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The plan of the methodical work of the speech therapist. II

Sections: Speech therapy

I. General provisions.

1.1. Speech therapy rooms at secondary schools are organized to provide assistance to schoolchildren with various impairments in oral and written speech.

1.2. The main tasks of speech therapy offices are: overcoming and timely prevention of various forms of violations of oral and written speech, promotion of speech therapy knowledge among teachers and the population.

II. Organization of speech therapy work.

2.1. The speech therapy office enrolls students studying in educational institutions who have various disorders in the development of oral and written speech (general speech underdevelopment, phonetic and phonemic underdevelopment, phonemic underdevelopment, stuttering, phonetic speech underdevelopment).

First of all, students are admitted to the speech therapy office, whose speech defects impede the successful assimilation of program material (children with general, phonetic-phonemic and phonemic speech underdevelopment).

Students with phonetic disorders are admitted to the speech therapy office throughout school year as seats become available.

As students graduate with general, phonetic-phonemic and phonemic speech underdevelopment, new groups are recruited.

2.2. Until September 15, there is a complete recruitment of groups and subgroups that will be engaged in a speech therapy office this year (a survey of the oral speech of students in grade 1 and the written speech of students in grades 2-3 is being conducted).

At the same time, the speech therapist clarifies the lists of groups that were pre-assembled in May of the previous year from among students in grades 2-3. The examination of oral speech in grades 1 is carried out in two stages:

During the first week of September, a speech therapist conducts a preliminary examination of the oral speech of all students admitted to the first grades, and identifies children with certain deviations in speech development. At the same time, he selects those students who need systematic remedial classes. This is done in the morning (possibly right in the classroom);

During the second week of September, the speech therapist conducts a secondary in-depth examination of the oral speech of those children whom he has selected for classes in the speech therapy office during the preliminary examination. This examination is carried out during the second half of the day, i.e. After school.

From September 15, the speech therapist completes the examination of the oral and written speech of students, finally completes the groups and subgroups, determines the number of students for individual lessons, on the basis of which he draws up a schedule of classes and long-term plans for working with each group of students.

The schedule is based on the following time parameters:

  • 1st grade - 35 minutes
  • 2-3 class - 45 minutes
  • with a subgroup - 20-25 minutes
  • individually - 15-20 minutes

Breaks of 10-15 minutes between groups are allowed, between subgroups 5-10 minutes.

The schedule is left in such a way that each group does 3 basics a week, preferably at the same time. This is especially true for grades 1-2. 3 classes can be taught 2 times a week.

Work on the correction of sound pronunciation in subgroups and individually is carried out at the discretion of the speech therapist 1-3 times a week in each group or with each student, depending on the severity of the defect.

Approximate planning of the activity of a speech therapist during vacation time:

Autumn holidays - studying the state of writing in grades 2-3, in order to identify dysgraphics and control students who previously studied in a speech therapy room;

Winter - studying the state of writing in grades 1-3; replenishment of the cabinet;

Spring - organization and implementation of medical equipment, replenishment of the office, consultations with a neuropsychiatrist, neuropathologist, otolaryngologist;

Summer - exchange and broadcast of experience, lessons on sound pronunciation correction with future first graders.

The last two weeks of May 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.

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

2.3. The main form of organizing speech therapy work is group lessons. The number of people in groups is 6-8 people.

Children with a homogeneous structure of a speech defect are selected into groups. Of the identified students with primary speech pathology, the following groups can be completed:

FROM general underdevelopment speech (OHP) and reading and writing disorders caused by it;

With phonetic-phonemic (FN) or phonemic (FN) speech underdevelopment and reading and writing disorders caused by it;

Impaired pronunciation.

Individual lessons are conducted with children with severe speech disorders: OHP (2 levels); violations of the structure and mobility of the articulatory apparatus (rhinolalia, dysarthria). As these children develop their pronunciation skills, it is advisable to include them in the appropriate groups.

2.4. Classes with students in the speech therapy room are held during hours free from lessons, taking into account the operating hours of the institution.

Pronunciation correction in grade 1 children with phonetic disorders that do not affect academic performance, as an exception, can be carried out during classroom activities (except for Russian language and mathematics lessons).

At the same time, 30 people are engaged in the speech therapy room.

2.5. The frequency and duration of speech therapy classes depends on the operating mode of the institution and is determined by the severity of the speech defect. Correctional and developmental speech therapy work with a group of children with OHP, reading and writing disorders caused by it, is carried out at least 3 times a week; with a group of children with FF and FN; reading and writing disorders caused by them, 2-3 times a week; with a group of children with a phonetic defect, 1-2 times a week; with a group of stuttering - 3 times a week; individual lessons with children with severe speech disorders are held at least 3 times a week.

Duration of frontal speech therapy session with each group - 45 minutes; with a group with a lower occupancy (subgroup) - 20-25 minutes; the duration of individual lessons with each child is 15-20 minutes.

2.6. The duration of correctional and developmental education for children with FFN and impaired reading and writing caused by phonetic-phonemic or phonemic underdevelopment is approximately 4-9 months (from one half-year to a whole academic year); the term of correctional and developmental education of children with OHP and impaired reading and writing due to general speech underdevelopment is approximately 1.5-2 years.

2.7. Themes of group, individual lessons, as well as the registration of children's attendance are reflected in a typical class journal, where the required number of pages is allocated for each group of students. The journal is a financial document.

2.8. Students with speech impairments, if necessary, with the consent of their parents (persons replacing them), can be sent by a speech therapist to a district polyclinic for examination by specialist doctors (neuropathologist, psychiatrist, otolaryngologist, etc.) or to a psychological, medical and pedagogical consultation to clarify the level psychophysical development of the child and the establishment of an appropriate diagnosis.

2.9. Responsibility for children attending classes in a speech therapy office is the responsibility of the speech therapist, class teacher and school administration.

III. Teacher speech therapist.

3.1. Teachers-speech therapists are appointed persons who have a higher defectological education or graduated from special faculties in the specialty "Speech therapy".

3.2. Speech therapists are appointed and dismissed in accordance with the procedure established for teachers of general education schools.

3.3. The speech therapist teacher is responsible for the timely identification of children with primary speech pathology, the correct completion of groups, taking into account the structure of the speech defect, as well as for the organization of correctional and developmental education. In her work, the speech therapist teacher pays special attention to the propaedeutics of a secondary defect in children (reading and writing disorders), which prevents academic failure in the native language.

3.4. The salary rate of a speech therapist teacher is set at 20 astronomical hours of pedagogical work per week, of which 18 hours are devoted to working with children in groups and individually. It takes 2 hours for consulting work. First of all, during the consultation hours, the speech therapist teacher has the opportunity, for an accurate determination of the speech therapy conclusion, to more carefully examine the speech of children; give recommendations to students and their parents on the correction of a phonetic defect; consult with parents, teachers to determine the severity of a speech defect; draw up the necessary documentation.

3.5. Teacher speech therapist:

Conducts classes with students to correct violations of oral and written speech and helps to overcome the failure of their native language due to them;

Carries out systematic communication with the deputy director of the school for academic work and class teachers of students studying in a speech therapy room, attends lessons in order to develop a unified focus in working with students with speech disabilities;

Draws up an annual performance report and submits it to the school administration;

Informs the pedagogical council of the school about the tasks, content, results of the speech therapy office;

Liaises with preschool institutions, schools for children with speech impairments, speech therapists and specialist doctors of children's polyclinics;

Conducts the propaganda of speech therapy knowledge among parents of students: periodically speaks at parent meetings with reports on the tasks and specifics of speech therapy work and on measures to improve the performance of students with speech disorders;

Participates in meetings of methodological associations of teachers.

A speech therapist teacher is obliged to systematically improve his business skills.

3.6. During vacation time, speech therapists are involved in pedagogical, methodological and organizational work, which may include the following:

Identification of children in need of speech therapy assistance directly in preschool institutions or when registering children for school;

Participation in the work of the methodological association of speech therapists and speech therapists of preschool institutions;

Participation in seminars, practical conferences of a school, district, city, region, territory, republic;

Preparation of didactic, visual material for classes.

3.7. A speech therapist teacher who is the head of a speech therapy office can be paid for running the office.

3.8. If there are several speech therapy rooms at general educational institutions in a settlement, district, region, methodological associations of speech therapists are created at educational authorities, methodological rooms, and training institutes.

The structure of a speech therapy lesson on sound production

Theme: Sound S.

Lesson objectives(educational, correctional, educational).

Equipment: mirrors, probes, alcohol, cotton wool, sound articulation profile, syllabic tracks and tables, subject and plot pictures.

Course of the lesson

1. Organizational moment.

2. Articulating charging:

a) general articulation exercises;

b) special articulation exercises;

3. Announcement of the topic of the lesson.

4. Sound production.

5. Analysis of articulation according to plan:

a) the position of the lips;

b) the position of the teeth;

c) the position of the tongue (tip, back, root);

e) the nature of the exhaled stream.

6. Reinforcement of isolated sound: individual and choral pronunciation, onomatopoeia games.

7. Development of phonemic hearing:

a) recognition of a sound from a series of isolated sounds distant in articulatory and acoustic similarity;

c) from words.

8. Consolidation of sound in syllables.

9. Consolidation of sound in words.

10. Consolidation of sound in the sentence.

11. Homework.

12. Lesson summary:

a) finding out what sound was practiced in the lesson;

b) analysis of the main positions of the articulation of the sound under study;

c) final pronunciation (choral, individual).

13. Assessment of the child's work in the lesson is carried out with a psychotherapeutic focus.

The structure of a speech therapy lesson at the stage of sound automation

Subject: Sound ...

Lesson objectives.

Equipment.

Course of the lesson

1. Organizing time.

2. Articulation gymnastics.

3. Announcement of the topic of the lesson.

4. Pronunciation of isolated sound (choral, group, chain, individual).

5. Analysis of articulation according to plan.

6. Sound characteristic.

7. The connection of sound with a letter.

9. Consolidation of sound in syllables. Sound analysis and synthesis of syllables, graphic recording.

10. Consolidation of sound in words. Sound-syllabic analysis of words with graphic recording.

11. Consolidation of sound in the sentence. Graphical analysis of it.

12. Consolidation of sound in the text.

13. Homework.

14. Lesson summary.

15. Assessment of the work of children.

The structure of speech therapy classes for the differentiation of sounds

Theme:Sounds C - Z.

Objectives:educational (cognitive), correctional, educational.

Equipment: profiles of articulation of sounds, syllabic tables, subject pictures for comparing paronyms, split alphabet, plot pictures, material for graphic writing.

Course of the lesson

1. Organizational moment.

2. Articulation gymnastics. Only the most basic exercises are planned, modulating the main articulation movements for both sounds.

3. Announcement of the topic of the lesson.

4. Pronunciation of isolated sounds that differ (choral, individual, using onomatopoeia).

5. Analysis of the articulation of sounds according to the plan, highlighting the general and various points of articulation.

6. Characteristics of sounds.

7. The connection of sounds and letters.

8. Development of phonemic hearing.

9. Differentiation of sounds in syllables. Reading syllables from tables or repetition for a speech therapist. Graphic analysis of syllables.

10. Differentiation of sounds in words. Working with words-paronyms, sound-syllable and graphic analysis of words.

11. Differentiation of sounds in a sentence. Analysis of a sentence with graphic recording and extraction of words containing mixed sounds, and then extraction of these sounds from words.

12. Differentiation of sounds in the text.

13. Homework.

14. Lesson summary.

15. Assessment of the work of children in class.

Lesson structure for rhinolalia

Theme:Sound J.

Equipment:

Course of the lesson

1. Organizational moment.

2. Work to normalize the motility of the lower jaw.

3. Massage the hard and soft palate.

4. Gymnastics for the muscles of the soft palate and the back of the throat.

5. Facial massage.

6. Lip massage.

7. Mimic gymnastics.

8. Articulation gymnastics:

a) for lips; b) for the language.

9. Respiratory gymnastics:

11. Announcement of the topic.

12. Correction of sound pronunciation (staging, automation, differentiation).

13. Development of the lexical and grammatical side of speech.

14. Homework.

15. Lesson summary.

16. Assessment of the work of children in class.

Lesson structure for dysarthria

Theme:Sound S.

Equipment:

Lesson steps:

1. Organizational moment.

2. General relaxation.

3. Development of general motor skills.

4. Development of fine motor skills.

5. Facial massage.

6. Development of facial muscles.

7. Development of articulatory motor skills.

9. Correction of sound pronunciation (staging; automation; differentiation).

10. Formation of the lexical and grammatical aspect of speech.

11. Homework.

12. Lesson summary.

13. Assessment of the work of children in class.

The structure of the lesson on the correction of ONT level III

Theme:Toys.

Objectives: educational (program), correctional, educational.

Equipment:

Lesson steps:

1. Organizational moment.

2. Development of visual perception and visual memory.

3. Development of visual-spatial orientation:

Development of general motor skills;

Development of fine motor skills.

4. Development of auditory perception, auditory attention, auditory memory.

5. Development of articulatory motor skills.

7. Announcement of the topic.

8. Development of phonemic hearing.

9. Work on the syllable structure, sound analysis of syllables.

10. Working with words. Sound-syllabic analysis of words with graphic recording.

11. Work on the proposal. Graphical analysis of the proposal and its recording.

12. Homework.

13. Lesson summary.

14. Evaluation.

Scheme of group activities for stuttering

1. Organizational moment with psychotherapy.

2. General motor charging:

a) relieving muscle tension;

b) instilling the ability to regulate tension and relaxation of your body;

c) overcoming motor tricks.

3. Speech charging:

a) education of speech breathing (oral exhalation, its duration and smoothness);

b) fostering an easy and timely voice;

c) education of easy and timely inclusion of appropriate articulation movements.

4. Coordination of speech with movement (education of the tempo, fluency and rhythm of speech).

5. Work to consolidate the skills of correct speech:

a) conjugate form;

b) reflected form;

c) question-and-answer;

d) independent.

6. Homework.

7. Outcome of the lesson and assessment of work with psychotherapy.

Purpose: Timely identification and assistance to students with impairments in oral and written speech (dyslalia, rhinolalia, dysarthria, stuttering, dysgraphia, dyslexia, speech disorders due to hearing loss);

Tasks:

  1. Diagnostics and analysis of sound pronunciation, phonemic perception and analysis, grammatical structure of speech, coherent speech of first graders.
  2. Analyze oral speech and some non-speech processes of students and determine the causes of difficulties in mastering written speech.
  3. Analyze the written work of second and third grade students.
  4. To develop and implement the content of correctional work to prevent and overcome violations of oral and written speech among primary school students.
  5. Explanation of special knowledge in speech therapy among teachers, parents.
  1. Organizational work.
  2. Development of phonetic-phonemic processes. Formation of correct listening skills in the learning process. Dyslexia prevention and correction.
  3. Formation of grammatically correct coherent speech. Dictionary development.
  4. Development of fine motor skills. Propedeutics of writing skills. Dysgraphia prevention and correction.
  5. Correction of sound pronunciation.
  6. Working with teachers.
  7. Working with parents.
  8. Methodical work.
  9. Self-education.

Direction of activity and forms of work

Purpose of the

Dates

Organizational work. Diagnostic- project activities

Draw up an annual plan for correctional methodical work for 2014-2015 account. year of operation of the speech center

Timely conduct an examination of children.
Initial examination of speaking and writing

Identification of violations of oral and written speech

Acquaintance with the data of medical examination, collection of anamnesis

Clarification of the etiology of the nature of speech disorders

September
October

Acquisition of groups and subgroups

Filling out speech cards, drawing up long-term plans of work with each group

Provide equipment for the pedagogical process / p\u003e

Systematically

Draw up a comprehensive form of speech card for speech therapy examination.

September

Timely fill in the speech cards of speech pathologists in accordance with the decision of the protocols of the psychological, medical and pedagogical commission (PMPK).

Systematically

Based on the results of the examination, draw up a diagnostic card for working with logopaths, reflecting the dynamics of their development.

Track and analyze the dynamics in the course of correctional work.

September

Systematically equip the speech therapy office with speech aids and literature.

Systematically

Draw up an annual report on the work of the speech center.

Re-examination of speaking and writing

Filling in speech cards.

Development of phonetic-phonemic processes. Dyslexia prevention and correction. Correctional and developmental activities.

1.1. Formation of correct listening skills. Dyslexia propedeutics and correction. Development sound analysis... Memorizing and repeating rows of sounds and syllables, highlighting vowel sounds in words, speaking in a row.

The ability to isolate certain sounds in words, a linear series of phonemes, division into syllables, stress, finding the first and last sound in a word (according to the picture).

Systematically

Exercises in the differentiation of oppositional groups of sounds by ear and in pronunciation.

Acquaintance with all vowel sounds in pairs and the rules for their writing. The designation of a soft consonant followed by a vowel. Differentiation of vowels of the 1st and 2nd row:
and oh u e s and,
i e y e

For long-term planning

Formation of the action of changing words. Free operation with sound and graphic word models:
analysis of a syllable by sounds;
analysis of words by sounds;
finding a sound in words with a confluence of consonants at the beginning of a word, end of a word, middle of a word;
converting words by replacing some sounds and letters with others;
conversion of words by increasing and subtracting sounds (letters);
converting words by building up consonants.

Correction of speech disorders of students

For long-term planning

Help in teaching speech pathology children to read (work with mixed word models):

syllabic analysis - the synthesis of words in 2, 3,4, (5) syllables of different syllable structures;

reading sentences and short stories by syllable;
adding words from pictures;

help the teacher in teaching fluent, continuous reading (up to 40-60 words per minute).

Systematically

Exercises in differentiating oppositional groups of sounds by ear and in pronunciation:

selection of consonants in pictures and in words (as you study the alphabet): b — p; in - f; g — k — x; s — w; h - f; s — z; c — c; w — w; c — h; h - c; h — th;
selection and differentiation of paired consonants: n — b; d — t; r — l.

Systematically

Conducting individual and subgroup lessons with students to correct violations of oral speech

Correction of speech disorders of students

Systematically

Formation of grammatically correct coherent speech. Dictionary development.

Enrichment, consolidation and activation of the dictionary:
nouns, adjectives;
verbs;
adverbs.

Systematically

Work on understanding the meaning of synonyms, antonyms, homonyms and polysemous words in different parts of speech. Uncommon words.

Systematically

Development of generalizing concepts (classification of objects).

Systematically

Word-building work.

Systematization of children's knowledge about the methods of word formation:
suffix method of forming nouns, adjectives with different semantic connotations;
suffix-prefix way of verb formation.

For long-term planning

Work on the formation of the grammatical structure of speech:

Exercises in the formation and coordination of nouns and adjectives in gender, number, case with an orientation towards their endings;
selection of definitions for nouns;
formation of qualitative and relative adjectives short form adjective;
teaching in different ways of forming degrees of comparison (adjectives and adverbs);
activation of the use of the verb dictionary (in the form of the present, past, future tense, the only and plural);
composing and evaluating the meaning of a phrase (sentence) with given words;
exercises in the selection of epithets, comparisons, metaphors, sayings, phrases, phraseological units and other means of forming words.

For long-term planning


Development of fine motor skills. Propedeutics of writing skills. Corrective speech therapy work on the prevention and elimination of reading and writing disorders among students in grades 2-3.

Phonetic correction:
a) prevention and correction of acoustic dysgraphia:
structure and function of the speech apparatus (repetition);
sounds of speech and letters (repetition);
b) phonemic analysis of words:
simple forms of sound analysis;
complex forms of sound analysis;
hard and soft consonants;
designation of the softness of consonants in writing by means of vowels of the 2nd row;
the second way to indicate the softness of consonants in writing (by means of the letter ь);
c) the formation of phonemic perception; differentiation of phonemes with acoustic-articulatory
similarity:
vowels yo, yu, o, y;
voiced and voiceless paired consonants v-f; pb; d-t; d "-t"; z-s; g-k; zh-w;

- stunning voiced consonants: ssh; h-f; with "-sh"; r-l; p "-l"; g-k-x; c-c; ch-t "; ch-sch"; c-ch.

Correction at the phonetic level.

For long-term planning


Correctional work at the lexical level.
Identifying the active vocabulary of students.
Clarification and expansion of the vocabulary of students:
words - "weeds",
words - "friends" (synonyms),
words - "enemies" (antonyms),
words - "twins" (homonyms),
how many meanings do words have? (ambiguous words). Syllabic analysis and synthesis of words.
Types of syllables.
Accent in the word.
Schemes of syllable-rhythmic structure of words.
Unstressed vowels.
Word composition (morphemic analysis and word synthesis).
Root of the word. Difficult words.
Prefix. Suffix.

Propedeutics of semantic dyslexia and dysgraphia.

For long-term planning

Correctional work at the syntactic level.
Phrase and sentence. Harmonization of different parts of speech in number, in kind.
Control.
Whom? What? (accusative).
Whom? What? (Genitive).
Who? What? (dative).
About (in, on) who? than? (prepositional).
By whom? Than? (instrumental case).
Fixing case forms.
The connection of words in a sentence (phrase).
Prepositions.
Prefixes.
Prefixes and sentences.

Propedeutics of agrammatic dyslexia and dysgraphia.

For long-term planning

Propedeutics and correction of optical dysgraphia:
formation of spatial representations,
formation of temporary representations,
differentiation of letters with kinetic similarity:
b-d; b-c; d-in; and-y;
oh-a; and-sh
p-t; PC; ts-sh; etc; gh; u-u; y-z.

Propedeutics and correction of optical dysgraphia.

For long-term planning

Finger gymnastics.

Development of fine motor skills.

Systematically

Correction of sound pronunciation.

Providing systematic assistance in correcting the speech of speech pathology children.

Systematically

Consulting and methodological activities
Working with teachers. Communication teacher-speech therapist with parents.

Helping teachers in planning and implementing work on the development of speech pathology.

Helping teachers in organizing training and development of speech pathologists.

Familiarization of teachers and parents with the urgent problems of correctional education of a child

Specific mutual assistance in organizing a speech therapy office.

Organization of a speech game library.

Organization of a parent school. Systematic promotion of speech therapy knowledge:

To involve parents in correctional and educational work to develop the child's speech;
take an active part in parenting meetings;
to bring to the attention of parents the success in the development of the child's speech;
conduct systematic consultations and individual conversations with parents.

Parents' meetings in grade 1 "Prerequisites for teaching literacy"
"Development of hand-eye coordination in first graders"

Familiarization of parents with the result of diagnostics of speech development of children

september
October

Consulting teachers and parents of students in grades 1-3 based on the results of a survey of oral and written speech
children.

Providing an individual approach to the child, taking into account the identified features of his speech development

Systematically

Activities to promote speech therapy knowledge among teachers (conversations, lectures, speeches at parenting meetings)
Speech at the MO of primary school teachers
"Readiness to teach first grade students to read and write."
"Finger gymnastics"

Familiarization of teachers and parents with the urgent problems of correctional education of a child

Systematically

Interaction with teachers, psychologist, psychotherapist

Systematically

Methodical work. Enhancement professional competence

Attendance at courses, lectures, methodological associations, exchange of experience

Improving professional competence

Systematically
1 time per month

Work with scientific and journalistic literature

Systematically

Observation of the dynamics of speech disorders in speech therapy classes, for the influence of certain methods on speech development and correction of the child's speech.

Choosing the most effective ways to teach and restore the oral and written speech of children

Systematically
Filling in cards
"Dynamics of development"

Planning methodical work for the year

Drawing up long-term plans for working with students

Filling in speech cards

1 time per quarter

Preparation of class notes

Systematically

Pick up methodological and correctional literature and manuals, speech therapy games to help the teacher and parents.

Filling out the attendance log

Daily

Organize a survey of sound pronunciation and phonemic perception in children attending the "Good School" preschool school

At the request of the administration

To replenish the speech therapy office with didactic means in all sections of the plan.

Systematically

Self-education. Work to improve the equipment of the speech therapy office

Production and acquisition of teaching aids

Improving the effectiveness of correctional work

Systematically

Timely replenish knowledge, get acquainted with innovative programs and technologies. Systematic review of defectological literature.

Systematically

Take an active part in regional seminars and methodological councils.

1 time per quarter

To visit the nearest educational institutions of preschool and school type in order to enrich the experience.

Participate in various courses at the Institute for Advanced Training of Educators.

Replenish methodological developments your site.

Systematically

Acquisition of methodological literature

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Transcript

1 Approved. ”Director of KGKSKOU SKSHI 8 type Krymzina SM ANNUAL PLAN of correctional and methodological work of a speech therapist teacher for the academic year Purpose: timely identification and correction of deficiencies in oral and written speech of students, contributing to socialization and personality formation as a whole. Tasks: 1. Diagnostics of students' speech development; 2. Improve articulation and fine motor skills; 3. To form phonemic perception, analysis, synthesis, presentation. 4. Staging sounds and automation as staged; 5. Clarify, enrich and organize vocabulary; 6. Form semantic fields; 7. To develop colloquially dialogical, descriptive and narrative types of oral speech; 8. To improve the grammatical structure of speech (mastering the coordination, inflection, word formation)

2 9. To form a complete understanding of space and time; 10. Prevention and correction and violations of writing; 11. Create conditions for correction and development cognitive activities students (general intellectual skills, educational skills, auditory and visual perception, memory, attention) 12. To form the informational readiness of the teaching staff for speech therapy work, assistance in organizing a full-fledged speech environment; 13. To coordinate the efforts of teachers to conduct speech work with children. p.p. Direction of activity and forms of work Purpose of carrying out Timing Conduct a thorough initial individual examination of first grade students and newly arrived students Conduct a frontal in-depth speech therapy examination of the oral and written speech of students in grades 2-7 Acquaintance with the data of psychological and medical pedagogical documentation, collection of anamnesis Intermediate diagnosis of children Preparation of speech therapy conclusions for the PMPk organization Filling out the correction work sheets Recruitment of groups and subgroups for correction work Diagnostic - project activities Identify the structure of the speech defect and the degree of its severity. Identify the most important individual psychological characteristics child Identifying dynamics in correctional process Drawing up a collegial opinion Tracking the dynamics of speech development Drawing up individual plans for conducting September 2015 December 2015 September 2015 at the end of each quarter Note

3 Final evaluation activity Formation of a report on the dynamics of correction and development of speech functions Correctional and developmental activities Conducting group remedial classes c Timely correction by students of grades 1 of the deficiencies in oral and written speech of students, contributing to socialization and the formation of the personality in general Conducting group correction classes with students in grades 2-7 with reading and writing impairments Conducting individual lessons with students in grades 1-7 on sound pronunciation correction and improvement other aspects of speech Acquaintance with the diagnostics of the intellectual and emotional-volitional spheres, carried out by a teacher-psychologist Analysis of the results of the examination of all specialists and the preparation of individual development programs Familiarization of permanent members of the PMPK with the results of a speech therapy examination Acquaintance of teachers with the directions of correctional work for the current academic year Visiting correctional classes Individual counseling specialists in order to discuss methods, techniques of correctional work Consultations for parents on speech disorders, the dynamics of their overcoming among students, homework m to consolidate the received Advisory and methodological activities Determining an individual route to overcome speech disorders Tracking the dynamics of speech development Determining an individual route to overcome speech disorders Parents' education, teaching the basic techniques of consolidating the skills gained in the classroom May September, May constantly skills Methodical work, increasing professional competence Development of work programs for the course June-

4 correctional and developmental areas "Speech therapy classes" 1st, 2nd grade Development of work programs extracurricular activities "Speech and ball" Grade 1-2 Development of a program of corrective speech therapy classes for students in grades 3-7 Attendance of courses, lectures, methodological associations, exchange of experience Passing distance-learning courses Participation in pedagogical councils, seminars, consultations Working with scientific and journalistic literature Visiting lessons Visiting open speech therapy classes for speech therapists Conducting open sessions for educators Observing the dynamics of speech disorders in speech therapy classes Observing the influence of certain methods on the effectiveness of the work carried out Thematic consultations for teachers and educators: "Spatial disorders and the assimilation of reading and writing" "Optical dysgraphia: prevention and correction methods ”. "Game techniques for teaching reading" "Daily games for automating sounds" "How to overcome the omission of letters in writing" Increasing professional competence Promotion of speech therapy knowledge on the prevention and overcoming of speech disorders Determination of tactical and alternative directions in the work of a teacher with children with speech difficulties Selecting variable directions of correction Introduction specialists with disabilities in oral and written speech of students with mental retardation and available methods for their correction June - According to the plan of the educational organization

5 Planning methodological work for the year Development of an optimal system August Drawing up long-term work plans with the correction of violations of the oral and students Filling out speech cards of written speech among students with intellectual skills Drawing up and approving a cyclogram, insufficient work schedule Filling out an attendance register daily Drawing up class notes daily Drawing up a progress report May speech therapy work for the academic year Maintaining a page on the school website, nsportal.ru, regular replenishment of pages with new materials Exchange of experience Working with disabled children Developing recommendations (memos) for parents Providing speech therapy on the main sections of the child's speech development accompanying disabled children Parental advice on exciting issues of the child's speech development Development and implementation of individual correction programs Conducting individual lessons to correct speech impairments Consulting activities with specialists and institutions Work to improve the equipment of the speech therapy office Drawing up a development plan for the office Production and purchase of methodological and didactic aids Acquisition of methodological literature Teacher-speech therapist: / O. A. Savitskaya


Speech therapist portfolio Savitskaya Olga Alekseevna, Teacher-speech therapist KGKOU SHI 11 Personal data Savitskaya Olga Alekseevna Place of work: KGKOU SHI 11 Position: teacher-speech therapist Education: 2004 Khabarovsk

State educational institution Tula region "Efremovskaya school for students with disabilities health "Annual work plan to correct the speech of students speech therapist teacher Khruslova

General annual plan of correctional methodological work of a speech therapist teacher for the 2016-2017 academic year Teacher speech therapist of the highest qualification category Gaybaryan Anna Vladimirovna S. Chaltyr Explanatory note

"APPROVED" Director of the Kazan boarding school 7 / S.Yu. Prolubchikova Annual work plan for speech therapists for the 2017/18 academic year Goal. Identifying and assisting in overcoming difficulties caused by

Tasks: 1.organization of work on diagnostics of development levels speech activity students in order to timely identify children with adaptation difficulties due to speech underdevelopment; 2.implementation

The annual work plan of the speech therapist teacher for the 2018 2019 academic year. Goal. Timely identification and assistance to students with impairments in speaking and writing. Tasks. 1. Diagnostics and level analysis

PROSPECTIVE ANNUAL WORK PLAN of the speech therapist teacher for the 06-07 academic year Compiled by the speech therapist teacher Luzyanina A.A. The main tasks of correctional education for the 06-07 academic year:

"APPROVED" Director of the MOU "Secondary School 44" Chalna-1, Prionezhsky Municipal District A.S. Parshin "1" September 20 The annual work plan of the speech therapist MOU "SOSH 44" Marina Krasova for 2016-2017

"APPROVED" Director of GBOU Lyceum 82 / T.N. Zgibay. / 30 August 2016 Annual work plan of the teacher - speech therapist Victoria Sergeevna Butakova for the 2016 2017 academic year St. Petersburg 2016 1. ORGANIZATION

The work plan of the teacher-defectologist for the 2018-2019 academic year Purpose: Planning, organizing and conducting work with pupils with disabilities, children with disabilities who experience

The annual work plan of the speech therapist teacher for the 2016-2017 academic year. Objective: To provide assistance to students with impairments in speaking and writing, who have difficulties in communication and learning, contributing to development

I APPROVE: I.O. OF DIRECTOR MBUSOSH 1 /../ "02" SEPTEMBER 20 PLAN OF METHODOLOGICAL WORK OF LOGOPEDIC SERVICE MBUSOSH 1 FOR 20-20 ACC. YEAR. Direction of work Working with teachers Form of conducting Conversation for

Agreed by Deputy Director of the Department of Internal Affairs Kalinina I.V. Approved by: Director of the State Budgetary Educational Institution of the Republic of Kazakhstan "Feodosia sanatorium boarding school" / Dymnich O. / Annual plan of the teacher-speech therapist for the 2017-2018 academic year. Purpose: Timely

"Agreed" "Approved" Methodist of IMO Appendix 13 "Center for support to order 230 of 31.08.2016 of the activities of the OU BIS SK" Director of MCOU "Secondary school 6" V.P. L.V. Andriyanova Kudinova ANNUAL PLAN for correctional-methodical

Annual long-term plan of the Teacher-speech therapist of the preschool department of GBOU SOSH 281 (5, Raduzhnaya st.) Reshetnik OV for the 2015-2016 academic year. The upbringing and educational tasks of the preschool department of GBOU

Long-term planning of correctional pedagogical work for the 2016-2017 academic year Teacher-speech therapist: Utemisheva G.K .. Tasks of speech therapy work: 1. Diagnosis of speech disorders. 2. Creation of favorable

The annual work plan of the speech therapist teacher for the 2017 2018 academic year. Goal. Timely identification and assistance to students with impairments in oral and written speech. Tasks. 1. Diagnostics and level analysis

EDUCATION DEPARTMENT OF ADMINISTRATION OF MUNICIPAL EDUCATION PRIURALSKY DISTRICT MUNICIPAL EDUCATIONAL INSTITUTION SCHOOL p. AKSARKA MOU School with. Aksarka st. Sovetskaya, 10, p. Aksarka, Priuralsky

State budgetary educational institution "Kazan boarding school 7 for children with disabilities" AGREED: Director of the boarding school Deputy. Director for Water Resources Management APPROVED

CONSIDERED at the meeting of the Pedagogical Council of the KGKOU SHI 11 Minutes 28 of 08/30/2017. APPROVED Director KGKOU SHI 11 Krymzina S.M. Order of 11/13/2017 69-od Regulations on the speech therapy service of the KGKOU SHI

Purpose: Providing speech therapy assistance to children in need of speech correction and prevention. Tasks: Correction of the sound-pronunciation side of speech. Development of phonemic hearing and sound analysis and synthesis

Work report speech therapist for the 2017-2018 academic year Contents. 1. Information about the work of a speech therapist for the 2017-2018 academic year. 3 2. Monitoring the results of speech therapy work in the 2017-2018 academic

Purpose: diagnostics and correction of speech development disorders junior schoolchildren... Objectives: 1. To monitor the speech development of children in grades 1-4. 2. Conduct corrective work to correct dysgraphic

Municipal state-owned preschool educational institution "Kindergarten of general developmental type 10" Ivushka "of the city district of the city of Frolovo Approved by Head of MKDOU 10 T.V. Shuligina Annual work plan

ANNUAL WORK PLAN for the 2018/2019 academic year speech therapist GBOU Secondary School 4 named after V.P. Glushko Purpose: Speech therapy support for students who have difficulties in mastering the basic educational program of the primary

The work plan of the speech therapist teacher for the 2016-2017 academic year The speech therapist teacher assists students with impairments in the development of oral and written speech, in their mastering of general education programs. The main

The annual plan of educational and methodological work of the speech therapy service GBOU School 1213 The main tasks of speech therapy work at school for the 2016-2017 academic year: The setting goal of speech therapy work at school: "Providing

ANNUAL WORK PLAN OF THE LOGO TEACHER MCOU "Tolpino Secondary School" Fomina E. A. for the 2016-2017 academic year. PURPOSE: timely identification of children who need the help of a speech therapist. Consistent

"Agreed" "Approved" Deputy Director of the Kyrgyz Republic Director of the State Educational Institution of Education E.A. Makhneva of the boarding school 1, Yeisk, 20 T.I.Samokhina, 20.The annual work plan of the speech therapist teacher N.I. Gordienko Goal. for 2018 2019 educational

The annual plan of educational and methodological work for the 2016-2017 academic year Teacher-speech therapist MDOU "Zvezdochka" Verbenko MB Purpose: to provide qualified assistance to children with oral speech disorders. Tasks: -

Municipal budgetary educational institution, secondary school 31 with a sports bias in the city of Pyatigorsk, Stavropol Territory 357538 Russia, Stavropol Territory, Pyatigorsk,

Purpose: To assist primary school students with impairments in the development of oral and written speech, in their mastering general education program... Objectives: 1. Timely identification of students with difficulties

P / n 5. DIAGNOSTIC UNIT MEASURES Terms of implementation Form of work Responsible Observation A detailed examination of the oral speech of children, distribution into subgroups. Filling in speech cards. Diagnostics

I APPROVE the working program of the speech therapist at the speech therapy center of the MKDOU "Uinsky kindergarten", uinskoye, 2017. 1. Explanatory note. The formation of the sound side of speech is considered as one

Annual work plan of a speech therapist school "I approve" Director of the State Budgetary Educational Institution of Secondary School / Full name of the director of the institution / p / p Directions of work 1. Organizational work Preparation of the office for the new academic year Registration

Planning the work of a teacher-defectologist for the 2014-2015 academic year In connection with the transition to the federal state educational standard of a new generation and a qualitatively different paradigm educational process, is undergoing changes and meaningful

Speech therapist teacher's annual report senior group for children with TNR ONR MDOU "D / s 33" Voskoboinikova N.N. for the 2017-2018 academic year. Corrective speech therapy work was based on the author's "Adapted

The work plan of the teacher-defectologist of MBDOU "Kindergarten 99" Elena Gennadievna Gorbacheva for the 2018-2019 academic year Ivanovo-2018 Purpose: Planning, organizing and carrying out correctional and developmental work with

WORK PLAN OF THE SOCIAL-PSYCHOLOGICAL-PEDAGOGICAL SERVICE FOR 2018-2019 academic year PRESCHOOL SOCIAL-PSYCHOLOGICAL DIRECTION Tasks of the teacher-psychologist: 1. Preservation and strengthening of the psychological

SEPTEMBER Preparing the study for the beginning of the academic year. Paperwork: - The plan of the speech center for the academic year; -Children's speech examination log; -List of children enrolled in the speech center; -Speech cards;

The annual work plan of the teacher - speech therapist for the 2016-2017 academic year Purpose: Timely identification and assistance to students who have impaired oral and written speech. Tasks: 1. Diagnostics and analysis

Appendix 2 Approved by: head Adopted by the pedagogical council on 15.08.2017 MBDOU "Kindergarten 99" S. B. Bryukhanov Order 36 of 08/31/2017 Work plan of the teacher-defectologist MBDOU "Kindergarten 99" Gorbacheva

APPROVED Director of MBU "School 26" I.I. Safronova ANNUAL PLAN for the work of a teacher of a defectologist for the 2018 2019 academic year Purpose: Planning, organizing and conducting work with students with disabilities

Analysis of the results of correctional work for the year May III Correctional and developmental work 1 Conducting subgroup speech therapy classes on the formation of lexical and grammatical means of the language

1.4. Speech therapy support for students is a necessary component of the education system, ensuring the development of the personal, intellectual and professional potential of society. 1.5.

State budgetary special (correctional) educational institution for students, pupils with disabilities "Kazan special (correctional) general education

1 development, development of correctional and speech therapy work for a year. 2 Interim examination of children's speech in order to identify dynamics in the development of speech and adjust work plans. 3 Final examination

Municipal budgetary educational institution "Secondary school 4" Report of the speech therapist teacher for 2015-2016 academic year. Teacher speech therapist I qualification category Sirotkina Elena Pavlovna

The long-term plan of the correctional-organized activity of the psychological, medical and pedagogical council of MBDOU "Yagodka" for the 2018 2019 academic year. Adopted at the meeting of the PMPK "1" September 2018 1. Regulatory and legal

The annual work plan of the teacher-defectologist Golovina O.I. for the 2016 2017 academic year. Purpose: Planning, organizing and conducting work with pupils with disabilities, children with disabilities,

REPORT on the work of the speech therapist teacher Tyurina Tatyana Veniaminovna in the 2015-2016 academic year at the speech therapy center of the MOU SOSH 1 p. p. Kuzovatovo I. Organizational, diagnostic and correctional development B

Annotation to work program on the correction of speech disorders for students in grades 1-4 with disabilities (NODA + mental retardation)., speech therapist Vasilyeva N.V. mental retardation (intellectual impairment).

DEPARTMENT OF EDUCATION OF THE MUNICIPAL EDUCATION OF THE CITY DISTRICT "OKHINSKY" MBDOU KINDERGARTEN 10 "CINDERUSHKA" OKHA. AGREED Deputy Head of BMD MBDOU kindergarten 10 "Cinderella" APPROVED Head

MBDOU "Kindergarten" Rainbow "s. Lawrence "Approved by: Head T. V. Bushmeleva 09/01/2016 PROSPECTIVE WORK PLAN of the speech therapist MBDOU" Kindergarten "Rainbow" s.Lavrentiya "Taranyuk I.A. for 2016-2017

"I approve": Senior Methodologist, Building 5, State Budgetary Educational Institution, Secondary School 113 dated September 01, 2013-2018 S.G. Solonchenko The annual program does not change speech therapist teacher Deryabina OV for the 2013-2018 academic year Tasks of correctional and developmental

ANALYSIS OF THE WORK OF THE LOGOPEDIC SERVICE OF THE MBOU GYMNASIUM IN ZERNOHRAD FOR THE 2013-2014 ACADEMIC YEAR. The activities of the speech therapy service are carried out in accordance with the regulatory legal acts in the field of protection

The work plan of the speech therapist teacher Vaganova L.S. for the 2013 2014 academic year September October November December January February March April May * Full examination of the state of speech of children in 1-4 grades. and new arrivals.

EDUCATION MANAGEMENT OF THE ADMINISTRATION OF THE KIROVSKY DISTRICT Municipal government preschool educational institution of the city of Novosibirsk "Kindergarten 195 combined type" APPROVED: Head of MKDOU

The work plan of the speech therapist teacher Rzhevskaya S.I. for the 2015-2016 academic year Purpose: Timely identification and assistance to students with impairments in oral and written speech. Tasks: 1. Diagnostics and analysis

APPROVED by order of the director of the school of 02.09.206 75-D Work plan of the PMPK KGKOU School 4 for the 206-207 academic year Purpose: to provide diagnostic and correctional psychological and medical pedagogical support for students

The annual work plan of the speech therapist teacher for the 2013 2014 academic year. Goal. Timely identification and assistance to students with impairments in oral and written speech. Tasks. 1. Diagnostics and level analysis

Purpose and annual tasks work of a speech therapist teacher for the 2018-2019 academic year Goal: Ensuring sustainable development of pupils with disabilities in the context of the requirements of Federal State Educational Standards

MUNICIPAL PRESCHOOL EDUCATIONAL INSTITUTION KINDERGARTEN 6 "ALENUSHKA" R.P. KUZOVATOVO Analytical report of the speech therapist I.V. Bardeeva for the 2015-2016 academic year The purpose of the speech therapist teacher

Appendix 6 Prospective annual work plan of the speech therapist teacher Lukicheva Ya.N. for the 2017-2018 academic year ACTIVITIES p / p I. ORGANIZATIONAL UNIT 1 Preparation of a speech therapy office for the new academic year.

MAOU "Yugovskaya secondary school»1 2. Goals and objectives of the council. 2.1. The purpose of the organization of the council is to form an integral system that provides optimal conditions for the training and education of schoolchildren.

And the dynamics of the development of students' speech; analysis of the success of correctional development work; A comprehensive examination of the speech of students newly enrolled in school from grades 1-7, in order to identify children of speech pathologists.

Municipal preschool educational autonomous institution kindergarten of general developmental type "Smile" with priority implementation of activities for the social and personal development of children (MDOAU d / s "Smile")

4.3. The work plan of the speech therapist Explanatory note Based on latest research in the field of speech therapy A.V. Yastrebova, L.F. Spirova, T.P. Bessonova and fundamental research of psychology and

ACCEPTED by the Pedagogical Council on June 23, 2015 minutes 14 APPROVED Director of the MOU "Secondary School 33 with in-depth study of English from the 2nd grade" of Magnitogorsk IV Shmaneva Order 82/2-P of

SOLIKAM STATE PEDAGOGICAL INSTITUTE APPROVED: Approved at a meeting of the Department of Psychology and Correctional Pedagogy in 20, Protocol Vice-Rector for Academic Affairs, 20 Head. Chair Program

Psychological and pedagogical support of children with disabilities. Implementation of correctional, developmental and educational tasks set by the Adapted Basic Educational preschool program (AOOP), provided

The work plan of the psychological, medical and pedagogical council (PMPk) for the 2016-2017 academic year Purpose: to create an integral support system that provides optimal conditions for teaching children with disabilities.

Appendix 5 to Order 448-O of 10/27/2017. 1. WORK PLAN of the PHMS center for the 2017-2018 academic year. Content Responsible Participants Terms Control 1. Direction: Psychological support

1.2. Speech therapy service is a necessary component of the system preschool educationensuring the development of the personal, intellectual and professional potential of society. 1.3. Speech therapy

Representatives). 2. PURPOSES AND OBJECTIVES OF THE CHILDREN'S HOUSE LOGOPEDIC SERVICE 2.1. The main purpose of the service is to provide speech therapy assistance to inmates of an orphanage, children who are under guardianship or are brought up

In this section of the plan, the specialist indicates the timing of correctional work, the forms of organizing classes.

III. Scientific and methodical work

In this section, the specialist indicates the activities related to his participation and carried out within the framework of this MDOU, district, city, etc. The speech therapist also indicates his role in this exercise.

Here you can also indicate events aimed at improving the professional level of a specialist, as well as open classes or other events aimed at sharing experience (if any).

IV. Relationship with all participants in the general educational process

Participants in the general educational process mean:

Primary school teachers;

Educator-psychologist;

Parents;

Administration of a general education institution;

Clinic specialists, school nurse.

This document is compiled every year and includes both activities that remain traditional, such as remedial classes, surveys, group consultations, and other activities, for example, taking part in refresher courses, participation in city conferences, etc.

Currently, many speech therapists use several documents that replace a single annual plan. These can be separate plans for the speech therapist teacher's work with parents, with specialists, as well as a plan for methodological work on this year.

Drawing up a complete plan for methodological work greatly facilitates the preparation of a report on the work done by the speech therapist at the end of the year.

Below is a sample annual work plan for a speech therapist at a municipal educational institution.

The plan of methodical work for the 200 ___ / 200___ academic year of the speech therapist moe No. ________

"I approve"

Director of the MOU No. __________

FULL NAME_____________________

Name of the event

Date and venue

The role of the specialist

Execution details

1. Organizational work

Preparing the room for a new educational

Painting walls in the office, skirting boards, wallpapering, designing an area for individual work

Teacher speech therapist

Primary and in-depth examination of the oral and written speech of children (at the beginning, in the middle and at the end of the year)

Conducting a mass survey of primary school students, then an in-depth survey of children enrolled in a speech center

Teacher speech therapist

Completed on time

Study of the documentation of children enrolled in the speech center

Collection of anamnestic data and an extract from the medical records of students of information necessary for the teacher

Teacher speech therapist

Monitoring the oral and written speech of children (grades 1-4)

01.09 - 15.09 10.01 - 15.01 15.05 - 30.05

Filling out speech cards, examination protocols of oral and written speech, processing the results, writing analytical reports

Teacher speech therapist

Completed on time

Name of the event (event level: OU, district, city, etc.)

Date and venue

The role of the specialist

Execution details

Registration of documentation for a speech therapist at the beginning and end of the academic year

01.09 - 15.09 30.05 - 10.06

Registration and approval of the necessary documentation, completing the package of documents in accordance with the recommended list

Teacher speech therapist

Issued on time

Acquisition of groups for correctional work: the first group - 2 "A" class, the second group - 2 "B" class, the third group - 2 "C", "D" class, the fourth group - 3 class

Recruiting groups for correctional work (the emphasis in the work of a school speech therapist is on the correction and prevention of dysgraphia)

Teacher speech therapist

Completed on time

Preparing handouts

and also during vacation time

Production of manuals on the topic: "Vowels of the first and second row", symbols for designating vowels and consonants, cards with the image of stylized letters

Teacher speech therapist

Purchased

Purchase of benefits and didactic games

and also throughout the year

"Antonyms", "In my apartment", "Prepositional words", thematic dictionaries on the topics "Vegetables", "Mushrooms", "Fruits"

Teacher speech therapist

Purchased

Name of the event

Date and venue

The role of the specialist

Execution details

Analysis of correctional work (provided to the education department or educational district to the senior speech therapist, district speech therapist, etc.)

Writing analytical reports on the results of monitoring, a report on the work of a speech therapist at the end of the year

Teacher speech therapist

Completed on time

II. Correctional work

Conducting frontal classes in the form of group according to the cyclogram of working hours

Monday: 11.00 - 14.15

Teacher speech therapist

Completed on time

Conducting individual correction sessions according to the working time cycle

15.09-15.05 (excluding holidays and examination time)

Monday: 11.00 - 14.15

Wednesday: 11.00 -14.15 Friday: 11.00 - 14.15 Tuesday: 13.15 - 16.00 Thursday: 13.15 - 16.00

Teacher speech therapist

Completed on time

III. Scientific and methodical work

Conducting group consultations:

A) speeches at parent-teacher meetings (the topic of the parent meeting is determined by the speech therapist

September -

"How to help a child with OHP"

"Left-handed child at school"

"What are children with developmental disabilities?"

Teacher speech therapist

Name of the event(level district, city, etc.)

Date and venue

The role of the specialist

Execution details

B) Thematic consultations for primary school teachers

September

Methodical associations of teachers early. class

"What does a teacher need to know about a child with speech impairments?" "We develop auditory attention in first graders" "Where does dysgraphia begin?"

Speaker on method. unification

Conducting parenting meetings for parents whose children are enrolled in a speech center

September, May OU

Teacher speech therapist

Conducting individual consultations for parents and teachers of educational institutions

During a year

Monday, Thursday: 14.15 - 15.00 (weekly, according to the teacher's work schedule)

Teacher speech therapist

Weekly (according to the specialist's work schedule)

Workshops for teachers-speech therapists of the district:

September

During the year (according to the work plan)

"Planning the work of teachers-speech therapists of the district for the current year"

September - listener

Name of the event (event level: OU, district, city, etc.)

Date and venue

The role of the specialist

Execution details

District: based on the regional psychological center, education department, PMPK, etc.

"The results of recruiting school speech centers, the relevance of speech therapy work at school"

November - participant

"Features of the development of spatial perception in primary school children with optical dysgraphia"

March -participant

"Results of correctional work for the current year"

June - listener

Conducting open classes for primary school teachers and educational institutions

A) October - 2nd grade

B) December - 1st grade

A) Final lesson on the topic "Voiced and voiceless consonants"

B) "Hard and soft consonants"

Teacher speech therapist

Conducting open frontal classes for parents whose children attend a speech center

October, April

Parents are invited whose children attend speech therapy classes... The topic is determined by a speech therapist according to a long-term plan

Teacher speech therapist

First week of October and last week of April

Scientific-practical conference "Children and speech pathology"

March. Department of Pedagogical University; regional event

Speeches by city and regional specialists, exchange of experience, acquaintance with the latest in methodological literature

Participant

Name of the event (event level: OU, district, city, etc.)

Date and venue

The role of the specialist

Execution details

Attending refresher courses

February. Department of Pedagogy

university. Regional event

Lectures and practical classes conducted by specialists

department of speech therapy and leading specialists of the city and region

Listener

First and second week of February

Speech therapy practice of students of the Department of Speech Therapy of the Pedagogical University

Conducting practical exercises within teaching practice

First-third week of October Second-fourth week of December

IV. Communication with the specialists of the educational institution

Diagnostics of various fields of activity, certain functions of the child

Joint research: the educational psychologist explores the sensory sphere, the cognitive sphere and fine motor skills. The speech therapist examines the level of formation of speech skills and articulatory motor skills. Primary school teacher explores general developmental skills in OU

Teacher speech therapist

Completed on time

Analysis of examination results, preparation of individual development programs

September January

Mutual exchange of information in order to clarify and concretize the conclusion, as well as to draw up individual development programs

Teacher speech therapist

Held on time at the PMPC meeting

Name of the event (event level: OU, district, city, etc.)

Date and venue

The role of the specialist

Execution details

Referral of children (with parental consent) to a psychologist at the MDOU

During a year

The speech therapist directs children to clarify the conclusion, for a more complete examination, in order to carry out preventive or corrective measures

Teacher speech therapist

Directed

to the city

6 children of OU

Acquaintance with the content of remedial education

Before the start of correctional work (2 times a year - before each period of correctional education). OU

The speech therapist introduces the psychologist and primary school teachers to the directions of correctional work for the current year, with the proposed lexical topics, which will be studied in a group, with program requirements for the current year. The psychologist introduces the speech therapist to those methods and techniques, a set of games that will be used in individual correctional work throughout the year. The primary school teacher introduces the speech therapist to the Russian language training programs for the current year

Participant

corrective

process

Spent: September, January

Name of the event (event level: OU, district, city, etc.)

Date and venue

The role of the specialist

Execution details

Mutual attendance of correctional classes

A) October - 2nd grade

B) December - 1st grade

Speech therapist:

A) Final lesson