Filicheva Chirkin's program for correction of speech impairment. T.B

Question. Please tell me, is it necessary to include the section “Corrective and Inclusive Pedagogy” in the Program if there are no children with disabilities in the preschool educational institution? And if children with disabilities come, then what? Make an application to the Program?

Answer: to section III clause 3.2.7. Order of the Ministry of Education and Science of the Russian Federation dated February 21, 2014. No. 08-249).The AOOP of a preschool educational organization is developed if there are such children.

Question. Good afternoon The speech therapy center in our kindergarten was closed. Instead, according to the manager’s order, combined groups were organized for children with STD. The children's parents passed the PMPC. Speech therapy reports for children - FFF and ONR. Question: Is there one AOP written for all children or for each child? And is an educational route necessary for everyone, or is it enough to have a specialist work plan specifically for the child?

Answer. An individual educational route for a child with disabilities is developed by PMPK (see Semago N.Ya. Technology for determining an educational route for a child with disabilities. Inclusive education. Issue 3. Methodological manual. M.: Center "School Book". 2010) .When developing an AOOP, it is necessary to provide for and justify strictly defined options and forms of organizing the education of each category of preschoolers with disabilities. In your case, these are different educational programs: for children with functional disabilities and for children with special needs. (With m. Comments on the Federal State Educational Standard for Preschool Education to section III clause 3.2.7. Order of the Ministry of Education and Science of the Russian Federation dated February 21, 2014. No. 08-249).

Question. During the development of the educational program for our preschool educational institution, the question arose: what section to add to the program if we have a disabled child (there is no need to develop a separately adapted program for a disabled child), but according to his individual rehabilitation card for all its sections, except for medical measures rehabilitation from the Lipetsk Region Health Department, there are no recommendations, i.e. in the section on psychological and pedagogical rehabilitation activities, he does not need recommendations on the conditions for organizing training, and does not need psychological assistance from the preschool educational institution. And so on for all sections of this map. How to proceed in this case?

Answer. According to the text of this letter, the education of this child should be carried out according to the educational program of a preschool educational organization, taking into account medical indications.

Question. Please tell me how to write an adapted program for a disabled child of health group 5. Diagnosis: dyserythropathic anemia, no abnormalities, only release. Thank you in advance.

Question. Hello, in one of the kindergartens in our area, N.V.’s speech therapy program is being implemented. Beggar for children with severe speech impairments (general speech underdevelopment) from 3 to 7 years. Workbooks by O.S. Gomzyak “Speaking Correctly” are also used, but they do not belong to the educational and methodological set of the program by Nishcheva N.V. Can we indicate O.S. Gomzyak’s workbooks “Speaking Correctly” in the organizational section of the OOP DO.

Answer. You can. The content of the AOOP is developed in accordance with the requirements of the Federal State Educational Standard for preschool education, taking into account the PEP of preschool education, using comprehensive programs, special programs for the training and education of children with disabilities, partial programs, etc. (see. Comments on the Federal State Educational Standard for Preschool Education

Question. Our educational institution implements special education programs taking into account the “Childhood” program; there is one compensatory group for children with mental retardation and special needs. Please tell me whether, implementing N.V. Nishcheva’s program in a compensatory group, we should conduct educational activities on the author’s lexical topics or we can use the general thematic planning of the preschool educational institution. Wouldn't this be a violation?

Answer. According to the Federal Law "On Education in the Russian Federation" dated December 29, 2012 N 273-FZ. Article 79. Organization of education for students with disabilities. clause 2. General education of students with disabilities is carried out in organizations that carry out educational activities according to adapted basic general education programs. In such organizations, special conditions are created for these students to receive education. (cm. Comments on the Federal State Educational Standard for Preschool Education to section III clause 3.2.7. Order of the Ministry of Education and Science of the Russian Federation dated February 21, 2014. No. 08-249) The content of the AOEP is developed in accordance with the requirements of the Federal State Educational Standard for preschool education, taking into account the PEP of preschool education, using comprehensive programs (including an adapted program of correctional and developmental work in a speech therapy group for children with severe speech impairments (general speech underdevelopment) with 3 to 7 years old” by N.V. Nishcheva), special programs for the education and upbringing of children with disabilities, partial programs, etc. (see. Comments on the Federal State Educational Standard for Preschool Education to section II of clause 2.2. Order of the Ministry of Education and Science of the Russian Federation dated February 21, 2014. No. 08-249).

However, for children with mental retardation, their own educational program should be developed, taking into account the special educational needs of this category of children, the characteristics of their psychophysical development, and individual capabilities in order to maximize the realization of their rehabilitation potential by the time they enter school.

Changing calendar and thematic planning is possible if this is the case. does not disrupt the process of implementing the goals and objectives of the AOOP DOO.

Question. Analyzing the regulatory documents relating to the development of educational educational programs in compensatory and combined groups, we came to certain conclusions. Are there any errors in the statements below?

1. In the compensatory group, an adapted basic educational program (AOOP DO) is being developed. The requirements for its volume and structure coincide with the requirements of the Federal State Educational Standard for Additional Education for the volume and structure of the educational program for educational institutions.

• algorithm for identifying and accompanying children in need of correction (PMPK activities); group recruitment algorithm;
• features of conducting psychological and pedagogical diagnostics with children with disabilities (duration, frequency, methods, methods of recording, storage location, etc.);
• features of planning educational activities (mechanism for involving children and parents in planning, identifying topics, etc.)

Answer.

1. In the compensating group, an adapted basic general educational program (AOOP DO). The requirements for its volume and structure coincide with the requirements of the Federal State Educational Standard for Additional Education for the volume and structure of the educational program for educational institutions.

Yes it is.

The section of the program “Description of educational activities for professional correction” may include the following information:

Here, apparently, we are talking about the section “Correctional work program”.

• mechanism for adaptation/integration of author's variable programs/partial programs, for example:

Replacement of the educational field “speech development” of the author’s program “From birth to school” under. ed. Veraksa N.E. a partial program of speech therapy work to overcome general speech underdevelopment in children Filicheva T.B., Tumanova T.V., Chirkina G.V.);

This should be stated in the explanatory note of the AOOP.

• algorithm for identifying and accompanying children in need of correction (PMPK activities); group recruitment algorithm;

This is reflected in the “Correctional Work Program” section.

• features of conducting psychological and pedagogical diagnostics with children with disabilities (duration, frequency, methods, methods of recording, storage location, etc.);

This is described in the section “Developmental assessment of the quality of educational activities under the Program”.

• features of planning educational activities (mechanism for involving children and parents in planning, identifying topics, etc.)

This is reflected in the section “Planning educational activities”

2. In the combined group, special education preschool education is implemented (for the main group of children who do not have developmental disabilities), as well as an adapted educational program (AEP) (for a child with disabilities).

Comments on the Federal State Educational Standard for Preschool Education to section III clause 3.2.7. Order of the Ministry of Education and Science of the Russian Federation dated February 21, 2014. No. 08-249)

The structure of the AOP is approved by the preschool educational institution, based on the professional preferences of specialists. AOP (by number of children) are an annex to OOP DO. In the section “Description of educational activities for professional correction” of the educational educational program the following may be indicated:

For children with disabilities attending a combined group, an AOOP preschool educational institution is being developed.

• algorithm for identifying and accompanying children in need of correction (PMPK activities); group recruitment algorithm;
• algorithm for developing an adapted educational program (AEP) for children with disabilities;
• features of conducting psychological and pedagogical diagnostics with children with disabilities (duration, frequency, methods, methods of recording, storage location, etc.);
• features of planning educational activities (mechanism for involving children and parents in planning, identifying topics, etc.)

3. In groups with a general developmental focus, in the section “Description of educational activities for professional correction” the following may be indicated:

• algorithm for identifying and accompanying children in need of correction (PMPK activities).

Question. Please explain with an example: In a preschool educational organization there are groups with a general developmental focus and groups with a compensatory focus (for children with speech impairments). Is it necessary to develop an educational program for general development groups separately, and for compensatory groups - an adapted educational program (according to Article 79 of the Federal Law of December 29, 2012 No. 273-FZ “On Education in the Russian Federation”)? Or should a preschool organization only have an educational program for preschool education, which, according to Order No. 1155 of October 17, 2013, includes the content of correctional work?

Answer. According to the Federal Law "On Education in the Russian Federation" dated December 29, 2012 N 273-FZ. Article 79. Organization of education for students with disabilities. clause 2. General education of students with disabilities is carried out in organizations that carry out educational activities according to adapted basic general education programs. (cm.

Implementation The corrective process is carried out in continuity in the work of the speech therapist, teacher, music director and parents. In the aphasia clinic, the following is observed: disturbances in the motor, sensory, emotional-volitional spheres and voluntary behavior. Specificity of logorhythm. The impact at different stages of rehabilitation training for aphasia is: Stage 1: Determination of the methods of various types of kinesiotherapy depending on the area of ​​damage, impaired functions, the general condition of the body and the individual. features. Exec. counting exercises, singing, breathing. Ex. outside of speech and in connection with it to disinhibit suppressed speech function. Stage 2: Activation of the motor mode. The use of various types of kinesiotherapy (therapeutic gymnastics, walking, games, elements of sports, occupational therapy; classical, segmental, hydro-, vibromassage, speech therapy rhythms). Logorhythmic work on the restoration of oral and written speech. Stage 3: Creation of new motor stereotypes. Enable control to educate the pace of speech and movement, regulation of muscle tone, coordination of movements; musical and speech exercises in the process of logorhythmic work. Speech therapy rhythm in the process of all rehabilitation training contributes to the normalization of general, manual and articulatory motor skills, the prosodic side of speech, the regulation of emotional-volitional manifestations, and the development of communicative function.

63. Establishment system for the provision of medical and health care, advisory and core pedagogy. helping preschool children age with people speech. The first special dosh. uchr. In our country, nurseries for children who stutter began, the work in which was carried out under the methodological guidance of Pay (1932), and speech therapy. semi-inpatient facility for children who stutter, organized on the initiative of the famous psychiatrist and public figure Gilyarovsky (1930). It used the developer. Professor Vlasova has overcome the complex method. stuttering in children. Long time (60s) log. assistance to children with other speech defects (dyslalia, dysarthria, alalia) was provided only in experiments. groups or on an outpatient basis in children's clinics, which did not fully meet the needs of the population and did not provide full correction. adv. speech by the time the child enters school. The subsequent period is character. deep comprehensive study of various forms of speech pathology in children preschool. and school age. It culminated in the creation of a pedagogue. class RN. Based on scientific development. typology of children with speech. defects made it possible to justify the development of a differentiated network of doshas. uchr. for persons with various forms of HP..In the 70s. began. intensive development of a specialized network of doshas. uchr. in the system of the Ministry of Education. In 1975, a resolution of the Council was issued. Min. USSR “On measures to further improve training, labor. devices and services for people with mental disabilities. and physical development”, which legally ensured the opening as a logop. groups at preschool educational institutions of general type and specialization. kindergartens and nursery schools.. Initially, groups were opened in kindergartens only for children with mild disabilities (impaired phonetic aspects of speech). Then groups were organized for children with more complex nar. (children who stutter, for children with ODD). More and more core education centers are opening in our country. assistance in general kindergartens. The speech therapist provides consultation. and corr. assistance to children mainly from people. pronunciations according to the type of outpatient appointment. The speech therapist conducts group and individual. classes regularly - 1-2 times a week or consultative - 1 time a month. Gr. set accordingly age and nature of RN. All children at risk are examined by a speech therapist in the pre-speech period; those identified with a delay in the pre-speech period are covered by consultation sessions. The speech therapist is an outpatient clinic. uchr. participates in preventive examinations of children three years old and entering first grade. With a psychoneurologist, neurologist, dentist. hospitals, semi-hospitals, children's psychoneurologist. In sanatoriums, the positions of speech therapists are established depending on the specifics of the institution, the need and the amount of work. Methods for correcting mental disorders used by speech therapists in hospitals are individualized in accordance with the characteristics of speech pathology and associated behavioral and mental characteristics. development, somatic and physical health. In modern preschool institutions and groups of children with speech impairments, three profiles of special groups can be distinguished: 1) groups for children with FFN - children have nar. sound pronunciations complicated by phonemic insufficiency; 2) groups for children with OSD - the child’s entire speech system is unformed, vocabulary and grammar do not develop. structure, coherent speech, sound pronunciation; 3) groups for children with stuttering.

A) Groups for children with FFN. Under phonetic-phonemic underdevelopment of speech. Children from people's backgrounds are sent to FFN groups. pronunciation of individual or several sounds, sound combinations or entire groups of sounds, i.e. children with dyslalia (in cases where the defect is exhausted by nar. sound reproduction or combined with rhinolal). At the same time, not only people are noted. sound pronunciation, but also adverb. speech breathing, voice, nasalization - nasal tone (nasality). Children with dysarthria when pronunciation defects. and prosody are associated with a violation of the innervation of the article. apparatus (paralysis and paresis of the organs of articulation) are also sent to groups of this profile. Children are enrolled in the FFN group for six months or a year. The system of training and education of such children includes correction of speech defects and preparation for full mastery of literacy. B) Groups for children with OHP. OHP is a collective term for a consolidated group of children who have in common the adv. formation of all components of the speech system related to its sound and semantic side (sound production, vocabulary, grammatical structure, coherent speech) with normal hearing and initially intact intelligence. Speech poor. in children dosh. age varies in degree: complete absence of commonly used speech (level 1 OHP, according to Levina); its partial formation - insignificant vocabulary, ungrammatical phrases (level 2 OHP); expanded speech with elements of underdevelopment that are revealed throughout the entire speech (language) system - dictionary, grammar. structure, coherent speech and sound. (level 3 OHP). Groups of children with special needs development are selected taking into account the age and degree of speech underdevelopment. Children with level 1 OHP are enrolled in a special preschool institution from the age of 3 for 3-4 years of education. Children with level 2 OHP - from 4 years old to 3 years of study. Children with level 3 speech underdevelopment (with mildly expressed speech impairments) are enrolled from 4-5 years of age for 2 years of specialized education. Currently, the main contingent of special groups are children predominantly with level 3 OHP .B) Groups for stuttering children. Groups for stutterers include children with TSD, in which obs. disorder of rhythm, tempo and smoothness, involuntary stops or repetitions of individual sounds or syllables at the time of pronunciation. Stuttering is defined as convulsive speech. tempo-rhythmic organization of speech of an organic (neurosis-like stuttering) or functional nature (neurotic stuttering, logoneurosis). With any form of stuttering, the central nervous system is affected. Work is aimed at developing all types of activities. child, including speech as one of the types of actions. The impact helps to normalize the child’s relationship with the environment. As with other nars, the predominant play form of work predominates. Depending on the type of mental and RN and age individuals. children are determined by the form and organization of education and upbringing. Working methods and didactic material are selected depending on the main tasks and the nature of each specific lesson. Cor. tasks are subject to general education. program, are harmoniously combined with it. As they are trained and raised, children acquire sensory and speech experience, which is reinforced by the teacher, speech therapist, preschool speech pathologist, as well as a psychologist (if there is such a specialist in the institution)

The dosha system currently existing in the country. will educate and teaching children from the people. development is focused on the child’s healthy strength, his potential. This system is complex, core-developmental. It is characterized by differentiation and integration. Integrated nature of the doshas. corrective action is implemented by combining the efforts of specialists of various profiles aimed at

studying and teaching children with disabilities in development, the complexity of the image-education solution. and core development. tasks, their interrelation and interdependence, strengthening

intrasubject and interdisciplines. connections through integrated, comprehensive classes (on the development of fine arts and speech, music and physical education classes, on preparation for literacy and design training) The weak link in the activity. specialist. kindergartens is insufficient medical care for children, inconsistency in the timing of log. and improve your health. activities, late identification of children, incomplete coverage.

64.Establishment system for the provision of medical treatment, consultation. and core teacher. helping school children age with people speech. Most children of school. those of age with a disability can study in general. school with the appropriate log. assistance, which is realized. to logop. points operating at the school. Such logo points are available in all major cities of Russia and in a number of districts. centers. They are organized at a school in a district or city and serve students. several schools. Children with different languages ​​were sent to speech centers. oral and written speech: mildly expressed OHP, deficiencies in writing and reading; defects in the pronunciation of individual sounds; speech defects associated with anomalies in the structure or movement of articulations. apparatus (rhinolalia, dysarthria); stuttering. One of the main tasks of logopoints in general. schools is prevention and timely overcoming of people. oral and written speech and the resulting poor performance in the native language and other subjects. First of all, those students who make a large number of mistakes in mixing and replacing letters corresponding to different groups of sounds are selected for classes at the logo station. It must be taken into account that the speech therapist does not provide assistance to all children who, for one reason or another, cannot master literate writing and correct reading, but only to those who make specific errors in replacing and mixing letters, indicating a lack of discrimination of the corresponding sounds, as well as underdevelopment of the lexical and grammatical means of the language (without deviations in intelligence). Usually children with such disorders end up in a speech therapy center after one or more years of study at a comprehensive school. This complicates the work of a speech therapist, since he has to work not only on the correction of oral and written speech, but also on the formation of the prerequisites necessary for the productive assimilation of the native language teaching program. This extends the duration of classes with such a child at a speech therapy center and reduces the number of children for whom a speech therapist teacher could provide special assistance. Therefore, it is necessary to identify students with speech development disorders as early as possible and refer them to a speech therapist for classes. A speech therapist teacher working at a speech therapy center at a general education center. school, is not able to reach everyone who needs his help. Therefore, the teacher himself should be able to provide all possible assistance to some children with speech defects. In cases where a teacher cannot independently cope with a child’s speech disorders, and also in the absence of speech therapy centers in secondary schools in a city or regional center, similar assistance can be provided by speech therapists working at clinics. Children with severe speech underdevelopment or severe stuttering cannot study in a comprehensive school, since the delay in speech development limits their oral communication with others and creates serious obstacles to mastering the school curriculum. Such children are not able to overcome speech underdevelopment even if they, along with education at a public school

Classes with a speech therapist will be provided. Effective formation of their speech is possible when studying in a special type of school, where a special system of correctional measures is used to overcome speech defects. In special. A boarding school for children with SLI includes children with various types and forms of speech anomalies with normal hearing and primary intact intelligence at the age of 7 to 12 years. To ensure uch. comprehensive development, taking into account the characteristics of their speech deficiencies, the school has two departments. The 1st accepts children with rough expression. OHP (alalia, aphasia, alalia, complicated stuttering, dysarthria, rhinolalia). The 2nd department is intended for children with severe form of stuttering with normal speech development. Taking into account profound deviations in the speech development of children, in special. school provides use of specific teaching methods and techniques, e.g. primarily to fill speech gaps. development, conditions are created for mastering the fundamentals of science and the comprehensive development of education, implementation. systematic therapeutic and preventive measures. Thanks to systematic correction. work, the majority of children with various anomalies in speech development are able to master the same amount of knowledge, skills and abilities as general education students. schools, but for a longer period of study. At the 1st department there is preparation. a class that accepts children with severe disabilities. speeches of 7-8 year olds who have not completed preschool. training in special kindergarten or special education groups for children with disabilities at mass kindergartens. Teachers who overcome their speech defect in a shorter period of time than indicated above are enrolled in the corresponding groups. general education classes schools, subject to their mastery of a certain range of knowledge and skills. Each class has 12 - 14 students. Such class occupancy is due to the unique nature of the work to overcome speech defects and the individualization of classes. Referral to special school for children with special needs (5c) is conducted strictly individually, in accordance with the Model Regulations on republican, regional or city PMPK. In their work, PMPKs are guided by instructions for admitting children to schools of the appropriate type. Without the conclusion of the IPC, translate the academic document. Children with SLD are not allowed to attend school. In the system Min. Hello Russian Federation at clinics noun. speech therapist. and auditory-speech rooms, whose task is to serve mainly pre-school children. age. However, in the absence of logopoints in general. schools, speech therapists at clinics also see children from schools. age. There are also log. hospitals or semi-hospitals, organ. at children's hospitals or children's psychoneurol. dispensaries, as well as medical and educational institutions, the purpose of which is to provide assistance to preschools. and school with HP. In these institutions carried out special work according to device speech defects, as well as various therapeutic measures (medical, psychotherapeutic, physiotherapeutic). Work on correcting speech deficiencies is carried out by a speech therapist. Admission to Logop. hospital implementation through selection committees organized at psychoneurological dispensaries or hospitals on the proposal of regional psychoneurologists, neuropathologists, and speech therapists.

65. Specifics of the content and organization of speech therapy work in type 5 schools (for children with speech and language disorders). Correction of nar. speeches and letters from the teacher. is carried out systematically throughout the educational process, but to the greatest extent in the lessons of the native language. In this regard, special sections have been highlighted: pronunciation, speech development, literacy training, phonetics, grammar, spelling and speech development, reading and speech development. Overcoming various manifestations of speech defects in children is ensured by a combination of frontal (lesson) ind. forms of work. Individual log. Classes are conducted by a speech therapist outside of school hours. Each student additionally does speech work 3 times. per week (15-20 minutes). Therapeutic gymnastics classes are held for children with nar motor skills. The second department of the special school is intended for students with severe stuttering. Compared to a public school, a year is allocated for special speech work in the lower grades. When teaching children with severe stuttering, textbooks for secondary schools, special speech therapy aids and technical teaching aids are used. In special The school systematically carries out cor-repair. activities aimed at overcoming the peculiarities of mental development. Composition of special students. schools is reviewed at the end of each school year. As the speech defect is eliminated, students are transferred to general education. school. Graduates of a special school for children with severe speech impairments can continue their studies in a general education school or in vocational schools. In addition to a speech therapist, work on overcoming speech problems. Children are taught by teachers and educators, in addition, the teacher works to consolidate the knowledge acquired in the class, as well as to develop verbal communication, self-care skills and sanitary-hygienic skills. The teacher constantly works with one group of students and is obliged to thoroughly study the individual characteristics of each child and features of his speech defect. Teachers, educators and speech therapists of the school together in the process of educational and work activities correct the general and speech development of children. Adequate general education and labor training allows persons with speech impediments to become full-fledged members of society, participating in both labor and other activities

66. Specifics of the content and organization of the work of a speech therapist in preschool. arr. uchr. Based on the existing regulatory and legal documentation in the speech therapy group of a preschool educational institution, a clear organization of the entire correctional process is provided. She will provide: in a timely manner. examination of children; rational scheduling of classes; planning of individual work with each child; availability of software and, in accordance with it, frontal plans. classes; equipping the process with the necessary equipment. and visual aids; joint work of the speech therapist with the group teacher and parents. Main. ass core development training in logotype preschool educational institution group: Strengthening and developing children's health. Ensuring flexibility and plasticity of the general pedagogical system. influences in accordance with the changing capabilities of children. Individualization and differentiation. pedagogical methods, techniques and means in relation to each individual child. Development of cognitive interests, cognitive activity in mastering the surrounding reality. Formation of an emotionally positive attitude of children to classes. Development of fine motor skills of the hand. Development of the regulatory function of speech, speech mediation of activities. and mastery of communicative and speech means of communication. Researchers in the field of psychology and speech therapy have long discovered a close relationship between speech and general psychological manifestations: cognitive, personal, behavioral spheres (Luria, Vlasova). In connection with this, speech disorders are usually accompanied by disturbances in the organization of cognitive mental processes, in personality formation and behavior. Therefore, properly organized correctional training and education of children in a speech therapy group requires a comprehensive examination of their speech and non-speech processes, sensorimotor sphere, and intelligence. development, as well as personal characteristics and social environment. The more pronounced a speech disorder is as a primary factor influencing development, the more often and more severely the cognitive and personal characteristics of children suffer secondarily. When studying preschool children, the following principles should be taken into account: ontogenetic (age); etiopathogenetic (taking into account the symptoms of speech abnormalities); the relationship of speech and general mental development. In the process of a comprehensive examination of the child, it is necessary, taking into account age standards, to compare the level of speech and non-speech development, to determine the relationship between the speech defect and the compensatory background, speech and communication activity and other types of mental activity. To optimize speech therapy work, we recommend. unite children of the same age group with similar nature and severity of speech disorders into subgroups (up to 5-7 children) or mobile microgroups (2-3 children). Cont. preparation core-speech classes last 20-35 minutes, individual classes - 10-20 minutes. The frequency of their implementation is determined by the nature and severity of ROP, age and individual. psychophysical characteristics of children. It is recommended to conduct classes with children during the daytime, and once or twice a week in the evening so that parents can attend them and receive the necessary consultation, advice, recommendations. Timing log. work is also directly dependent on the degree of severity of RD in children, their individual personalities, and the conditions of upbringing in preschool educational institutions and families. They can vary from 2-3 months to 1.5-2 or more years. As correctional work is completed and speech is normalized in children of senior preschool age, children of younger age groups are enrolled in the vacant places. At the end of classes with a child or when he graduates from a preschool educational institution, the speech therapist, if necessary, gives parents recommendations on organizing the conditions for his further education (for example, continuing core-speech classes with a speech therapist in an elementary school, studying in a special (speech) school, etc. .).Practice shows that it is not enough to normalize the speech of children with phonetic problems. it takes from 1.5 to 6 months, while work with pre-schools with speech impairment usually lasts for a whole academic year or more. Children with heavy, persistent beds. in speech development (ONH, stuttering) can attend speech therapy. classes up to 1.5-2 or more years. The speech therapist makes a decision to stop systematic classes with a child, guided by the degree to which the level of his speech development approaches age norms, the degree of success in mastering the doshas. image. program and only when I am sure that the child’s close adults - teachers and parents - have achieved a certain degree of independence in providing him with the necessary assistance and have a fairly wide repertoire of techniques for developing children’s speech and preventing its deficiencies.
All children who have completed the course should remain under the attention of the speech therapist so that he can provide them with advisory assistance if necessary. Other children in need of log are enrolled in the vacant places. help and thereby “launches” the next “round” of the core-pedag algorithm. process when other children, teachers and parents will follow. go through all its stages with a speech therapist. By the end of training, children dosh. age must master conscious syllable reading; be able to read not only words, but also simple sentences and texts; be able to distinguish and differentiate by ear and pronunciation all phonemes of the native language; consciously control the sound of one’s own and others’ speech; consistently isolate sounds from a word; independently determine its sound elements. Children learn to distribute attention between different sound elements, to retain in memory the order of sounds and their position in a word, which is a decisive factor in the prevention of narration. writing and reading. Responsibility for the procedure for enrolling children in classes, the progress and results of correctional speech intervention lies with the speech therapist and the administration of the basic and attached preschool educational institutions. The speech therapist's reporting documents are: a journal of the initial examination and consultations; a list of children enrolled in classes; ID cards of the corr. working with children; individual plans. and preparation core-speech classes with children; plans for consultative and methodological work with teachers. by the preschool educational institution staff and parents. At the end of the school year, the speech therapist prepares a report on the work and submits it to the educational authorities, the senior speech therapist of the district (city) and the administration of the basic preschool educational institution. The requirements for drawing up a report are similar to those that apply to the report of a speech therapist at a preschool educational institution (group) for children with disabilities. Conducting the entire complex of cor. training at log. work requires combining special classes to correct speech deficiencies with the fulfillment of general program requirements. For log. groups have developed a special daily routine that differs from the usual. It is envisaged that a speech therapist will conduct frontal, preparatory exercises. and ind. classes. Along with this, the class schedule includes time for classes according to a standard comprehensive program for preschool children. age (“Development”, “Rainbow”, “Childhood”, etc.): mathematics, speech development and familiarization with the environment, ecology, drawing, modeling, physical education and music. classes. Along with this, in the evening hours are allocated for the work of the teacher with the subgroup. or individual children for speech correction (development) in accordance with the instructions of the speech therapist. The teacher plans his work taking into account the requirements of both a standard comprehensive program and the speech capabilities of children and their progress in mastering the correction program implemented by a speech therapist in accordance with the nature of the speech disorder. In this regard, there is a need to ensure interaction and continuity in the work of the teacher and speech therapist in speech therapy group

67. SPECIAL CONTENTS Speech therapist of the process at speech centers in schools.SELECTION OF CHILDREN FOR LOGO CENTERS AT GENERAL EDUCATION. SCHOOLS. SPECIFICS OF WORK OF LOGOPOINTS AT SCHOOL. Deployment of a network of logo points for secondary general schools in republican, regional and regional centers began in 1949. In 1976, the Regulations on Education Log. points with total schools throughout the country. Logopoints - special. educational institutions, designed for the correction of mental disorders in school-age children. They are organized in one of the communities. schools in the area. Each of them is assigned a certain number of schools, the total number of primary classes of which should not exceed 16. Its main tasks are: to correct speech deficiencies in teachers; promote logop. knowledge among teachers and the public; promptly identify and prevent LD in children entering the first grades. The main contingent of speech points consists of students who have speech deficiencies, stuttering, adv. reading and writing, vaguely expressed OHP. When selecting children, a speech therapist examines them in the classroom (pre-school group). Children are sent to the speech center on the initiative of psychoneurologists, teachers, and parents. At the same time, at the city speech center, 18-25 people, in rural areas - 15-20 people. Educator The speech therapist's work is planned at 20 hours per week. Cont. core development teaching children with disabilities and people. reading and writing is approximately 4-9 months; children with special needs and reading and writing 1.5 -2 years old. Results log. lessons are noted in the child’s speech record and brought to the attention of the class teacher and parents. Responsibility for obligations. visiting school classes and fulfillment of necessities. requirements are assigned to the speech therapist and classroom teacher. and admin. schools. Efficiency of logop. work depends on the methodological level of correctional measures, close contact and uniform requirements for the speech of children of teachers and speech therapists. The active participation of parents in correcting their children’s speech is also important. Parents are present when children are enrolled in the log. gr, monitor attendance and completion of assignments. In some cases, parents are present at classes. Communication between the speech therapist and parents is also carried out through parent meetings and consultations. The speech therapist receives information about a student with a disability as a result of: reviewing medical records, where there is a report from a speech therapist at the clinic about the state of the child’s speech; examinations preparation gr. kindergartens in the area (held 3 times a year during the holidays); participation in the work of the commission for the admission of children to the community. school; Junior school students were examined. total schools A schedule is being drawn up (from September 1 to 15 and from May 15 to 30), as agreed. with the director of each school. Frontal examination of oral speech for 1st grade students. carried out with the help of picture material and a small conversation; in grades 2-4 oral and written speech are examined. High school students usually enroll in a logo station at the direction of the teacher or at the request of their parents. Identified children with disabilities are recorded in a special list, which indicates their performance in their native language, speech development deficiencies, as well as brief relevant recommendations. The speech therapist, together with the teacher, selects students for classes and contacts the children’s parents. Classes begin on September 15. From 30 to 40 children are enrolled at a time. Admission is carried out in accordance with the list of identified students throughout the academic year as places become available. Primary school students who have disabilities that impede successful learning are enrolled in the 1st queue at logo points. The speech of children enrolled in a speech center based on a preliminary examination is carefully studied by a speech therapist in accordance with the plan reflected in a special speech card. Recommendations for completing logo items The main form of organization of educational and correctional work at a speech therapy center is gr. zan. Proper staffing of groups is the most important condition for organizing effective work with children and applying adequate correctional techniques. The following groups of students are staffed: with writing and reading deficiencies due to speech pathology; with deviations in phonetic and lexico-grammatical development (mildly expressed OHP); stutterers; with deficiencies in the pronunciation of individual phonemes.

68. SPECIFICITY OF SOD. AND ORGANIZATION OF THE WORK OF A Speech Pathologist IN CHILDREN'S CHILDHOODS. POLYCL. Health care institutions – 1) pediatrician. service. Parents can receive advice on the speech development of children under 2 years of age. After 2 years, they are referred to a speech therapist. 2)log. The children's shelf is the main link of the logic. assistance in the health care system. In the cable there is a log. assistance to children and adolescents with disabilities. Speech therapy room for children's clinic. The main link of speech therapy care in the healthcare system is the speech therapy office of a children's clinic. The work of a speech therapist at a clinic is structured in accordance with the “Regulations on the speech therapy office of a children's clinic,” which defines the directions of his work: 1. Pedagogical work to correct speech defects is carried out in systematic and advisory classes.2. Medical examination of organized and unorganized children.3. Participation in the acquisition of logotypes. uchr. health and education systems. Registration of speech therapy characteristics for each child.4. Conducting speech therapy, sanitary and educational work: conversations with parents, working with pediatricians and kindergarten teachers, issuing speech therapy bulletins, producing visual teaching aids. Logo cable tasks: 1.consultation-diagnostic work and selection of children for treatment at the Kaab; 2.conducting ind. and subgr. speech therapy classes; 3.involvement of relatives of the patient to participate in the implementation of speech therapy tasks, creating conditions for the speech regime and favorable conditions. psychological climate in the family. In his work, the speech therapist of the children's regiment is guided by normative legal documents: 1. regulations on the office of the speech therapist of the children's regiment (what should be in the office), 2. job description, 3. law of the Russian Federation on education , 4. orders (12 pieces), UN Convention on the Rights of the Child of November 20, 1989 (certain articles), 5. methodological manual of the speech therapy department. The children's department is carried out by the chief freelance speech therapist of the city, organizing the methodological department of the local health department. Cable equipment: table mirror, wall mirror 70×100. lamp for light, computer, telephone, voice recorder, tape recorder, set of probes, spatulas, glass jar for clean probes and spatulas, glass jar for used probes, glass jar with Verkona solution 2% - 6 min, alcohol 70º, scissors straight, cotton balls, a glass for cotton balls, a jar of 0.6% hypochlorite for used balls, a pedal bucket, soap, a hand towel, a speech therapist's table, a table for individual logic classes, a bookcase, a wardrobe , bedside table for tools and care items + first aid kit, bedside table. document, armchair, semi-soft chair. Did. material: toys - animals, birds, transport, dolls in clothes, balls, furniture, dummies of vegetables, fruits, mosaics, puzzles, cubes, whistles, pictures - objects, effective, pictures for automating sounds, ammatic names, small plot-based pictures, a set of pictures with Lexical-grand toys, stencils, a pyramid with 10 rings, a box of letters and syllables, counting material, simple and colored pencils, felt-tip pens, plasticine, white and colored paper, a sketchbook, glue, folders with speech material, children's books, logop, album for log survey. and psychologist-pedagogist. obs. Accounting and reporting documents are maintained in the office: 1) perspective Logical cable work plan for the year.

Reflects: therapeutic work, preventive work, consul. work, educational work, advanced training; 2) lists of children attending speech therapy. classes; 3) speech cards; 4)Ind. attendance log. speech therapy classes; 5) a log of the initial admission (date of admission, full name of the child, address, whether or not he attends a preschool educational institution, full name of the child and place of work, complaints, speech reports, RN code according to the ICD, consultations that we prescribe); 6) journal of registration of consulting specialists; 7) forms, for example, for narrow specialists and for the MPC; 8) annual reports; 9) journal of medical records received from the station m\s; 10) journal of registration of paid services (stateless, policy); 11) folder with lectures for parents; 12) a folder with notes from speeches at medical planning meetings; 13) information about the work schedule. A speech therapist performs diagnostics. obsl.bol-x with HP and is ind. treatment program measure Reception of primary patients is carried out 4 days a week at specially designated times by appointment. Pediatricians, ENT specialists, neurologists, psychiatrists, speech therapists at preschool educational institutions and schools refer you for appointments. speech therapists, parents themselves. After a detailed introduction. Based on the child’s history and speech, medical examination data, the speech therapist establishes a speech diagnosis and decides on the need for a log. classes. If the child does not need special classes, consultation is necessary. will give birth how to work with a baby at home. If there is no space, the child should be placed on the waiting list. All children who apply for speech therapy assistance are registered in the initial reception log. For children who have started systematic or consultation. classes, the speech therapist creates speech cards, where he records the anamnesis, the results of the speech therapy examination, the speech diagnosis, the planned treatment and correction plan and the dynamics of progress. To provide for complex treatment, the speech therapist organizes consultations with specialized specialists. Only individual sessions are carried out with children suffering from STD. classes are 20-30 minutes, 2-3 rubles per week, depending on the severity of the defect and the capabilities of the parents. Depending on the severity and structure of the speech defect, the speech therapist carries out various types of correction. works: art. gymnastics, speech therapy massage, breathing. gymnastics, work on speech breathing, differentiated oral and nasal exhalation, work on the activation of velopharyngeal closure and jaw movements, development of fine motor skills, massage of the fingers (finger games), development of phonemic hearing and perception, production and automation of sounds, enrichment and clarification of the dictionary, improvement of the sound-syllable structure of words, Lexico-gr management, improvement of speech understanding (proverbs and sayings), work on phrases and development of coherent speech, work on teaching basic literacy, development of optical-spatial and temporal concepts and orientations, development of attention, memory, development of visual-figurative and verbal-logical thinking, work on the development of tactile and kinesthetic sensations, vocal and voice control, development of intonation expressiveness, work on diction, correction of the emotional-volitional sphere. Logopel d\pol-ki conducts conversations on various issues of speech therapy for medical staff of the regiment and will give birth. At the end of the calendar year, the speech therapist presents the department and senior speech therapist to the manager. health work report. In addition, he compiles an explanatory note with an analysis of the work performed over the past year.

Kashe G. A., Filicheva T. B., Chirkina G. V.
Program for raising and educating children with
phonetic-phonemic

speech underdevelopment
(7th year of life)

Scientific Research Institute of Defectology of the Academy of Pedagogical Sciences of the USSR,

This program is intended for remedial education of six-year-old children with normal hearing and intelligence who have deviations in speech development.
In the picture of underdevelopment of speech, the immaturity of its sound side, caused by defects in perception and pronunciation, comes to the fore. However, some children may also experience a mildly expressed delay in lexical and grammatical development.
A characteristic feature of this category of children is the incompleteness of the process of forming sounds, distinguished by subtle articulatory or acoustic features. At the same time, there is the presence of undifferentiated sounds in children’s speech, mixing of sounds, unstable use of them in speech, and a significant number of distortedly pronounced sounds. Typically insufficient auditory discrimination of sounds.
Often, along with incorrect pronunciation and perception of sounds, difficulties are noted when pronouncing polysyllabic words and phrases. This category of children is characterized by general indistinctness and blurred speech due to unclear articulation.

These children are not fully prepared for the sound analysis of speech, much worse than their peers with normally developed speech; they cope with isolating sounds from words - as a rule, they are not able to isolate vowel sounds from the middle or end of a word; instead of the first consonant, they usually name a syllable, word, etc.
There is also a lag in lexical and grammatical development, which is expressed in a poor vocabulary and insufficient word formation skills. When constructing phrases and sentences, errors may occur that are not typical for children with normally developed speech. This is manifested in agrammatism, which arises as a result of errors in coordination and management and incorrect use of complex prepositions. The poverty of syntactic structures used in speech is also characteristic. All of these difficulties manifest themselves in independent speech.
Thus, in the oral speech of children enrolled in groups with phonetic-phonemic underdevelopment, the following pronunciation deficiencies are revealed:
a) replacing sounds with simpler articulation (for example, the sounds S and Sh are replaced by the sound F);
b) the presence of diffuse articulation of sounds, replacing a whole group of sounds;
c) unstable use of sounds in various forms of speech;
d) distorted pronunciation of one or more sounds.
Violations of phonemic awareness are most clearly expressed in the following:
a) unclear differentiation by ear of phonemes in one’s own and someone else’s speech (primarily voiceless - voiced, whistling - hissing, hard - soft, hissing - affricates);
b) lack of preparation for elementary forms of sound analysis and synthesis;
c) difficulties in analyzing the sound composition of speech.
Deficiencies in the sound aspect of children's speech depend to a greater or lesser extent on the structure of the defect. Thus, with dysarthria, disturbances in the articulation of sounds are most pronounced, while with dyslalia, substitutions and mixtures of sounds predominate. The number of impaired sounds is not always a sufficient basis for enrollment in this group, since the main criterion is the combination of impaired phonemic perception with pronunciation defects.
Children suffering from rhinolalia and dysarthria can study in these groups only if they do not have severe underdevelopment of all components of the speech system. (FOOTNOTE: In other cases, they are included in groups with general speech underdevelopment.)
In addition to the indicated speech deficiencies, characteristic of children studying in groups with phonetic-phonemic underdevelopment is instability of attention and distractibility; They remember speech material worse than normally speaking children, and perform any tasks related to active speech activity with a large number of errors.
When recruiting groups, the entire range of listed shortcomings is taken into account.
Children entering preparatory groups with phonetic-phonemic underdevelopment must master, within 10 months of their stay in them, the volume of basic tasks, skills and abilities that are necessary for successful learning in a general education school.
In the program, in order to determine the requirements for the development of individual aspects of speech activity, the following special sections are highlighted:
Formation of pronunciation and speech development; literacy training; familiarization with the environment and development of speech; working with a book.
All other sections of the program (Preparation for studying mathematics, design, drawing, etc.) in one way or another include work on the development of speech and the correction of extra-speech processes.

Objectives of correctional education
The purpose of correctional education:
Education in children of correct, clear, moderately loud expressive speech with an age-appropriate vocabulary and level of development of coherent speech, through the use, along with generally accepted ones, of special speech therapy methods and techniques aimed at correcting speech defects and developing active conscious activity of children in the field of speech facts .
Correctional and educational work is built taking into account the characteristics of the mental activity of children - the education of children is organically connected with the development of their attention, memory, ability to manage themselves and other qualities that must be acquired by children at this age stage.
The speech therapist and educator work together on the development of children’s speech, guided by the general requirements of the program.
Elimination of gaps in speech development in children is carried out mainly by a speech therapist (see the program in the section “Formation of pronunciation and speech development”).
Speech therapy work is carried out in the following areas:
- formation of pronunciation skills;
- development of phonemic perception, sound analysis and synthesis skills.
Using corrected speech material, the following is carried out:
- development in children of attention to the morphological composition of words and changes in words and their combinations in a sentence;
- educating children in the ability to correctly compose simple common and complex sentences, use different sentence structures in coherent speech;
- development of coherent speech mainly by working on a story, retelling with setting some kind of correctional task;
- development of children's vocabulary mainly by drawing attention to the methods of word formation, to the emotional and evaluative meaning of words;
- literacy training based on corrected sound pronunciation.
At the same time, in the classes conducted by the teacher in connection with the accumulation and systematization of children’s ideas about objects and phenomena of the surrounding life, with familiarization with natural and social phenomena, the children’s vocabulary is expanded and clarified, and colloquial and descriptive speech develops.
The program has a special section “Working with children's books.” Its main task is to develop in children the skill of fully perceiving works accessible to their age.
An important role in the general and speech development of children is played by literacy training, which is not only a means of acquiring the initial skills of correct conscious reading, but also one of the ways to form oral speech.
Literacy classes are conducted by a speech therapist based on correctly pronounced sounds.
All of these areas in speech correction work are, one way or another, interconnected.
Thus, carrying out exercises aimed at enriching the vocabulary and developing the grammatical structure of speech using material correctly pronounced by children simultaneously helps to improve both the lexical-grammatical components of speech and the phonetic ones.
In the process of forming the correct pronunciation of sounds, much attention is paid to developing attention to the sounding word, differentiation of sounds, analysis and synthesis of the sound composition of speech - all this creates the prerequisites for successful mastery of literacy. In turn, reading exercises are an effective means of reinforcing the correct pronunciation of sounds and words of varying syllabic complexity, accumulating and enriching vocabulary, and developing the grammatical structure of speech. When learning to read, numerous exercises are provided aimed at developing various aspects of speech activity. In connection with reading the text, the skill of brief and complete answers to questions, the ability to independently pose questions to the read text, and retell it are reinforced.
In addition to all of the listed areas of correctional education, most sections of the program provide special exercises aimed at expanding and clarifying vocabulary, and developing grammatical correctness of speech.
Thus, when preparing to study mathematics, it is noted that special attention should be paid to children’s mastery of concepts (and, consequently, vocabulary) associated with the study of quantities (big, tall, low, long, etc.), as well as to a comparative extent (more, less, higher, lower, etc.), with the relative position of objects in space (above, below, left, right, in front, behind, inside, etc.). These and some other concepts and terms are reinforced during classes in writing, design, appliqué, and drawing, as stated in the programs.
Along with this, the teacher supervises the development of children’s speech in everyday life (in games, at home, on walks), taking into account the peculiarities of children’s speech development.
Thus, the development of children’s speech is carried out in different ways, but leads to a single goal - to eliminate the shortcomings of the child’s speech development in the process of upbringing and training and create his readiness to master school skills and abilities.
Educational tasks
Along with correctional tasks, the program for raising children in special groups provides for the physical development, mental, moral, labor and aesthetic education of children in accordance with their age and psychophysical characteristics. Education is carried out through active children's activities - in games, feasible work, in various activities, in the process of familiarizing children with events and phenomena of the social life of our country that are understandable to them, and with their native nature. Taking care of the health and all-round development of children, maintaining their cheerful, cheerful mood, the kindergarten strives to make every child happy.
A favorable condition for education in kindergarten is the company of peers, the opportunity to communicate with each other, and joint games and activities. Thanks to this condition, social feelings and collective relationships between children are successfully formed and the best opportunities are created for the development of individual abilities.
The teacher and speech therapist consistently carry out work in all sections provided for by the educational program of a general kindergarten. Taking into account the difficulties caused by a speech defect, it is allowed to change the timing and topics of sections of the standard kindergarten program. They must be approved by a decision of the teachers' council at the beginning of the school year based on a comprehensive study of the children.
It is advisable to carry out all changes and some rearrangements within topics during the 2nd half of the year in order to ensure that the program is fully mastered by the end of the academic year.
Physical education in the preparatory group provides for further strengthening of children's health, promotes their proper physical development and hardening, improves the functions of the body, and increases its performance. In the process of physical education, measures are taken to prevent children from becoming fatigued.
The most important tasks for children with speech disorders are the formation of motor skills, the development of coordination of movements, a sense of balance and spatial orientation, the development of physical qualities (dexterity, speed, endurance and strength) in accordance with the state of health, level of physical development, motor training of children, their individual features.
To successfully solve the problems of physical education of children of the seventh year of life, well-established systematic medical and pedagogical control over the physical development of preschool children is necessary.
Mental education is aimed at developing in children correct ideas about the simplest phenomena of nature and social life, improving sensory processes, developing attention, imagination, memory, and thinking, which creates the necessary basis for effective speech correction.
Children develop intellectual skills and abilities: they learn to observe, compare, identify what is essential in perceived phenomena and make generalizations, understand the simplest cause-and-effect relationships between objects and phenomena.
The tasks of mental education of children are not limited to expanding the volume of knowledge acquired by children. They involve the development of curiosity and mental abilities, the formation of the simplest methods of mental activity, as well as the volitional organization of one’s behavior.
Moral education involves nurturing the principles of humanism, love for the Motherland, the best working people, defenders of the Fatherland; formation of collectivist feelings and relationships, mastering methods of cooperation, awareness of oneself as members of a team; nurturing discipline, restraint, modesty, desire for useful activities, hard work, and careful attitude towards public property.
Aesthetic education is aimed at developing in children the ability to perceive and feel the beauty of works of art and the surrounding life. It helps to enrich their inner world, develops the child’s artistic taste, musical and poetic ear.
As a result of educational work, children must come to school physically healthy, be able to take their responsibilities responsibly, obey the demands of adults, have sufficient knowledge about the world around them, be able to read, write, count, use well-developed and expressive oral speech, be capable of independent activity.
Approximate daily routine

Getting up, morning toilet, duty, morning exercises 7.30 - 8.20

Preparation for breakfast, breakfast 8.30 - 8.50

Preparation for classes 8.50 - 9.00

1st lesson (conducted by a speech therapist) 9.00 - 9.35

2nd lesson (taught by teacher) 9.45 - 10.20

Individual and group speech therapy sessions 9.35 - 13.00

Preparing for the walk, walk 10.20 - 12.45

Return from a walk 12.45 - 13.00

Preparation for lunch, lunch 13.00 - 13.25

Getting ready for bed, naps 13.25 - 15.00

Getting up, water procedures, children's games, individual lessons on correcting pronunciation (conducted by a teacher) 15.00 - 16.00

Preparation for afternoon tea, afternoon tea 16.00 - 16.15

Frontal classes (conducted by a teacher) 16.15 - 16.50

Preparing for the walk, walk 16.50 - 18.30

Preparation for dinner, dinner 18.30 - 19.00

Quiet games, walks, hygiene procedures 19.00 - 20.45

Getting ready for bed, night sleep 20.45 - 07.30
In-class training program
In-class training is the main form of correctional work with six-year-old children.
The general readiness of children for school is ensured by the regularity of 17 frontal lessons every week, during the 36 weeks of the educational cycle (September-May). 5 classes are conducted by a speech therapist. In accordance with the “Regulations on preschool institutions and groups for children with speech disorders,” a speech therapist position has been approved for each group.
In the morning, two frontal classes are held daily with ten-minute breaks between them: the 1st lesson from 9 a.m. to 9 a.m. 35 minutes and the 2nd lesson from 9 a.m. 45 minutes to 10 a.m. 20 minutes. In the evening hours, one lesson is held daily (except Saturdays): from 16:15 to 1:50.
The speech therapist conducts one frontal lesson daily (from 9 a.m. to 9 a.m. 35 minutes). During the summer, only subgroup and individual classes are organized. Frontal speech therapy classes are conducted according to the system provided by the program according to a single plan for all children, taking into account individual characteristics. All children, without exception, are present. Speech material in frontal classes should always include correctly pronounced sounds.
Children are prepared for frontal classes in subgroup and individual classes, which are conducted by a speech therapist daily from 9:45 a.m. to 1:00 p.m. Subgroup classes are the main form of speech therapy classes. Subgroups include 2-6 children, mainly with homogeneous disorders. The composition of subgroups may change throughout the year depending on the specific goals and objectives of a particular period of study and the individual successes of each child. At the beginning of the year, when more time is allocated to producing sounds, it is advisable to unite children with more or less homogeneous defects in the pronunciation of sounds. Later, when the emphasis moves to consolidating the given sounds and the opportunity gradually increases to include exercises aimed at expanding the vocabulary, mastering grammatically correct speech, analyzing the sound composition of speech, reading and writing, it is advisable to regroup taking into account the entire volume of speech work with each of them.
For children suffering from particularly severe speech impediments (rhinolalia, dysarthria, etc.), in addition to subgroup classes, individual lessons should be conducted throughout the training.
The teacher plans his classes taking into account all the assigned tasks. Classes on speech development and consolidation of pronunciation skills are planned together with a speech therapist.
If the first lesson is conducted by a speech therapist (on pronunciation, literacy or speech development), the teacher is present at it and takes notes, since certain elements of this lesson are included in his evening work. After a ten-minute break, the teacher conducts (according to the schedule) his lesson, and at this time the speech therapist takes one or more children to work individually in the office. We should not forget that the main goal of special groups is to correct children’s speech. The speech therapist, taking into account the abilities and individual characteristics of the children, agrees in advance with the teacher which children he will carry out individual work with.

Speech therapy examination of children is carried out in the first two weeks of September, it includes: 1) examination of sound pronunciation; 2) examination of phonemic hearing; 3) examination of the syllabic structure of the word.

1. Examination of sound pronunciation

It is necessary to check how the child pronounces sounds in isolation in syllables, words, sentences, texts. He is asked to name the pictures, repeat the words, where the sound being studied occupies different positions: at the beginning, in the middle, at the end of the word. It is desirable that these words do not contain other sounds that are difficult to pronounce. Taking into account the age characteristics of preschool children, it is more effective to conduct an examination using a variety of game techniques.

Approximate lexical material for examining the sound pronunciation of different groups of sounds

sounds k, g, x

Kolya drinks coffee.

Galya hammock lips

leg weather

Kolya poppy window Katya has cranberry, ha ho hu ah oh uh trunk ear moss

Galya's lip hurts. Children eat fish soup.

Here is a fly flying. A rooster is crowing near the hut.

sounds e, i, e, yu ai, oh, ui, hey; give - give - gives

Maya bathes the duck.

ice Lyuba Lida swan

plate, cage, beak palm moth distant

Lena and Lida bought a palm tree.

Lilya and Luda were giving Olya a ride.

sounds s, s

garden wasp bus Sima mow the axle Sonya stands on the bridge. Vasya is carrying hay.

pit, May, south iodine, skirt, cabin, my, my, my bathe - bathe - bathe roll - roll - roll Maya digs a hole.

Leva loves lemons.

sa so su as os us

sya, syo, syu, as, os syu

aza, ozo, uzu

Zina has strawberries. ots ots

sounds z-z for zo zu

goat teeth basins Zina elderberry Zoya has a vase.

heron face fighter

A singer is singing on stage.

Utsyli ring.

hat cat mouse

Misha and grandfather are buying chess and checkers.

The cat sees the mouse.

beetle toad clothing jacket

The beetle lies, cannot fly,

he is waiting for someone to help him.

rry sounds

hand parade choir

Roma feeds the fish.

ryareryu aryoryur

turnip rows shore takes

sea ​​order doctor

the guys are sitting in the third row.

the sailors raised the anchor.

Zina goes to the museum.

I really like it

paw tent goal

Alla washed the doll Klava.

cha cho chu ach och uch

teapot daughter night

Helen pours water into the kettle.

Pupils learn lessons.

pike vegetables ivy

The puppy climbs into the target.

There are pike and bream in the river.

There are pliers and a brush in the drawer.

There are often cases when a child pronounces a given sound correctly in isolation or in words with a simple structure, and in more complex cases, when oppositional sounds occur simultaneously, he mixes them up. Therefore, it is necessary to invite him to pronounce syllables, words with oppositional sounds.

sounds kgzh sounds li –

sounds with s

sounds з з

sounds sh – zh

sounds s – sounds s –

com tom what - like this

bok – bot pumpkin – book

so - like a trunk - beep

I - la, la-yala - lala - yaai - alyol - oh my - moth fight - pain hole - strap my lemon; my cranberry Julia waters the lilies.

sasya syasa garden - sit down osa - ossi kvass - kvass nose - spout

zazya zyazah azia azia

zone Zina vase take the lawn newspaper

import

shazha asha azha jo sho osho ojo

burden – knives mice – reins porridge – leather

cherries - I see

Sasha shasa sash-shas Sasha dries the dryers.

zazha zazha zozho zhozo

beetle – tooth knives – umbrellas leather – goat

clothes - star

sounds h - sch - s - ty

thicket of chacha bowl of chatya chasya syatiach

holy holy day

cup watchmaker student teacher

porter

Games and gaming techniques for examining sound pronunciation in children

1. “Magic cap”. On the playing field there are “holes” where pictures are drawn, the names of which contain the sound being studied. The magic cap falls into one of the holes. The child names the corresponding picture.

2. "Helicopter". The round dial is divided into several sectors. In each of them a corresponding picture is drawn, in the middle of the dial there is an arrow. The child, moving the arrow, stops it at any picture, calling it.

3. “The Cheerful Fisherman.” The box contains pictures, the names of which contain the sound being studied. The child uses a fishing rod to “catch” pictures and name them.

4. “Who is the most attentive?” There are envelopes on the table, each of them contains a part of a cut picture. The child takes out individual parts, looks for the missing elements, puts them together and names the picture.

5. “Magic chamomile.” On each petal of the chamomile there are pictures with the sound being studied. The child, “opening” the petals, names the corresponding pictures.

6. “Mysterious chest.” The beautifully decorated chest contains toys whose names contain the sound being studied. The child takes the toy by touch, guesses it and names it.

7. “Let’s decorate our Christmas tree.” A small artificial Christmas tree is placed on the table. The child, at the request of the speech therapist, hangs pictures of toys on it and names them.

8. Game “On the contrary”. The speech therapist throws a ball to the child, names a forward syllable with a given sound, and the child, returning the ball, names a reverse syllable with the same sound.

Examination of children with phonetic-phonemic underdevelopment 77

9. “Find your match.” Pictures depicting one or more identical objects are laid out on the table; children take any picture they like, then, at a signal from the speech therapist, they split into pairs so that one child has pictures with one object, and the other has pictures with two or three. Then each child names his

picture.

10. “Collect an autumn bouquet.” In the group there is a “tree growing”, on which the outlines of autumn leaves are attached. On their reverse side there are pictures with the sound being examined. Children walk around the group and listen to music. As soon as the music stops, the speech therapist says: “The leaves are falling, flying, leaf fall is coming.” Children quickly take the leaves and approach the speech therapist. Then everyone names the picture drawn on their piece of paper. The leaves are placed in a vase.

2. Phonemic hearing examination

Along with identifying sound pronunciation skills, it is necessary to find out how children distinguish phonemes of their native language by ear. For this purpose, the speech therapist offers a number of tasks.

1. “Listen and show.” On the table there are several pictures representing words that are similar in sound but different in meaning (nose - knife, mustache - ears, fishing rod - duck, daughter - dot, snake - earth, etc.). The speech therapist slowly and clearly pronounces the name of the picture, and the children find the one they need and show it to the speech therapist.

2. “Who is the most attentive?” The speech therapist names a series of sounds (syllables), and the child must clap the tambourine (with his hands), raise a flag, signal, if he hears the sound being studied, a syllable with this sound.

3. “Listen and repeat.” The speech therapist asks the child to repeat combinations of 2-3 syllables consisting of correctly pronounced sounds, such as ba-pa, pa-ba-pa. For each correct answer, the child receives a chip. Then the number of correct answers is counted.

4. “What gifts did Pinocchio bring?” Buratino has different toys in his magic bag. He names them and gives them to the children only when the children guess the sound being studied in their name.

5. "Journey". The children go for a walk in the forest. On the way, they meet a hedgehog who does not let them through, but asks them to take out pictures with a certain sound from its needles. The journey continues. Little Red Riding Hood appears on the road with a basket and invites the children to take toys whose names contain the sound being studied. At the end of the journey, the children come to the “magic” house. Only those guys who can come up with words with a given sound can enter it.

3. Examination of the syllable structure of a word

Considering that children with FFN may have problems pronouncing polysyllabic words with different sounds, the speech therapist asks the children to name a number of actions depicted in the pictures, for example: A plumber repairs a water pipe. Gymnasts perform under the circus dome. The weaver weaves fabric. Motorcyclists ride a motorcycle. The photographer takes pictures of the children, etc. Then the children repeat, after the speech therapist, words like: carpet, door, snowman, traffic controller, frying pan, tablecloth, trolleybus, etc. (it is recommended to name the proposed pictures several times in a row). The speech card (a sample of it is given below) records the mistakes that the child makes when completing all tasks. Analysis of the presented examination results allows us to make a speech therapy conclusion.

Sustainability of attention, performance ____________

State of general and fine motor skills

General speech sound (tempo, intonation, intelligibility) and mobility of the articulatory apparatus

Pronunciation of sounds (vowels, voiced and voiceless, soft and hard consonants, whistling, hissing, sonorants, affricates) ________________

The difference between sounds by ear and pronunciation ________________________

Pronunciation of words with complex syllabic composition (for example: weaver, photographer, telephone operator; plumber repairing the water supply)1__________

Coherent speech (story based on a picture, a series of pictures, retelling)_________

Word formation

Grammatical structure

Filicheva T.E., Chirkina G.V. Program for training and education of children with phonetic-phonemic underdevelopment (senior group of kindergarten). – M., 1993.–S. 5–11.

Speech card

Last name, first name of the child____

Date of birth (month, year) Home address

Where was the child before entering the group Parental Complaints

Data on speech development (appearance of first words, sentences)

Level of general development of the child

1 The card must contain examples of children's statements.

THOSE. Filicheva, T.V. Tumanova

Formation of groups for children

with phonetic-phonemic

underdevelopment

On May 26, 1970, the Model Regulations on preschool institutions and groups for children with speech impairments were approved. According to this document, the Ministry of Education, regional and regional departments of public education received the right to organize the activities of speech therapy kindergartens, daycare centers with round-the-clock and day care for children, as well as to open speech therapy groups at mass preschool and school institutions.

Speech therapists and psychoneurologists of children's clinics, during a special examination, identify preschoolers with certain speech disorders and refer them for further examination to medical and pedagogical commissions, the content and organization of work of which are determined by the Regulations on the Republican and Regional IPC of February 12, 1969. Main the purpose of the work of these commissions is to determine the speech status of the child based on the study of a number of documents, a detailed conversation with parents, a detailed examination of the child himself and make a final decision on his enrollment (or not enrollment) in a preschool institution or group for children with speech impairments and the terms of study . At the same time, a number of documents necessary for providing the commission for each child have been identified:

– an extract from the history of its development;

– pediatrician’s conclusion about the child’s general condition;

– conclusion of a psychoneurologist (neuropathologist) on the state of intelligence; about the presence (absence) of organic damage to c. n. With.

– the primary conclusion of a speech therapist about the level of development of the child’s speech activity;

Formation of groups for children with phonetic-phonemic underdevelopment 81

– pedagogical characteristics (in the case when the child attended preschool institutions).

Analyzing all the above documents, the medical-pedagogical commission decides whether the child should be enrolled in a speech therapy institution. Contraindications for enrollment may be the following:

– the child has hearing loss;

– the presence of such visual impairments that classify the child as blind or visually impaired;

– decreased intellectual development;

– disorders of the musculoskeletal system, leading to limitations in the child’s self-care;

– presence of psychopathic-like behavior;

– presence of epileptic seizures;

– the child has diseases that are contraindications for enrollment in general child care institutions.

There are cases when, already during a child’s stay in a speech therapy kindergarten or group, hearing defects, intellectual defects and other contraindications listed above are revealed. In this situation, the medical-pedagogical commission decides on the issue of mandatory expulsion or transfer of the child to a specialized institution of the appropriate profile.

In cases where the psychophysiological status of the child allows him to be sent to an institution for children with speech disorders, the medical-pedagogical commission determines which correctional group he is admitted to and for what period of study. The following groups are completed:

– for children with underdevelopment of the phonetic side of speech (sound pronunciation) and insufficient phonemic hearing. These groups enroll children of five or six years of age with a period of study of 1 year with a capacity of 12 people;

– for children with rhinolalia and dysarthria. If this opportunity is not provided, then these children fall into the group with phonetic-phonemic or general speech underdevelopment. And then the speech therapist conducts individual lessons with them throughout the entire period of training.

Optimally, groups are completed taking into account the age and structure of the speech defect. If such an opportunity is not provided, then the leading selection principle is the nature of the speech pathology.

<...>When admitting a child to a speech therapy preschool institution, the following documents must be provided:

– a permit from the public education department to send a child to this institution;

– parental application requesting enrollment;

– conclusion of the medical-pedagogical commission;

– child’s birth certificate (certified copy);

– certificate of vaccinations and absence of contact with infectious patients.

Children who have reached the age of seven are transferred to study at a comprehensive school. It is possible to leave a child for a second course of study only with the conclusion of a psychoneurologist, if there are appropriate indications for this.

If a child is not enrolled in a speech therapy group, parents must justify the reason for the refusal and give appropriate recommendations for sending the child to other institutions.

Requirements for the preparation of documentation submitted for medical-pedagogical

commission

The psychoneurologist's extract includes anamnestic data about the child, indications of the presence (absence) of organic damage to the central nervous system. The doctor gives an opinion on the child’s intellectual development.

Speech therapy characteristics highlight the characteristics of a child’s speech development. It is important to determine the degree of formation of each of the components of the language system. It is mandatory to confirm each of the statements made with samples of children's speech. This characterization ends with a speech therapy conclusion, which must fully comply with the shortcomings described above.

Formation of groups for children with phonetic-phonemic underdevelopment 83

The pedagogical characteristics reveal the features of mastering educational skills and abilities in the process of studying the kindergarten program. At the same time, the teacher notes:

– how much interest the child shows in the activity;

– what types of work cause the greatest difficulties;

– how diligent the child is during classes;

– how quickly the child switches from one activity to another;

– how critical the child is in assessing his results when completing tasks;

– how to accept adult help in case of difficulties;

– what is the degree of independent activity in solving educational problems.

The child's play activity is especially assessed. Considering that by older preschool age children develop such complex types of play as role-playing, dramatization play, etc., it is important to evaluate:

– can the child organize such games;

– what role does he assign to himself;

– can he regulate gaming relationships verbally (i.e., with the help of speech);

– to what extent is assistance from adults needed;

– what games does he pay more attention to (moving, board, didactic, etc.);

– uses substitute objects;

– prefers to play alone or with friends;

– plays silently or verbalizes the actions being performed;

– how to resolve conflict situations in the game: crying, complaining to an adult, resorting to forceful methods, etc.

Characterizing the implementation of routine moments, the teacher notes the child’s activity during a walk, the degree of development of self-service skills (the ability to independently dress, undress, fasten buttons, etc.) and the desire to keep his clothes clean and in order, the child’s characteristics in the process of eating (not -whether he or she groans while eating, whether he chews it thoroughly, whether there are any difficulties when using cutlery, etc.). The teacher analyzes how calmly the child falls asleep and whether his sleep is disturbed.

Such a detailed characterization makes it possible to predict the child’s optimal adaptation to new conditions and painless entry into a new team.

Filicheva T.E., Tumanova T.E. Children with phonetic-phonematic underdevelopment. – M., 1999. – P. 7–12.