Speech therapy work in a general education preschool institution.

Speech therapy work in a general education preschool institution.

The purpose of the work of a speech therapist at a preschool educational institution is
to provide timely correctional and developmental assistance to preschool children with speech disorders.
Tasks:

— carry out the necessary correction of speech disorders in preschool children;

— prevent violations of oral and written speech in preschool children;

— to develop voluntary attention to the sound side of speech in preschool children;

— to promote speech therapy classes among teachers of MKDOU, parents of pupils (their substitutes);

— to cultivate in children the desire to overcome speech deficiencies and maintain emotional well-being in their adaptive environment;

— improve the methods of speech therapy work in accordance with the capabilities, needs and interests of the preschooler;

— integrate the upbringing and education of children in the general education group with receiving specialized assistance in speech development.

In the practice of modern education, there is a growing gap between the real situation of the increasing need for corrective and preventive influence at an early age and the existing regulatory and legal framework that regulates the activities of the preschool educational institution’s speech center and constrains the provision of timely speech therapy assistance to children.

In middle and older age, deviations in speech acquisition become more complex and develop into various forms of speech disorders. The largest number of children with speech disorders were identified at the age of 4–5 years (91%), 5–6 years (85%). At the same time, only older (preparatory) age children receive assistance within the preschool speech center, and work with younger children is limited to creating a data bank on speech disorders and counseling parents.

Due to the increase in the number of preschool children with certain speech development disorders, it is impossible to provide them with correctional and pedagogical assistance and only within the framework of speech therapy groups. Moreover, the role and importance of speech therapy centers in preschool educational institutions is increasing as one of the most realistic and effective ways to ensure high speech and socio-psychological adaptation of children with speech disorders to the conditions of school education.

The choice of methods and forms of providing speech therapy assistance is directly related to the determination of the characteristics of children, the educational needs of parents (legal representatives), and the capabilities of the regional education system itself, which together identifies the following forms of organizing speech therapy intervention:

·
Groups for children with physical disabilities and special needs;
· Speech therapy centers in preschool educational institutions;

· Intragroup differentiation of individual pedagogical work with children in the course of regulated and unregulated activities (the work comes down to the development of children’s speech, the formation of a coherent, expressive and logical statement in them).

A preschool speech therapy center is the “youngest” form of organizing speech correction assistance for children with speech impairments. Unfortunately, there is still not a single federal level regulatory document on this model of organizing speech therapy care. Publications in a number of publications, especially in the scientific and methodological journal “Logoped”, help to more effectively solve issues of prevention and correction of speech defects. However, speech therapists sometimes have problems that require an extraordinary approach, both to the organization and to the selection of the content of speech correction work.

When analyzing the currently available regulations on preschool speech therapy centers in individual cities and regions of the Russian Federation, many discrepancies and inconsistencies are revealed regarding the specifics of speech therapy work with preschool children. These discrepancies and inconsistencies relate to:

— a list of types and forms of speech disabilities with which children are enrolled;

enrollment mechanism;

— the number of children studying at the speech center at the same time;

— recommended frequency of individual and group lessons for children with different structures of speech defects;

— a list of documentation of the speech therapist teacher.

Inconsistencies in a number of provisions are caused mainly by the fact that they are based on the letter of the Ministry of Education of Russia dated December 14, 2000 No. 2 “On the organization of the work of a speech therapy center in a general education institution.” The wording of the title of the letter makes it possible to assume that it also relates to the activities of the speech therapy center of the preschool educational institution, since kindergartens are also general educational institutions. But this letter entirely determines the procedure for organizing the activities of only the school logo center, which follows from the contents of the letter and its appendices.

It is inappropriate to strictly regulate the work of a speech therapist in these conditions, since strict regulation will lead to formality in the work and will not allow fully taking into account the structure of the speech defect and the psychophysical characteristics of each child; will limit the initiative and creative approach to solving correctional, organizational and methodological problems of a speech therapist.

What are the specifics of working at a preschool speech center?

and how does the work of a speech therapist at a speech center differ from the work of a speech therapist in a group for children with speech disorders? There are several main differences.

1) The work of a speech therapist in a mass preschool institution in its structure and functional responsibilities differs significantly from the work of a speech therapist in a speech kindergarten. This is primarily due to the fact that the speech therapist at the speech center is integrated into the general educational process, and does not go along with it in parallel, as is customary in speech kindergartens.

The work of a speech therapist is based on the internal schedule of the preschool educational institution. The work schedule and schedule of classes are approved by the head of the preschool educational institution.

Unlike specialized preschool educational institutions (groups), the task of speech correction in a speech center is additional. There is no time in the children's schedule specifically allocated for classes with a speech therapist, so you have to very carefully draw up a schedule and work with the children in such a way as not to interfere with the assimilation of the preschool educational program. A speech therapist at a speech center is like a cook for a teacher; everyone has their own job. Teachers work according to their own plans, have difficulty monitoring the correct pronunciation of sounds, and have no incentive to do this work.

2) In the speech therapy group, children have the same speech conclusion, which determines the lesson program. At the speech center, children with various speech disorders (FFDD, OHP, logoneurosis, dysarthria, dyslalia, etc.) are simultaneously trained.

3) There is currently no correction program for the work of logopoints; in our work we rely on modern technologies and developments by T.B. Filicheva, O.S. Ushakova, T.A. Tkachenko, O.E. Gribova, O. Gromova E.E., Solomatina G.N., Konovalenko V.V. and S.V. and etc.

4) The speech therapist at the speech center works in a different mode from the speech garden. The main forms of organizing work with children with speech impairments are individual and subgroup classes. Our classes are short-term (15-20 minutes), short-term (2-3 times a week).

5)
The speech therapist at the speech center is forced to intervene in the learning process on the day the child attends his classes.
Children with speech disorders themselves receive correctional assistance in portions, and not daily, like children in a speech therapy kindergarten. Enrollment of children in speech therapy classes occurs through the PMPK (psychological-medical-pedagogical commission), which issues a speech report and gives the parents and speech therapist an official document.

Based on the number of students studying at the same time and the total number of children who attended classes at the speech therapy center during the school year, it is advisable to determine both the maximum and minimum number of students. If there are a large number of children with severe speech impairments, it is impossible to fit more than 12 children into the speech therapist’s working time frame. At the same time, if only mild speech deficiencies are identified in the majority of children, classes can be conducted with 20 children. The same applies to the timing of correctional work, and the main forms of organization of correctional speech work and the frequency of classes.

The main form of work with preschoolers in the kindergarten speech center is individual and subgroup lessons. This is due to the following reasons:

· The need to adapt to general developmental group classes and routine moments;

· Different structure of pronunciation defects in children of the same age group;

· Different levels of development of cognitive processes in children with structurally similar defects;

· Individual pace of learning the material;

· The need to involve several sounds that are disturbed in pronunciation into work at once;

· Somatic weakness of children, entailing numerous absences due to illness, which significantly delay the process of correcting the child’s speech disorders.

These and some other reasons do not allow organizing stable subgroups of children for speech therapy sessions: subgroups of children have a variable composition and are very mobile.

All this leaves a certain imprint on speech therapy work. Therefore, very often we have to resort to forms that are rarely covered in specialized literature, namely, group production of sounds.

Another form used is individual lessons in the presence of other children.

While one child is working with a speech therapist, others are playing specially selected games to develop fine motor skills, color perception, sense of rhythm, etc. This form of classes was dictated primarily by the need to save time, but then its other positive aspects emerged: greater emancipation of children in class, increased interest in the speech of their peers, motivation for their own pure speech.

The methods and techniques used during the correction process are traditional, scientifically based. However, despite the fact that the main goal of a speech therapist teacher’s work in a speech therapy center is to correct violations of sound pronunciation, tasks related to the formation of the lexical and grammatical structure of the child’s language are simultaneously solved.

Replenishment of the dictionary occurs not only due to the introduction of new words into it, acting as speech material, clarification of their meaning, but also due to the word-formation skills gradually formed during classes. Figuratively speaking, in addition to correcting violations of sound pronunciation, the child receives a tool for further expanding his vocabulary, which, in turn, increases the possibilities of training exercises.

The overall success of correctional education in a speech therapy center is determined by the joint work of the speech therapist and parents. Parents become full participants in the educational process. The child receives individual correctional assistance only 2-3 times a week, so its effectiveness depends, among other things, on the degree of interest and participation of parents in speech correction. Newly formed sounds must be supported by all means, and not given to the child the opportunity to pronounce them without reinforcement and control.

The volume of advisory and methodological work of a speech therapist teacher in a speech therapy center is many times greater than the volume of similar work in a compensatory group setting, this is especially noticeable in preschool institutions with a large number of groups. And the distribution of the working time of a speech therapist teacher allocated to direct speech correction work with children, in different provisions and methodological recommendations, is characterized by great variability. From “all 4 hours of his working time, a speech therapist works directly with children” to “the weekly workload of a speech therapist in working conditions at a preschool speech therapy center is 20 hours, of which 15-16 hours are allocated to direct work with children, 4-5 hours - to organizational -methodological and advisory work with preschool teachers and parents.” Since the frequency and volume of advisory work are revealed in the process of speech correction work, then in the speech therapist’s working time for this, of course, there must be time free from classes with children.

Work of a speech therapist in a special group for children with speech disorders

Enrollment in preschool educational institutions (groups) for children with speech impairments is carried out based on the conclusion of the psychological, medical and pedagogical commission and only with the consent of their parents (legal representatives).

Groups for children may be opened in a preschool educational institution:

- with violations of the pronunciation of individual sounds (stay period - 6 months),

- with phonetic-phonemic speech underdevelopment (enrollment period of 1 year or more),

- with general speech underdevelopment (enrollment period is 2-3 years or more),

- stutterers (enrollment period is 1 year or more).

The occupancy of speech therapy groups is 12 – 16 children.

Special groups for children with STD are created in institutions of combined and compensatory types.

The group for children with SLD includes children of the same age. The group for children with SLI accepts children with general speech underdevelopment of different levels (GSD) with alalia, dysarthria, rhinolalia, stuttering from the age of 4 years. The period of correctional and developmental work is 3 years. Children with various combined disorders (mental retardation, disability, cerebral palsy) are not eligible for admission to the group for children with SLD.

The structure of the speech defect and the degree of its severity determine the tasks of speech therapy work in each of the groups

. Thus, when working with children who have impaired pronunciation of individual sounds, its main task is to formulate sounds and consolidate them in spontaneous speech, and, if necessary, differentiate them from sounds that are similar in acoustic and articulatory characteristics. The tasks of working with preschoolers who have phonetic-phonemic speech underdevelopment are expanding - not only the formation of correct pronunciation of sounds and their differentiation, but also the development of phonemic perception, skills of full sound-syllable analysis and synthesis, preparation for learning to read and write. The tasks of working with children with general speech underdevelopment are the formation of lexical and grammatical means of speech, sound pronunciation and phonemic processes, generally coherent speech and preparing children for mastering literacy. The central task in working with preschoolers with a stutter is to develop their correct speech skills in gradually more complex forms of speech utterance, and in case of violations of the intonation-melodic side of speech, to develop the skills of correct vocal delivery, voice control and the development of speech expressive means.

Functions of a speech therapist at a preschool educational institution: diagnostic; preventive; correctional pedagogical; organizational and methodological; advisory; coordinating; control and evaluation.

The children's speech examination is carried out annually from September 1 to 15 and May 15 to 30. For each child, the speech therapist fills out a speech card.

Forms of organization of correctional and developmental work: group (frontal), subgroup and individual speech therapy classes. Speech therapy classes are conducted in accordance with the program developed by the preschool educational institution. Individual lessons are held at least three times a week. In the afternoon, group classes are held by the teacher on the instructions of the speech therapist. The distribution of working time is carried out in accordance with the approved working time cyclogram: the teacher-speech therapist works 20 hours a week, 1 time per week with the consent of the administration of the Institution, in accordance with the approved work schedule, the teacher-speech therapist works in the second half of the day, using it for consultative work with the teacher , parents and activities with children. The release of children from the group for children with STD is carried out by the PMPK after the end of the period of correctional speech therapy training.

The work of a speech therapist at a preschool speech center:

“Regulations on the organization of work of a speech therapist teacher in a kindergarten that does not have

in its structure of specialized groups" Approved at a meeting of the active defectologists of the city of Moscow based on the decision of the board of the Moscow Committee of Education dated February 24, 2000.

The work of a speech therapist is aimed at correcting speech defects in children.

Along with corrective measures, the speech therapist teacher carries out preventive work to prevent speech disorders in children.

Works 5 days a week (total number of hours of work - 20). The work schedule can be drawn up depending on the employment of children both in the 1st and 2nd half of the day. The job responsibilities of a speech therapist teacher should include

only work with children with speech pathology.

Children of preparatory and senior groups with dyslalia and phonetic-phonemic disorders are selected for classes.

Children suffering from stuttering, ODD and mental retardation should be sent to special institutions. The number of children studying simultaneously at the speech center

should be 20-25 children per year. Speech correction work is

individual or subgroup nature. The speech therapist teacher takes children to his classes from any of the teachers' classes.

Documentation of a speech therapist teacher in a kindergarten that does not have

specialized groups:

- a log of the speech status of all children;

— a list of children in need of speech therapy assistance, indicating

age and nature of the speech disorder,

— individual notebooks for children’s activities;

— class attendance log;

- speech card for each child taken to classes, indicating

start and end dates of classes;

— action plan aimed at preventing speech disorders

disorders in children (consultations, seminars for educators, other

specialists from preschool educational institutions, parents to work on the sound culture of speech).

As speech deficiencies are corrected, the speech therapist takes children out of

list and replaces them with others. An indicator of the work of a speech therapist is the state of the sound pronunciation of children graduating to school.

12. Organization and content of speech therapy assistance in general education organizations.

Letter of the Ministry of Education of the Russian Federation dated December 14, 2000 No. 2 “ON THE ORGANIZATION OF WORK OF THE Speech Therapy CENTER OF A GENERAL EDUCATIONAL INSTITUTION.”

A speech therapy center is created in a general education institution in order to assist students who have impairments in the development of oral and written speech (of a primary nature) in mastering general education programs (especially in their native language).

The main tasks of the speech therapy center are:

— correction of violations in the development of oral and written speech of students;

— timely warning and overcoming difficulties in students’ mastery of general education programs;

— explanation of special knowledge in speech therapy among teachers, parents (legal representatives) of students.

The speech therapy center enrolls students of a general education institution who have impairments in the development of oral and written speech in their native language (OHD of varying degrees of severity; FN; FN; stuttering; reading and writing disorders caused by OND, FN, FN). First of all, students who have disorders in the development of oral and written speech that impede their successful development of general education programs (children with general phonetic-phonemic and phonemic underdevelopment of speech) are enrolled in the speech therapy center.

Enrollment in a speech therapy center is carried out on the basis of a speech examination of students, which is carried out from September 1 to 15 and from May 15 to 30. Enrollment in the speech therapy center and graduation of students is carried out throughout the entire academic year.

The maximum occupancy of a speech therapy center in a city general education institution is no more than 25 people, and a rural educational institution is no more than 20 people.

Classes with students are conducted both individually and in groups. The main form is group classes. Classes with students at a speech therapy center are usually held outside of school hours, taking into account the operating hours of the educational institution.

Correction of pronunciation for first grade students with phonetic defects that do not affect academic performance, as an exception, can be carried out during lessons (except for Russian language and mathematics lessons).

Group classes are held:

with students who have special needs; reading and writing impairments caused by OHP - at least three times a week;

with students who have FFN or FNR; reading and writing impairments caused by FFN and FNR - at least two to three times a week;

with students who have a phonetic defect - at least once or twice a week;

with students who stutter - at least three times a week.

Individual sessions

carried out depending on the severity of the speech disorder.

The duration of a group lesson is 40 minutes, the duration of an individual lesson is 20 minutes.

Documentation:

— Speech cards,

— individual correction route.

— Log of attendance at speech therapy classes, etc.

Responsibility for students’ mandatory attendance at classes at a speech therapy center lies with the speech therapist teacher, class teacher and head of the educational institution.

A speech therapist teacher provides advisory assistance to teachers of general education institutions and parents (legal representatives) of students in identifying the causes of academic failure and gives recommendations on how to overcome them. The speech therapist teacher is responsible for organizing and timely identifying students with primary speech pathology and for staffing groups.

For the speech therapy center, an office with an area that meets sanitary and hygienic standards is allocated. The speech therapy center is provided with special equipment.

School-age children with mild speech impairments are educated in public schools and can receive speech therapy help at school speech centers. Children with oral and written speech disorders are enrolled: with functional disabilities, with OHP, as well as children with dysgraphia or dyslexia. Admission is carried out on the basis of a survey of students’ speech in the period from September 1 to 15 and from May 15 to 30. The maximum capacity of the speech therapy center in urban schools is 25 people, in rural schools - 20 people.

The main objectives of speech therapy work are: correction of disorders in the development of oral and written speech of students, timely prevention and overcoming of difficulties in students’ mastering the general education program, educational work with teachers and parents on issues of speech disorders and their correction in children.

Classes are conducted individually or with subgroups of 4-5 people, usually outside of school hours. The frequency of classes is determined taking into account the severity of the speech disorder. The duration of a group lesson is 40 minutes, individual - 20 minutes. The speech therapist maintains the following documentation: extracts from the PMPC protocols on the enrollment of children at the speech center, speech cards and plans for individual work, a registration log, long-term and calendar plans, plans for working with parents and teachers.

13. Organization of speech therapy assistance in special (correctional) educational schools of type V.

Children with general speech underdevelopment of levels 1, 2 and 3 with severe forms of speech pathology such as dysarthria, rhinolalia, alalia, aphasia, dyslexia, dysgraphia, stuttering are enrolled in a special (correctional) school of type 5. The class size is 12 people.

A correctional institution of type 5 has two departments.

The 1st department admits children with severe general speech underdevelopment, suffering from alalia, dysarthria, stuttering, rhinolalia, aphasia). Students of the 1st department are trained according to a special program. The program provides for the correction of various manifestations of speech defects and the resulting deficiencies in mental development. Over the course of 10 years of study, children master the program in the amount of 9 classes of a public school.

Department 2 enrolls children with severe stuttering and normal speech development.

Students of the 2nd department study according to the mass school program and master it within the same standard time frame.

Speech school students receive a qualified state document on incomplete secondary education. If by the end of schooling it is possible to completely overcome the speech defect, then the graduate can continue his education. If speech disorders are successfully corrected at any stage of education, based on the conclusion of the PMPK, the child can be transferred to a comprehensive school.

At the first stage

- primary education - all lessons are taught by teachers - speech therapists (with the exception of music, rhythm, physical education lessons); In addition, they carry out corrective work to eliminate speech disorders.

Special lessons are introduced into the elementary program of the 1st department : on the formation of pronunciation, speech development, literacy training, the period for mastering the program is 4-5 years.

On the second stage

Children receive basic general education within six years. Correctional and speech therapy work is carried out by a teacher of Russian language and literature, who must have the mandatory qualification “teacher-speech therapist”.

An integrated approach is carried out only in a boarding school: a speech therapist and 2 educators work with each class. Special education psychologists work with children.

Correction of speech disorders and related developmental features of the pupil is carried out in the process of training and education in all lessons, extracurricular and other activities in compliance with the speech regime and ensures the formation and full development of pupils’ speech, eliminating their defects in oral speech, writing, and reading.

Organization of the work of teachers-speech therapists of the 5th type school

Main forms of organization

Corrective speech therapy work includes subgroup (2-4 people) and individual classes.

The 4th, 5th, 6th lessons, free time from class activities, are allocated for speech therapy classes. By agreement, a speech therapist can take students from scheduled moments during extracurricular hours (electives, etc.)

Content

speech therapy classes are determined by programs developed based on the characteristics of the speech and psychophysical development of children and their individual capabilities, accepted and implemented at school.

Documentation of the teacher-speech therapist of the school, type 5:

- speech map.

— a plan of individual correctional work is drawn up for each child;

— a long-term plan for speech therapy work, which provides for: conversations and consultations with participants in the educational process of the school, work with parents;

— plans for group lessons on the formation of lexical and grammatical categories and the development of coherent speech (thematic and for each lesson);

— Individual notebooks for children;

— A notebook for the relationship between a speech therapist and class teachers (teacher, educator) for monitoring and consolidating students’ speech skills;

— Journal of attendance and recording of speech therapy activities;

— Passport of the speech therapy room (speech corner)

14. Organization of speech therapy assistance in centers of psychological, medical and pedagogical support and in centers of psychological, medical and pedagogical consultation, centers of prevention and rehabilitation.

Centers for psychological, medical and pedagogical support:

The purpose of psychological and pedagogical support of the child in the educational process is to ensure the normal development of the child, correction of existing deficiencies, socialization

child in a group of peers.

The general tasks of psychological and pedagogical support are:

— help

(assisting)
the child in solving current problems of development, training
, socialization: learning difficulties, problems with choosing an educational and professional route, violations of the emotional-volitional sphere, problems of relationships with peers, teachers, parents;

— psychological support for educational programs;

— development of psychological and pedagogical competence (psychological culture) of students, parents, teachers;

— correction of existing developmental deficiencies.

The PPMS service chooses the way to organize its activities, but its elements can be distinguished:

— Screening diagnostics of all children at transitional stages of development or in problem situations to identify a potential “risk group.”

— Identification of a real “risk group” from a potential “risk group”.

— Individual diagnosis of children’s problems.

— Development of targeted support programs for problem children.

escort service begins special work with the child in the following cases :

— identifying problems during mass diagnostics;

- parents seeking advice;

- seeking advice from teachers, the administration of an orphanage, or a school;

- appeal in connection with the problems of the child himself;

- requests from other children for advice and assistance regarding a child;

- appeals from specialists from other social services.

Today, in the system of psychological and pedagogical support, along with the traditional types of activities discussed above, such a complex direction as the development (design) of educational programs is being implemented.

The support service is a structural unit of an educational institution, which is created within its framework and is intended to carry out the process of psychological, pedagogical and medical-social support for students of this institution. The service includes specialists of various profiles: social educators, educational psychologists, speech therapists , speech pathologists, medical workers, exempt classroom teachers, etc.

Sample documentation of a speech therapist for the support service:

— Long-term annual work plan (monthly, weekly work plan), approved by the head of the educational institution.

— Work schedules for specialists (weekly, monthly, half-yearly), approved by the head of the institution.

— Schedule of thematic group consultations and consultations for certain categories of parents.

— Projects in the most relevant areas of activity and training programs.

— Cards of psychological-pedagogical and medical-social support for students and pupils in need of comprehensive support (not subject to publicity outside the Service)

— Documents of the psychological-medical-pedagogical council

— List of children in need of accompaniment

— Annual analysis of the Service’s work.

Work of a speech therapist in primary care counseling centers : Tasks:

— Diagnostics of children (at the request of families)

— Consulting teachers and parents (as needed).

— Educational work with the population (during the year).

— Determining the directions of individually oriented speech therapy assistance for children based on diagnostics of their development; selection of optimal forms of its organization;

— Development of individual recommendations for parents in order to facilitate the socialization of the child.

Work of a speech therapist in rehabilitation:

The main goals of speech therapy rehabilitation:

— conducting a speech therapy examination of the child

— determination of the priority task of the child’s individual route

— formation of effective parental participation in children’s education;

— increasing the speech therapy competence of parents

Tasks of a speech therapist:

1. Examination and identification of children in need of preventive and speech correction assistance.

2. Conducting preventive and speech correction work with children in accordance with the individual route.

3. Formation of information readiness among parents for speech therapy work.

4. Involving parents in active participation in the correctional pedagogical process and informing them.

5. Evaluation of the results of assistance to children.

Speech therapy rehabilitation consists of four blocks.

1. The diagnostic block includes two stages of examining the child’s speech: upon admission to identify speech disorders and upon exit to monitor dynamics. Due to limited rehabilitation time, speech diagnostics is carried out using an express method (Appendix No. 1).

2. The planning and prognostic block involves drawing up an individual correction route for each child with a speech disorder. Both the long-term (correction or compensation of impaired functions) and the immediate goal of speech therapy rehabilitation (achieved during the stay) are determined..(Appendix No. 2)

3. The correctional and developmental block includes the organization of speech therapy classes in accordance with the individual route.

4. The information and advisory block includes:

Individual consultations for parents:

— informing parents about the detection of speech disorders in children about planned correctional work.

— consulting parents on consolidating the knowledge and skills acquired in speech therapy classes and preventing secondary deviations;

— development of reminders, information sheets on speech therapy topics.

15. Principles for selecting children, staffing groups for children with speech impairments, familiarization with the documentation of PMPK and PMPK.

The selection of children with general speech underdevelopment, dysarthria, and rhinolalia into special nurseries, kindergartens and separate groups at mass kindergartens and the recruitment of groups in them is carried out at meetings of medical-psychological-pedagogical commissions. The selection and recruitment of children with speech impairments is carried out on the basis of compliance with the following principles:

I Separation of children with speech impairments from children with other anomalies (children with speech impairments are accepted into preschool institutions only if they have normal hearing and primary intact intelligence).

II Children with speech impairments aged 2 to 7 years are admitted to kindergartens, nursery schools and separate groups at mass kindergartens, and children of the same age are enrolled in one group. For example, in the younger group - from 2 to 3 years, in the second youngest - from 3 to 4 years, in the middle - from 4 to 5 years, in the senior - from 5 to 6 years and in the preparatory group for school - from 6 to 7 years.

III Currently, preschool institutions provide differentiated education for children with various speech anomalies. The recruitment of groups is carried out on the basis of pedagogical classification. Preschoolers with various speech disorders are combined into one group based on similar levels of speech development (phonetics, vocabulary, grammar, coherent speech). For example, children with diagnoses of alalia, aphasia, rhinolalia, dysarthria are accepted into groups with general speech underdevelopment (GSD), but they are recruited according to age and level of speech development; Children with diagnoses of rhinolalia, dysarthria, dyslalia with a relatively identical level of speech development are accepted into groups with phonetic-phonemic underdevelopment of speech (FFN); Stuttering groups include children who stutter.

Along with the differentiation of children according to the level of speech development, it is also provided (subject to the groups being fully staffed) the possibility of differentiated education for children suffering from dysarthria, rhinolalia, etc., also selected according to the level of speech development.

When selecting children and assembling them into groups, members of the MPPC are faced with the following tasks:

1) Determine whether the child is eligible for admission to preschool institutions for children with speech impairments.

2) Which group should the child be enrolled in?

3) For what period of study.

Children with OHP, dysarthria, rhinolalia, alalia, aphasia are enrolled for 2-3 years (depending on age and level of speech development):

— children with disabilities are enrolled for one year of education;

— children with impaired pronunciation of individual sounds (NPOS) are enrolled for six months;

- children who stutter - for one year.

At the end of the established period, children who need further education are re-examined by members of the MPPC. The basis for extending the period of study may be the severity of the defect, somatic weakness, absence from classes due to illness and other objective reasons.

Documentation PMPk (Psychological-Medical-Pedagogical Consilium):

Regulatory and methodological documents regulating the activities of PMPK specialists (Regulations on the psychological-medical-pedagogical council of an educational institution, order on organizing the council and approving its composition in this educational institution, work plan of the council (schedule of meetings) for the academic year)

List of documentation for PMPK specialists

— Conclusion of PMPk.

— Individual comprehensive educational and correctional program, consisting of documents:

agreement on the provision of special (correctional) educational services to school students (signed by parents (legal representatives) of students and the school administration annually);

written consent of the parents to conduct an in-depth medical, psychological and pedagogical examination of the child;

individual correctional educational route (drawn up at the beginning of each school year in accordance with the recommendations of the PMPK, together with the parents (legal representatives) of the child, consultation specialists, and school administration);

individual educational and correctional regime (compiled annually by members of the council together with the general education class teacher and parents (legal representatives) of the child. If necessary, changes are made to the regime);

conclusions of a pediatrician (this document reflects the state of the child’s somatic and mental health. To be completed once every six months);

diagnostic card, analysis of control and diagnostic work (reflects the results of an examination of the child’s intellectual, mental, speech development, gives a brief description of the family and interests of the child. Filled out by a speech pathologist teacher, educational psychologist, speech therapist teacher, social educator once a quarter);

cards of complex correction, cards of dynamic observation of the progress of correctional work (reflect the directions of pedagogical, psychological, speech therapy correctional work and the effectiveness of correctional and pedagogical support, compiled by specialists once every quarter);

social card (it contains a brief description of the family of a child or student. Compiled annually by a social teacher together with a general education class teacher, with parents (legal representatives);

cards for recording medical corrections, cards for tracking health indicators (these documents contain the directions of medical and recreational activities, information about changes in the health status of children during the school year. Filled out by a pediatrician, psychiatrist once every six months and as necessary);

an act of inspection of the student’s material and living conditions (drawn up as necessary when working with children from disadvantaged families by a social teacher together with a general education class teacher, members of the class’s parent committee once a year. Reflects the social and living conditions of the child’s residence in the family);

cards of dynamic observation of the state of correctional work (4 forms): 1) card of students’ learning in mathematics, Russian language, reading (summary information); 2) a map of tracking the dynamics of students’ speech development (summary information); 3) map of dynamic study of the level of psychological development (summary information); 4) a map for tracking the social adaptation of students with developmental disabilities in a general education institution (filled out once every quarter, by an educational psychologist, speech therapist, social pedagogue; reflects the positive and negative aspects of educational and correctional influence);

characteristics of a student with developmental disabilities (reveals the individual personality characteristics of the child, compiled once a year by a social worker and a general education class teacher).

— Schedule of correctional, diagnostic, consulting classes.

— Journal of registration of specialist’s working hours, individual corrective measures.

— Diagnostic log; consultations.

— Individual plans for working with students and families (social educator).

— A notebook for individual lessons with a child (educator-psychologist, teacher-speech therapist).

— Analytical report on work for the year.

— Minutes of council meetings.

— Analytical material on the implementation of educational programs, on the organization and conduct of correctional work, the results of preliminary diagnostics (characteristics, expert opinions)

PMPC documents

The Commission maintains the following documentation:

a) a register for registering children for examination;

b) a register of children who underwent examination;

c) a card of the child who underwent the examination;

d) protocol for examining the child (hereinafter referred to as the protocol).

The documents specified in paragraphs “a” and “b” of this paragraph are stored for at least 5 years after the end of their maintenance.

The documents specified in paragraphs “c” and “d” of this paragraph are stored for at least 10 years after the children reach the age of 18.

16. Organization of speech therapy service in a children's clinic.

Currently, our country has created and is constantly improving a system of assistance to children and adults with speech pathology. Speech therapy assistance to children and adults is provided through education, health care and social welfare.

In the healthcare system, assistance to children with speech pathology is provided in speech therapy rooms of children's clinics, in specialized nurseries for children with speech disorders, in specialized children's homes, in children's psychoneurological hospitals and sanatoriums, half-hospital hospitals and summer camps and sanatoriums. In the conditions of medical institutions, children are provided with comprehensive medical, psychological and pedagogical assistance, which involves correctional and educational work of a speech therapist, teacher and psychologist, medical treatment (drug treatment, physiotherapy, reflexology, physical therapy, psychotherapy, massage, therapeutic and protective regime, rational nutrition and so on.).

Speech therapy rooms at children's clinics serve children at their place of residence. The main areas of work of the speech therapist at the clinic: clinical examination of children in preschool institutions, initial admission of children who do not attend preschool institutions, participation in staffing speech therapy institutions of the healthcare and education system, pedagogical work to correct speech defects, carrying out speech therapy sanitary educational work among the population .

The regulations on the speech therapy office of a children's clinic determine the following areas of professional activity of a speech therapist:

— pedagogical (speech therapy) work to correct children’s speech disorders in systematic and advisory classes;

— identifying children with speech underdevelopment and referring them to primary medical education for subsequent placement in preschool and school institutions or speech hospitals of various profiles;

— participation in the staffing of speech therapy institutions in healthcare and education and registration of speech therapy characteristics for each child;

— preventive examination of children attending preschool institutions;

— health education work with parents, pediatricians, and kindergarten teachers.

Modern conditions dictate the need to develop speech therapy infrastructure in the regions, as well as high-quality implementation of the principle of continuity between various speech therapy institutions.

In speech hospitals (departments) of various profiles:

qualified comprehensive assistance is provided to children who, in addition to speech impairment, have concomitant deviations in physical development;

an in-depth examination is carried out by relevant specialists;

directions for correctional work with the necessary set of therapeutic measures are outlined.

Somatically weakened children with severe speech pathology are sent to a psychoneurological sanatorium.

In the order of the Ministry of Health No. 1096 of August 19, 1985. Estimated standards of service for speech therapists have been determined:

• when working individually with persons with severe speech disorders (aphasia, dysarthria, stuttering, etc.) - 1-5 visits per hour, when conducting group speech therapy sessions - 8-10 visits per hour;

• when working individually with people suffering from dyslalia - 4 visits per hour, when conducting group speech therapy sessions - 10-12 visits per hour;

• 1 speech therapist per 100 thousand adults, 1 per 20 thousand children and adolescents.

17. Organization of the work of a speech therapist in a psychoneurological dispensary;

Children with speech disorders with mental retardation and mental retardation of varying severity are sent to children's psychoneurological hospitals; they are referred to a speech therapist by psychiatrists.

Classes with children are conducted both regularly and consultatively. A speech therapist systematically works with children registered with psychiatrists in the presence of any speech pathology, provided that the children do not receive appropriate help in other institutions. Preventive work of speech therapists at psychoneurological dispensaries is carried out as necessary in contact with child psychiatrists and neurologists.

A speech therapist at a children's psychoneurological dispensary maintains the following documentation: a long-term work plan for the year, logs for registering primary patients, daily appointments, preventive work, sanitary educational work, a speech therapy card; The speech therapist makes entries in the child’s medical history, which is kept by a psychiatrist (initial, stage and discharge epicrisis).

Also, children with consequences of early organic damage to the central nervous system (the main contingent are children with cerebral palsy) are sent to children's psychoneurological hospitals to receive comprehensive medical, psychological and pedagogical care.

18. Features of the organization of speech therapy work with patients with speech disorders and other higher mental functions.

19. Organization of the work of a day hospital for patients with aphasia, dysarthria and logoneurosis;