An individual work plan of a speech therapist in the form of a table. Speech therapy work at school

Since speech therapy centers work, as a rule, at general education schools, the beginning and end school year, the time and duration of vacations are in accordance with the norms established in schools. The duration of the next vacation for speech therapists also corresponds to the duration of the next vacation for teachers of general education schools.

25 are attached to the speech therapy center primary grades, which include all primary classes the school where the speech therapy center is located, and the school (or schools) located nearby.

The teaching load of speech therapists is 20 hours a week (Order of the Ministry of Education of the USSR No. 94 of May 16, 1985 and Instruction on the procedure for calculating the wages of education workers, paragraph 87, subparagraph B.) the speech therapist checks the condition of the equipment of the speech therapy office: technical teaching aids, lighting, etc., examines visual and teaching aids and brings them into working order, prepares the necessary documentation and visual-speech material for the examination of students. If necessary, the teacher-speech therapist replenishes his arsenal of visual teaching aids; gets acquainted with the personal files of students newly enrolled in schools assigned to a speech therapy center.

8.1.1. Allocation of time allotted for the survey of oral and written speech of students

The first two weeks of the academic year (from September 1 to September 15) are allocated for the full recruitment of groups and subgroups that will be engaged in a speech therapy center in the current academic year. A speech therapist teacher conducts an examination oral speech first-graders attached to the speech center, and the written speech of students in grades 2-4, specifies the lists of groups pre-completed by him in May of the previous academic year from among students in grades 2-4.

The examination of the oral speech of first graders is carried out in two stages. During the first week of September, the speech therapist teacher conducts a preliminary examination of the oral speech of all students admitted to the first grades, and identifies children with certain deviations in speech development. At the same time, he selects those students who need systematic remedial classes. This is done in the morning during school hours.

During the second week of September, the speech therapist teacher conducts a secondary in-depth examination of the oral speech of those children whom he selected for classes at the speech center during the preliminary examination. A secondary in-depth examination of the oral speech of children is carried out in the speech therapy room during the second half of the day, that is, after lessons. Regular classes at the speech therapy center are held from September 16 to May 15.

The last two weeks of May (from May 16 to May 31) are allocated for the examination of the oral and written speech of students in grades 1-3 with the aim of preliminary recruiting of groups with impaired writing and reading for the new academic year.

Pupils in grades 4 are not examined due to the fact that they are transferring to secondary school. Methods and techniques for examining the oral and written speech of students are described in detail in the section "Organization and methods of examination of oral and written speech students ".

All organizational work of the speech therapist teacher, carried out from September 1 to 15 and from May 16 to 31, is recorded on the corresponding page of the Attendance Register.

Students who have certain violations of oral and written speech enter the school speech center. Meanwhile, in last years the school speech therapist has to deal with problems that go beyond his professional competence. As the experience of speech therapy work shows, difficulties in mastering the material of a general education school are most often caused not only and not so much speech underdevelopment how much the lack of psychological prerequisites, communicative readiness for learning, the peculiarities of the psycho-physical development of children, etc.

At the present time, when there is an intensive development of science and technology,
requirements for intellectual development person. Naturally, the content school curricula became more complicated, and with it the number of unsuccessful students increased. Many scientists talk about the deterioration of the physical and mental health children. But the requirements for a modern school have also increased. After all, before everyone else was taught according to a single curriculum, the children came to school, unable to read or write, and calmly studied the ABC book for a whole year. Modern programs of a general education school are built from taking into account interaction with absolutely healthy children (who do not have serious speech disorders, minimal brain dysfunction, delay mental development etc.). It is very difficult for children with speech disorders to learn several languages ​​at the same time in elementary school. On speech therapy station lately, children with dysorphography are getting more and more often. Dysorphography is "persistent and specific lack of formation of the assimilation of spelling knowledge, abilities, skills, due to a number of non-speech and speech mental functions." In the written works of students, more and more you can observe not so much specific errors as errors in the various rules of the Russian language. Moreover, dysorphography, being the most common violation of the acquisition of writing skills among students primary school, is persistent and lasts until graduation. Dysorphography can manifest itself both in isolation and in the structure of general speech underdevelopment. Teachers' recommendations for improving literacy sound something like this: "To write without spelling errors, you need to know the rules." A child cannot find out a learned spelling. To solve a spelling problem, he must be proficient in the morphological analysis of words, a sufficient vocabulary and be able to choose the required test word. Corrective help at the speech center for children with dysorphography is aimed primarily not at correcting, but at preventing errors.
Therefore, speech therapists recommend conducting precautionary dictations. To do this, before writing down the word, it is specified which letter the child chooses and why. And only "as the skill of correct spelling of words is strengthened, one can proceed to control dictations." Indeed, often parents, dealing with children, practice daily dictations, which, as a rule, do not lead to the expected results. In children with bilingualism, you can also notice a large number of errors in the spelling of unstressed vowels, paired consonants. And this is not accidental, because of the poverty of the vocabulary, the lack of sound and morphological generalizations, the application of the rules turns out to be difficult for this category of students. A child with a language barrier does not accurately understand the meanings of words and does not grasp the semantic connection between words. The test words are chosen by such children most often at random.

Sometimes children with the so-called "hypodynamic syndrome" get to the speech center. These children from adults cause less criticism than hyperactive schoolchildren. They do not cause any disturbance, they are passive in the classroom, they do not raise their hands, even if they know the material. Writing test papers becomes a real challenge for them. Their written works are distinguished by the omission of letters, syllables, words, and lack of description of the endings. As a rule, such children do not need corrective work to overcome mistakes caused by a violation of language analysis and synthesis of words and sentences. It's just that the pace of work in the classroom is not suitable for these students. They need much more time to complete this or that work. So unsuccessful schoolchildren come out of such children, and they receive offensive nicknames from classmates because of their slowness. Should be considered individual characteristics and allow such children to finish writing test papers during break. But there are certain time limits for completing tasks and, accordingly, everyone observes them. Implementation differentiated approach unfortunately, it does not find practical application to students.

Each school has pupils who, by the time they enter the school, do not have the formation of school-significant functions. Their speech is poor, motor skills are poorly developed. The behavior of such children is dominated by childishness, playful interest. They are characterized by a persistent decrease in working capacity with disorders of attention, memory, the ability to switch from one type of activity to another. Due to rapid fatigability, they respond worse at the end of the lesson, and even worse in the last lesson. Many teachers classify underperforming students as mentally disabled and stop paying attention to them. In their notebooks, the predominant color is red from the teacher's numerous corrections. These children are easy to recognize if you look into the classroom. Usually they sit somewhere on the last row. Of course, these children do not live up to the so-called "norm", but they also have personal achievements, but, as a rule, they are not appreciated by teachers who need results. Unfortunately, the child's efforts, his efforts go unnoticed. And the child wants so much to be praised. Who is usually praised at school, generously endowing with the words "clever", "well done." That's right, excellent students. But they didn’t make any effort. Someone, after all, has been given the ability from birth. Well, it is necessary to give any child the opportunity to feel his success, to evaluate his efforts while he has them. After all, the situation of constant failure leads to negativism, to the refusal to go to school. The very same result can be assessed at later stages, when there is no fear of failure. Correctional work with such students involves individual approach that will provide them with the opportunity to work at their own pace. When creating comfortable conditions for such children, the level of learning the material will be much higher. Learning without taking into account the psycho-physiological characteristics of students can lead to school maladjustment and decrease learning motivation... But before you start corrective action, it is necessary to determine what still lies at the heart of academic failure: temperament, lack of formation of the emotional and volitional sphere, underdevelopment cognitive processes, lack of educational motivation, health status, general speech underdevelopment or something else.

A child with seemingly such minor problems experiences difficulties in assimilating state educational standards. Is the school ready to integrate children with more severe pathologies? After all, every "abnormal" child, studying in a mass school, should receive specialized help and support from both specialists and his teacher.

What prevents us from properly organizing correctional work with children with disabilities in a general education school? First of all, this is a low awareness of teachers and even parents about the peculiarities of the state of health of children, the lack of pedagogical technologies upbringing and education of children with various disabilities in mass school, and, finally, the prevailing negative attitude of the population towards seeking help from child psychiatrists and neurologists. Parents take the recommendations of a speech therapist about the need to obtain qualified advice from doctors with caution and even aggressiveness. By hiding from the doctor the real reasons why the examination was recommended, parents are missing out on the time allotted for the necessary medication. Not all parents and teachers understand the relationship between the state of health of the child and his problems in learning activities... Such a passive position of parents in relation to the organization of treatment leads to ineffectiveness correctional work at school. Therefore, timely counseling of parents on the problem of certain disorders in the development of children and the need for simultaneous correction, medical and pedagogical, is important here.

For the correct organization of correctional work, it is necessary that the school has the necessary specialists, in particular, defectologists who can provide real assistance to students with special educational needs, and teachers with in-depth knowledge in the field of special pedagogy. At this stage, in mass schools, only speech therapists provide qualified assistance to children with learning difficulties. But even now, speech therapists in general education schools are sorely lacking. In addition, speech therapists should work primarily on the prevention and overcoming of all kinds of speech disorders that impede full assimilation general education program on the Russian language and literary reading.

Thus, training in comprehensive school children with disabilities mental and physical health is possible and necessary for their successful socialization in the outside world. But this integration must be prepared and thought out, having a material base.