lizunova, L.R. Organization of a unified educational space for children with speech impairments in preschool educational institutions: software and methodological manual / L.R. Lizunova. – Perm: From and to, 2010. – 114 p.

3. Mironova, S.A. Speech development of preschoolers in speech therapy classes: a book for speech therapists / S.A. Mironov. – 2nd ed. – M.: TC Sfera, 2007. – 192 p.

4. Povalyaeva, M.A. Speech therapist's reference book / M.A. Povalyaeva. – 8th ed. - Rostov n/d.: Phoenix, 2007. – 445 p.

5. Programs of preschool educational institutions of a compensatory type for children with speech disorders / G.V. Chirkova, T.B. Filicheva, T.V. Tumanova [and others]. – M. Education, 2008.

6. Filicheva, T.B. Speech therapy work in a special kindergarten: study. allowance / T.B. Filicheva, N.A. Cheveleva. – M.: Education, 1987. – 142 p.

7. Filicheva, T.B. Elimination of general speech underdevelopment in preschool children: practical work. allowance / T.B. Filicheva, G.V. Chirkina. – 4th ed. – M.: Iris-press, 2007. – 224 p.

Interaction between a speech therapist and a speech therapy group teacher

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

The natural way to implement speech therapy is through the relationship and interaction of a speech therapist and a teacher.

The main task of teachers’ correctional work is to teach children to express their thoughts coherently, consistently, grammatically and phonetically correctly.

The successful implementation of correctional and educational work in a group setting for children with speech impairments presupposes the relationship in the work of the speech therapist and the teacher and, what is extremely important, the correct distribution of responsibilities between them.

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

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

The work is structured taking into account age, group profile and individual manifestations of speech defects.

Tasks of interaction between a speech therapist and a teacher

Tasks of a speech therapist:

1. Examination, identification of children with speech disorders.
2. Studying the level of speech, cognitive, social-personal and individual characteristics of children.
3. Determining the main directions and content of work with each child.
4. Systematic implementation of correctional work with children, in accordance with their individual and subgroup programs.
5. Assessing the performance and assistance of children and determining the degree of their readiness for school.
6. Formation of information readiness for correctional work among the teaching staff of preschool educational institutions and parents. Assistance in organizing a complete speech environment.
7. Coordination of efforts of teachers and parents. Control over the quality of work performed.

Tasks of educators:

1. Providing students with comfortable conditions for development, training and education.
2. Creating an environment of psychological, pedagogical and speech support for the child:

• consolidation of speech skills in individual lessons on the instructions of a speech therapist (correctional hour).
• Conducting group classes on speech development. These classes are conducted by the teacher according to a scheme different from similar classes in mass groups.
• systematic control over delivered sounds and grammatically correct speech.
• enrichment, clarification and activation of practiced vocabulary in accordance with the lexical topics of the program.
• development of articulatory and finger motor skills.
• development of attention, memory, logical thinking in games, exercises on defect-free speech material.

1. Carrying out the necessary work on speech prevention and correction. Ensuring the effectiveness of general and speech preparation for school.
2. Increasing the psychological and pedagogical culture and competence of parents, encouraging them to consciously work on the individual development of a preschooler in the family.

The main directions in the work of a speech therapist and educator

There are two main areas in the work of a teacher and speech therapist:

• correctional and educational
• general education

The teacher, together with the speech therapist, participates in the correction of speech disorders, as well as the processes associated with it, and, in addition, carries out a number of general educational activities provided for by the mass kindergarten program (mental, moral, aesthetic, patriotic, etc.) However, it is necessary to take into account that of the two directions, the first – correctional and educational – is the most significant and leading. And the second - general education - to subordinates.

Corrective work is carried out under the guidance and control of a speech therapist. His leading role is explained by the fact that he knows better the speech and psychological characteristics of children, the degree to which each person lags behind the age norm, and the dynamics of all correctional processes.

The coordinated work of the speech therapist and group educators is based on the following principles:

• the principle of an integrated approach to organizing the correctional pedagogical process
• the principle of unity of diagnosis and direct correctional pedagogical process
• the principle of cooperation between the speech therapist teacher, educators and children
• the principle of taking into account the interests of all participants in the correctional pedagogical process
• the principle of a differentiated approach to speech pathologists in the process of educating them to correct speech

Forms of collaboration

• joint comprehensive thematic planning
• exchange of information, discussion of children's achievements
• personal contacts, conversations
• consulting teachers on the results of diagnostic studies, consulting on personal difficulties (most often these are issues related to correction methods)
• practical seminars, medical and pedagogical advice, open viewings of classes (mutual visits between speech therapist and teacher)
• joint preparation for all children's holidays, maintaining joint documentation (interaction notebooks)
• design of methodological piggy banks, memos, parent corner

The teacher must monitor the child’s speech and correct it not only in his classes, but throughout the entire working day. It is very important that mistakes are corrected correctly by the teacher. You cannot imitate or ridicule, as this can lead to a decrease in speech activity and form in the child a negative attitude towards the teacher and learning in this group.

During classes, mistakes are recorded by the teacher immediately. Instantly and immediately. It is appropriate to use words such as “incorrect”, “incorrect”, “said incorrectly”. During ECD, it is better to involve all children in the group in correcting mistakes in order to form monitoring of the speech of others. If the mistake cannot be corrected by the child himself or a friend, then the teacher must correct the child himself.

Ryzhkova Ekaterina Evgenievna teacher-speech therapist of MOAU "Secondary School No. 24 of Orsk" Orsk, Orenburg region.