Plans for individual speech correction work with children with special needs; methodological development on speech therapy on the topic

Organization of speech therapy work in preschool educational institutions

An individual plan of speech therapy work for each child is important for the work of a speech therapist. It includes the implementation of the assigned tasks:

• Search for speech problems.
• Correction.
• Prevention.

To begin work, parental consent is required for a speech therapy examination at a preschool educational institution. Correction takes place in individual and group form. The number of classes depends on the child’s success. During classes, children do:

• Articulation and finger gymnastics.
• Staging sounds.
• Consolidating acquired skills.

Why do you need a speech therapist in kindergarten?

This is what a speech therapist does in kindergarten:

• Help in producing sounds.
• Development of fine motor skills.
• Develops memory and attention.
• Teaches the correct formulation of a sentence.

Important! The speech therapist, with the help of his exercises, develops the child and gives a start to school life.

To achieve these goals, it is necessary to provide the group with all types of speech therapy classes:

• Strengthen the muscles of the mouth.
• Do articulatory gymnastics.
• Play with small objects.
• Learn to identify sounds.

Standards for speech therapy services in preschool educational institutions according to the Federal State Educational Standard

The Federal State Educational Standard provides children with equal rights to receive qualified assistance. The regulations establish the principles of work, directions, forms and mode of activity of a speech therapist.

The Federal State Educational Standard is aimed at implementing the principles:

• Early detection of problems.
• Comparisons of speech and child development.
• Comparison of speech in different situations.
• Individual approach to the child.

Upon admission to work, a speech therapist receives a regulation on the speech therapy service at a preschool educational institution in accordance with the Federal State Standards.

The relationship between the speech therapist and the group teacher

To solve problems with speech defects, an integrated approach is required, therefore the relationship between the speech therapist teacher and the speech therapy group teacher is very important. Collaboration includes:

• Planning lessons.
• Information exchange.
• Developing interest in learning.
• Removing barriers associated with speech problems.
• Favorable atmosphere in the team.
• Preparing children for exercises with a speech therapist.
• Joint consolidation of results.
• Observation.

During the games, there is speech therapy entertainment in the preparatory group. At this time, children play games that help improve the pronunciation of sounds and develop logic.

Important! In a playful form, the teacher arouses interest in letters, strengthens relationships in the group, broadens horizons, and increases vocabulary. Exercises are carried out using didactic material, books, toys.

Producing vowel sounds in children

Interaction between a speech therapist and a psychologist in a preschool educational institution

The interaction between a speech therapist and a psychologist in a preschool educational institution is necessary, because speech problems are often the result of psychological ones. Deviations in speech are accompanied by low activity, insufficient communication skills, decreased knowledge of the world, poor memory, increased excitability, short temper, touchiness, frequent mood swings, and tearfulness.

Working together stimulates the child’s speech and cognitive development. They plan, examine the results, and make recommendations regarding everyone's work. They are trying to eliminate dysarthria and dysgraphia together.

Pedagogical credo of a speech therapist teacher

A speech therapist understands that children need him. The child’s faith in his own abilities, invested by a specialist, works wonders. The success of every child with speech problems is the success of the teacher. You can find an approach to every child; this is the main credo of a speech therapist.

Calendar plan of correctional work for children with FFDD (6-7 years old)

• Speech therapist.No
• FFNR
• Corrective work plan for children with FFDD

When learning letters, you can use a traditional primer (it will just be a different sequence of letters). If the child does not pronounce some sounds, then it is better to study the letters using a speech therapy primer (where the hard-to-pronounce letters L, Ш, Ж, Р, etc. will be studied at the end of the primer - by this time the sounds can be added). The most important thing is not to forget about phonics analysis, reading and writing!

September

October

November

December

January

February

March

April

May

Schedule of speech therapist classes in kindergarten

The schedule of speech therapist classes in kindergarten can be obtained from the administration. A speech therapist must work 20 hours a week for only 5 days. The schedule is drawn up taking into account the children's time.

Diagnosis of problems occurs in September and May. For one salary, a speech therapist can help no more than 25 children per year. A speech therapist can pick up children for correction from any preschool classes (with the exception of music and physical education).

The relevance of timely diagnosis of speech disorders in children

The formation of a child’s speech occurs gradually.

Important! If problems are detected, you should agree to a speech therapy examination at the preschool educational institution. Early diagnosis and timely correction will save the child from psychological problems. They can be caused by a lack of understanding among peers and constant corrections from parents.

Technological map of speech therapy classes in preschool educational institutions according to the Federal State Educational Standard

The technological map of speech therapy classes in preschool educational institutions according to the Federal State Educational Standard includes material that contributes to the development of the learning process. It includes varieties of speech therapy approaches.

Types of speech therapy classes

Organization of speech therapy work in a preschool educational institution involves several types of exercises with children:

• Group classes.
• Exercises with children with one defect.
• Lessons with one child.

All exercises have their own goals:

• Acquiring new skills.
• Improving successes.
• Repetition of learned skills.
• Studying tasks for working at home.

Important! Properly organized classes provide a greater likelihood of success!

Individual sessions

Individual lessons are held 2 times a week for 20 minutes. For mild disorders of the speech therapy system, it is prescribed 3 times a week for 15 minutes. The speech therapist is faced with the task of paying attention to exercises that do not work out in group classes and do not bring the desired effect.

A complex of articulatory gymnastics in kindergarten for children 3-4 years old

During classes, the student must learn to speak a certain sound and consolidate this skill.

Important! The material that children study complies with the norms and standards of the state educational pedagogical program.

Group classes

Group classes involve classes with children with the same speech problem. Classes are held in a small group. Preschoolers can practice learning sounds in pairs. This can automate the examination of children's problems against a background of comparison by a speech therapist.

Frontal exercises

During frontal classes, the entire group of the institution takes part. Frontal speech therapy classes in Konovalenko’s senior group are used with didactic material. The tasks are designed for different levels of children.

A network of activities in a preparatory school group for children with general speech underdevelopment

Approximate distribution of classes by day of the week

Correctional and educational activities of teachers

Children with general speech underdevelopment often have distinctive personal and behavioral characteristics. Workers in correctional groups sometimes have to act as a psychologist or psychoanalyst in order to resolve a conflict that has broken out between children or to quell the unreasonable dissatisfaction of parents. We must not forget that the success of long-term and intense correctional activities of the speech therapist and teachers can be crossed out by several conflicts in the group.

Let us dwell on some of the problems of raising children with general speech underdevelopment and ways to resolve them.

Adaptation of a child in a new team. Speech therapy groups are usually made up of different children: those who have never attended kindergarten, those who have attended it sporadically, those who have studied in mass groups on a regular basis. However, no matter where the child came from in the correctional group, for him it is always a change of regime, team, environment, etc. It is not easy for any child to readjust, to get used to systematic classes, to the need to do homework, to communicate with unfamiliar adults and children. This contrast is especially great for children who have not previously attended kindergarten.

In many ways, the child’s adaptation period is facilitated by psychological preparation and the appropriate attitude created by the parents, especially the baby’s mother. Here you can not spare the colors and tell your son or daughter what a wonderful group, what kind teachers, how much mom liked the bedroom, gym, area, etc. It is important to calm the baby down, relieve anxiety and fears associated with waiting for the unknown. Sometimes some children, as a result of nervous overload associated with adaptation, experience painful reactions, for example, daily prolonged crying in the morning, neurotic vomiting, enuresis, loss of appetite, aggressiveness towards peers, etc.

It is important to distinguish between prolonged addiction and a painful state. The first lasts on average a month and, given a calm atmosphere in the new group, a friendly, gentle attitude towards the child on the part of teachers and other children, passes without additional measures of influence. It’s another matter when, even after two months from the start of being in a new group, morning whims or hours of crying after parting with the mother continue and no educational measures can calm the child. Naturally, in such cases, visiting a speech therapy group turns into torture for the child and his family, and the rest of the children suffer: their mood is spoiled, classes are disrupted, the teacher is upset. What should I do?

In such cases, the child’s dissatisfaction (whims, regular conflicts, affective outbursts, refusal to do activities, low mood) may be the result of a functional disorder or residual organic damage to the central nervous system; This baby needs the help of a neuropsychiatrist.

However, not all the child’s relatives calmly and adequately react to the recommendation to visit this particular doctor. As experience shows, they are stopped by “harmful” medications and the shame of contacting a neuropsychiatrist. But let's figure it out.

Firstly, the harm from untreated states of depression, affective arousal, and deformation of the psychological atmosphere in the child’s mind is extremely dangerous and sometimes destructive for his personality and health. And the benefit that normalization of the psychological state will bring is incomparable with the short-term interest of the body during the treatment period.

Secondly, the psychoneurologist corrects the child’s attention and memory, his exercise ability and learning ability, his attitude towards himself and his relationships in the team. What's so shameful about this?

So, the group speech therapist refers the child for treatment when pedagogical measures have been exhausted and have not brought results. The child's relatives, of course, have the legal right to refuse treatment. But what about the moral burden that will remain on the parents’ conscience for the rest of their lives? They could have helped but they didn’t...

Causes of child conflict. A teacher who is ignorant of the problems of correctional work puts forward the only reason for disobedience or conflict in a child: he is poorly brought up. A teacher familiar with correctional activities knows that there can be many reasons for conflict. According to the author’s experience, they may be: an oppressive father, lack of affection from the mother, quarrels between parents, increased demands on the child from relatives, the appearance of a younger brother or sister in the family, and many others. And these are just the reasons related to the home environment. In addition to them, it is important to take into account anamnestic data (information about the birth and progress of the child’s development obtained from the mother), as well as the personal and characterological characteristics of the baby (for example, impressionability, submissiveness, unmotivated stubbornness, cruelty, pugnacity, tendency to affect, isolation, etc. .). Only by summing up all the data about the characteristics of raising a child in a family, the course of his development from the moment of birth, as well as the results of observations of behavior in different situations, can we draw a conclusion about the causes of conflict.

The choice of individual measures of influence on the child. In correctional groups, the teacher is sometimes faced with non-standard behavior of the child (refusal to go for a walk, reluctance to dance in a music lesson, a complete lack of distance in communication with adults, etc.). The use of traditional methods in such cases is unsuccessful. Let me explain with an example.

The teacher invites the children to dress for a walk. One of the children refuses, goes to the group and starts playing with cars. Begging, persuading, shaming, scaring - everything is useless. And leaving a child in a group alone, unattended, is dangerous. What to do?

In similar cases, it is important for the teacher to take into account that negativism (opposition to requests) usually arises as a child’s defensive reaction to psychological pressure. And “putting pressure” on such a child, “fighting” with him, only means aggravating the child’s aggressive state and achieving nothing. It is necessary to search and select a special “key”, but with affection, gently, without pressure or indignation.

Another example. A child with increased excitability and motor restlessness. Running and movement for such a baby are a way to relax. Punishing him, putting him in a chair means accumulating an even greater charge, which is unknown when, on whom and how it will work. And again you need to look for your “key” - an interesting, active, motor activity for the child.

There are many such examples that can be cited. Here are just the most typical restrictions: a vulnerable child should not be reprimanded in front of everyone, an impressionable child should not be frightened, an inhibited child should not be punished for falling behind. But what is possible? How to influence non-standard children? How to accustom them to the norms of behavior in a team?

Here it is appropriate to recall a wise ancient saying, which is surprisingly suitable for the activities of defectologists. The essence of the saying is this: we need patience to change what can be changed, courage to endure what cannot be changed, and wisdom to distinguish the first from the second.

In pedagogy in general, and in correctional education in particular, there are no ready-made recipes. Each teacher in his activities is guided by his own life principles, religious views, moral standards, level of knowledge, life experience, etc. One thing is unshakable - a careful, thoughtful, purely individual approach to a problem child.

The psychological atmosphere of the correctional group consists of the attitude of each teacher towards the children, as well as the relationship of the teachers themselves. The teacher’s friendly, affectionate and emotionally upbeat tone is comfortable for the child. With this style of teacher behavior, the need for censure is minimized. Sometimes it is enough for a teacher to express displeasure only with facial expressions, without words. There is no need for long edifications or explanations to the child about the error of his behavior: the child immediately guesses this in contrast to the usual mood of the adult. And when the kid corrected himself (returned the taken toy, apologized to the offended friend, swept up the scattered garbage, etc.) - here you should not mince words to emphasize the positive situation for both the “hero” and the rest of the children. Naturally, the kindness, gentleness and goodwill of the teacher should not be confused with permissiveness, otherwise they can quickly turn into uncontrollability of the children's team. And how important it is for a teacher to achieve a reasonable combination of the exactingness of a wise teacher and the subtle understanding of a caring friend in the manner of communicating with children!

The teacher's assessments, his example and personality as a whole play a huge role in the formation of behavioral stereotypes of a preschooler. It is important that these stereotypes correspond to the child’s age and generally accepted moral standards. And the higher the responsibility of the teacher to children, who accept him without criticism and selectivity, imitate him and involuntarily model their behavior, manners and even habits after his example. In this regard, the nature of the relationships between adults in the teaching staff of the group is also important. Three adults (speech therapist, teacher and assistant teacher - nanny) communicate with each other in front of the children. The sincerity of their statements and the emotional coloring of their speech are unmistakably captured by children, and children directly react not to words, but to the psychological atmosphere, and it improves significantly when there is mutual understanding, continuity, unity of principles of education and goodwill in the relationships and actions of adults.

The above-mentioned problems, of course, do not cover the entire range of correctional and educational tasks and ways of their implementation. However, I would like to hope that, when resolving another difficult educational situation, one of my colleagues will use the ideas of this chapter.

Thematic annual plan for frontal classes of a speech therapist with children of the seventh year of life (preparatory group for children with general speech underdevelopment)

In the preparatory group for school (as well as in the senior group), taking into account the structure of the defect, the speech therapist conducts 2 types of group (frontal) classes:

classes to improve lexical and grammatical concepts and develop coherent speech;

classes to improve sound analysis skills and literacy training.

Annual training is conventionally divided into 2 periods: 1st - from September 1 to December 31 (2 weeks of examination, then approximately 14 weeks of training); 2nd - from January 1 to May 31 (approximately 20 weeks).

A promising thematic lesson plan for improving lexical and grammatical concepts and developing coherent speech

Speech therapy examination card for a preschooler

After the examination, the speech therapist must fill out a speech card according to the federal form. Its content includes data on speech, hearing, breathing, stuttering, sound pronunciation, the structure of the articulatory apparatus, and motor skills. The speech therapist makes a conclusion based on the problems presented.

Data from children with ODD are transferred to the student’s speech therapy record. Students must also undergo a professional speech assessment. They are also assessed by reading the textbook.

Parental consent to speech therapy examination at a preschool educational institution

Before examining the baby, parents must sign a consent form for the study. After this procedure, the parent will be fully informed about the condition of their baby. This information is not disclosed to outsiders. The speech therapist, in turn, is obliged to think through a treatment plan when problems are detected and give recommendations. The parent must ensure that the child is accompanied to classes.

We draw up an individual speech therapy plan for each child

After drawing up a speech map, a treatment plan is thought out. It specifies all the procedures necessary to correct defects. By opening it, you can see all the information about the conclusion.

It describes the required activities:

• Articulation, finger and breathing exercises.
• Studying sounds and introducing them into conversation.
• Studying phonetics.
• Correction of sentences and words.
• Vocabulary and grammar lessons.
• Improving connections between words.
• Communication with a psychologist.
• Preparing to write.
• Games for developing fine motor skills.

Preschool speech therapy is an important element in the life of a future schoolchild. It will help you formulate your speech and learn how to pronounce sounds correctly. This will save the future student from psychological problems at school.