Documentation and work organization
Taking into account modern approaches and requirements for the organization of correctional and developmental work, the following documentation is maintained at the speech therapy center:
- Annual plan - View*
- Long-term plan - Watch*
- Work programs: 1 - Watch* ; 2 - Watch* ; 3 — Watch*
- Daily work plan
- Journal of examination of students' oral and written speech - View*
- Logbook for recording the activities of the speech therapy center (attendance at group classes, individual classes, consultations, recording of working hours) /Complies with Federal State Educational Standards/ - View*
- Work schedule - View*, class schedule - View*
- Speech cards - View*, protocols for speech cards - View*
- Individual student cards - View*
- List of students with deficiencies in the development of oral and written speech - View*
- Office passport - View*
- Children's workbooks - 1 - Watch*, 2 - Watch*
- Report on the number of students with disorders in the development of oral and written speech in a general education institution and the results of training in a speech therapy center for the year - View*
- Monitoring of correctional and developmental work - View*
- Copies of orders for enrollment (expulsion) of students at the logo center
Speech therapy work is based on regulatory documents :
- Letter of the Ministry of Education of the Russian Federation dated December 14, 2000 No. 2 “On the organization of the work of the speech therapy center of a general education institution”
- Letter of the Ministry of Education of the Russian Federation dated January 22, 1998 No. 20-58-07 in/20-4 “On speech therapists and educational psychologists in educational institutions”
- Instructional and methodological letter on the work of a speech therapist at a secondary school (A.V. Yastrebova, T.P. Bessonova, 1996)
Activities in a speech therapy center at a secondary school have their own specifics that differ from other institutions. Speech therapy work is not an additional educational service, as they have been trying to present it in recent years, it is an activity that, in parallel with the educational process, contributes to more accessible and successful mastery of certain categories of students. This is what makes the work of a school speech therapist extremely relevant and in demand.
A speech therapy center has existed at the Municipal Budgetary Educational Institution “Secondary School No. 18” since 2003.
The purpose of the speech therapy center:
- correction of deficiencies in the development of oral and written speech of students of the Municipal Budgetary Educational Institution “Secondary School No. 18”
The main tasks of the speech therapy center are:
- correction of violations in the development of oral and written speech of students;
- timely prevention and overcoming difficulties in students’ mastery of general education programs;
- clarification of special knowledge in speech therapy among teachers, parents (legal representatives) of students.
Stages of work:
Stage I – diagnostic (September 1 – September 15)
Stage II – correctional (September 15 – May 15)
Stage III – evaluation (May 15 – May 31)
Stage I – diagnostic (September 1 – September 15)
Diagnostics is a speech examination that gives an idea of the state of the child’s speech development and allows the teacher-speech therapist to determine the type of speech pathology, its form and the severity of the speech defect.
Tasks:
- identification of deviations in the development of oral and written forms of speech;
- determination of the structure of a speech defect;
- formulation of speech diagnosis;
- planning correctional work based on diagnostic data (taking into account program requirements for the Russian language)
The relevance of this area of work lies in the fact that the corrective intervention program, and ultimately the effectiveness of speech therapy work with children, depends on timely diagnosis.
Stage II – correctional (September 15 – May 15)
Tasks:
- elimination of speech disorders;
- development of oral and written speech to a level at which the child could successfully learn.
The duration of this stage of correctional education for each individual child is determined by the nature and severity of the speech disorder, as well as the dynamics of its correction.
The main objectives of correctional classes:
- formation of correct sound pronunciation, development of phonemic hearing and perception, consolidation of pronunciation skills of words of various sound-syllable structures;
- development of skills in sound-syllable analysis and synthesis;
- formation of lexical and grammatical structure of speech;
- improving coherent speech;
- prevention and correction of writing and reading deficiencies.
Stage III – evaluation (May 15 – May 31)
Tasks :
- analysis of correctional and educational work;
- conclusions and recommendations based on the analysis;
- determining the prospects for further work.
Planning individual lessons with children 3-4 years old with mental retardation in a compensatory group
Planning individual lessons
with children 3-4 years old with mental retardation
in the compensating group
teacher-defectologist :
Abramenkova E.V.
Planning individual lessons with children 3-4 years old with mental retardation in a compensatory group
Month : September teacher-defectologist :
Abramenkova E.V.
| Monday | ||||
| 1. “Okay.” Formation of emotional contact with adults. (E.A. p. 20) 2. “Roll the ball.” Teach children to imitate the actions of an adult with an object. (E.A. p. 38) 3. Su-jok | 1. “Come to me.” Formation of emotional contact with adults. (E.A. p. 21) 2. “Take it, put it, throw it.” Learn to listen and understand spoken instructions. (E.A. p. 22) 3. Su-jok | 1. “Take the ball.” Formation of emotional contact with adults. (E.A. p. 21) 2. “Go out into a circle.” Teach children to respond and say their name. (E.A. p. 24) 3. Su-jok | ||
| Tuesday | ||||
| 1. Finger gymnastics 2. D/i “Move the toys.” Learn to pick up small objects with a pinch; develop coordinated actions of both hands. (E.A. p. 48) | 1. Finger gymnastics. 2. “Roll the balls.” Develop hand-eye coordination, strengthen pinch grasping, and develop correlating actions. (E.A. p. 49) | 1. Finger gymnastics. 2. “Arrange the balls.” Teach children to act purposefully: match each ball with a hole. (E.A. p. 49) | ||
| Wednesday | ||||
| 1. D/u “Hide the ball in your palms.” Learn to focus on the size of objects; correlate hand actions with the size of objects. (E.A. p. 81) 2. D/i “Hide the nesting doll.” Introduce the principle of folding a matryoshka doll. (E.A. p. 83). | 1. “Put the ball in the box.” Draw children's attention to the size, make it a significant sign; teach children to try to consolidate their knowledge of the words “big” and “small”. (E.A. p. 82) 2. “Push through the balls (cubes, bars).” Learn to correlate planar and volumetric shapes in size. (E.A. p. 83) | 1. “Matryoshka dolls”. Introduce children to the principle of folding a nesting doll. (E.A. p. 84) 2. “Build a tower.” Draw children's attention to the value, make it a significant sign. (E.A. p. 84) | ||
| Thursday | ||||
| 1. “Catch the ball.” Teach your child to use objects that have a fixed purpose. (E.A. p. 13) 2. “Get the ball.” Formation of visual-figurative thinking. (E.A. p. 40) | 1. “Push through “everyone is like that.” Learn to match several objects to one sample, distinguishing them from others. (E.A. p. 179) 2. “Pick mushrooms.” Learn to match a sample with not one, but several objects of the same color; consolidate the result with a generalizing word. (E.A. p. 180) | 1. “Who lives where.” Learn to independently determine the basis for grouping objects; select not one, but several objects to match the sample. (E.A. p. 180) 2. “What to give to whom.” Continue to teach yourself how to independently determine the basis of a grouping, to identify an essential feature of an object for a given task; learn to highlight color and shape as a basis for grouping objects. (E.A. p. 181) | ||
| Friday | ||||
| 1. “What did the hare eat?” Develop concentration. (M.V. p. 16) 2. “Take it out and call it.” Activate children's vocabulary on the topic. (M.V. p. 17) | 1. “Place the fruits in baskets.” Exercise children in selecting the desired object from many objects, combining objects according to a common characteristic. (M.V. p. 24) 2. “Let’s treat the animals with fruit.” Consolidation of knowledge on the topic. (M.V. p. 25) | 1. “Find the Christmas tree.” Development of visual attention and thinking. Activation of the dictionary on the topic. (M.V. p. 31) 2. "Christmas tree." Introduce children to the structural features of spruce and the ambiguous word “needle.” (M.V. p. 32) | ||
Planning individual lessons with children 3-4 years old with mental retardation in a compensatory group
Month : October teacher-defectologist :
Abramenkova E.V.
| Monday | |||||||
| 1. “Tell me about yourself.” Strengthen children’s understanding of their appearance; learn to use a mirror when describing your appearance, naming parts of the body and face; clarify their functions. (E.A. p. 25) 2. Su-jok | 1. “Katya’s doll’s birthday.” To form in children initial ideas about birthdays as a festive event. (E.A. p. 26) 2. Su-jok | 1. “Find the pictures.” Clarify children’s ideas about a person’s appearance; learn to isolate it from the totality of living beings. (E.A. p. 27) 2. Su-jok | 1. “Who needs what.” To consolidate children's ideas about certain professions (doctor, cook, teacher, salesman). (E.A. p. 29) 2. Su-jok | ||||
| Tuesday | |||||||
| 1. Finger gymnastics. 2. “Let’s plant Christmas trees.” Learn to combine an object with a hole; act purposefully, sequentially: left, right, without missing a hole; hold an object with a pinch; act with your dominant hand while holding the box with your other hand. (E.A. p. 50) | 1. Finger gymnastics. 2. "Pyramids". Learn to correlate the holes of the rings with the rod, developing hand-eye coordination when operating with both hands. (E.A. p. 51) | 1. Finger gymnastics. 2. “Fish, swim!” Teach children to perform actions with their hands in imitation of an adult; develop attention. (E.A. p. 53) | 1. Finger gymnastics. 2. “A ring for each finger.” Learn to separate each finger separately. (E.A. p. 53) | ||||
| Wednesday | |||||||
| 1. “Let’s dress up the dolls.” Take into account size in practical actions with objects, correlate objects by size. (E.A. p. 86) 2. “Who will roll the ribbon sooner?” Continue to form an attitude towards size as a significant feature; pay attention to the length, introduce the words “long”, “short”. (E.A. p. 86) | 1. “Dressy little animals.” Continue to form an attitude towards size as a significant feature; pay attention to the length, introduce the words “long”, “short”. (E.A. p. 87) 2. “Build a gate.” Pay attention to the height and width of objects; learn to correlate objects by height and width in actions with them. (E.A. p. 87) | 1. "Loto". Learn to visually identify objects of sharply different sizes; connect a visual image with a word. (E.A. p. 89) 2. "Pyramids". Introduce the pyramid, practice stringing rings, relying on visual correlation of values. (E.A. p. 90) | 1. “Where are they?” Continue to teach children to correlate objects by size, visually checking the correctness of the choice, and if necessary, use overlay and tracing along the contour. (E.A. p. 91) 2. "The Fox and the Hares." Understand that quantity is a significant feature and take it into account in your actions. (E.A. p. 92) | ||||
| Thursday | |||||||
| 1. “Bring the same ones.” Highlight a property in objects, distracting from their functional purpose. (E.A. p. 183) 2. “Place the pictures in your envelopes.” Group objects according to different properties (shape, color, size). (E.A. p. 184) | 1. “Place the pictures in your envelopes.” Group objects according to different properties (shape, color, size). (E.A. p. 184) 2. “Place the pictures in your envelopes.” Group objects according to different properties (shape, color, size). (E.A. p. 184) | 1. “Make it whole.” Form an idea of the subject as a whole; learn to correlate the image of a representation with a holistic image of a real object. (E.A. p. 186) 2. “Draw the whole thing.” Continue to teach how to unfold parts of an object in a picture, connecting them into a whole. (E.A. p. 187) | 1. “Make it whole.” Form an idea of the subject as a whole; learn to correlate the image of a representation with a holistic image of a real object. (E.A. p. 186) 2. “Draw the whole thing.” Continue to teach how to unfold parts of an object in a picture, connecting them into a whole. (E.A. p. 187) | ||||
| Friday | |||||||
| 1. “Who gives their voice?” Teach them to reproduce onomatopoeia. Replenishing the dictionary with verb vocabulary. (M.V. p. 49) 2. “Where, whose house.” Activating children's vocabulary. (M.V. p. 57) | 1. “Pick up a pair.” Strengthen children's knowledge on the topic, teach them accuracy. (M.V. p. 42) 2. “Find identical objects.” Expand your vocabulary on the topic. Develop attention and memory. (M.V. p. 43) | 1. “What’s missing?” Development in children of the ability to perceive a holistic subject. (M.V. p. 61) 2. “Decide the color of the clothes.” Consolidating children's knowledge about color, activating vocabulary on the topic. (M.V. p. 61) | 1. “Orders.” Activation of the dictionary on the topic. Develop the ability to understand the proposed instructions. (M.V. p. 105) 2. “Look and tell.” Activation of the dictionary on the topic. Develop the ability to understand the proposed instructions, use prepositions in your own speech. (M.V. p. 106) | ||||
Planning individual lessons with children 3-4 years old with mental retardation in a compensatory group
Month : November teacher-defectologist :
Abramenkova E.V.
| Monday | |||||||
| 1. “What does the girl feel?” Strengthen children's ability to differentiate emotional states. (E.A. p. 27) 2. Su-jok | 1. "Our assistants." To consolidate children's ideas about the functional purpose of the eyes. (E.A. p. 28) 2. Su-jok | 1. “Human helpers at work.” To consolidate children's ideas about the functional purpose of hands. (E.A. p. 28) 2. Su-jok | 1. "Peek-a-boo." Form attention; learn to expect an object to appear in the same place; understand that an object that is hidden does not disappear, but only appears out of sight. (E.A. p. 30) 2. Su-jok | ||||
| Tuesday | |||||||
| 1. Finger gymnastics. 2. “Be careful!” Continue to teach children to perform actions with their hands in imitation of an adult; develop attention. (E.A. p. 54) | 1. Finger gymnastics. 2. “A hat for each finger.” Learn to separate each finger separately. (E.A. p. 54) | 1. Finger gymnastics. 2. "Granny's glasses." Teach children to perform certain actions with their fingers in imitation of an adult; hold your fingers together, connecting your thumb and index finger. (E.A. p. 54) | 1. Finger gymnastics. 2. "Pipe". Teach children to move their hands and fingers in a friendly manner, teach them to perform “rolling” movements with the fingers of both hands at the same time, teach them to hold an object with all the fingers of both hands. (E.A. p. 55) | ||||
| Wednesday | |||||||
| 1. "Beautiful patterns." Continue to correlate objects by size and take it into account in your actions; develop attention; learn to act sequentially, arranging objects from left to right. (E.A. p. 93) 2. "Street". Learn to visually and verbally select and correlate quantities; develop attention; arouse interest and a positive attitude towards joint activities. (E.A. p. 94) | 1. "Polyanka". Learn to visually and verbally select and correlate quantities; develop attention; arouse interest and a positive attitude towards joint activities. (E.A. p. 94) 2. “Let’s build houses.” Continue to learn how to correlate the size of objects and check your choice by superimposition; develop attention. (E.A. p. 94) | 1. "Three Bears". Continue to take into account the size of objects in the game. (E.A. p. 96) 2. “Who has the big ball?” Pay attention to the relative size of objects. (E.A. p. 97) | 1. "Zoo". Pay attention to the relative size of objects. Learn to correlate them in size visually and by overlapping. (E.A. p. 97) 2. “Who’s tall?” Learn to understand the relativity of the height of an object. (E.A. p. 98) | ||||
| Thursday | |||||||
| 1. “Find your toy.” Continue to teach how to unfold parts of an object in a picture, connecting them into a whole. (E.A. p. 188) 2. “Let’s make a book.” Imagine the situation described in the story, be able to model it by laying out ready-made planar forms. (E.A. p. 188) | 1. “Guess what I told you about.” Recognize objects by verbal description, relying on visual perception of objects. (E.A. p. 189) 2. "Riddles." Recognize objects by verbal description, relying on visual perception of objects. (E.A. p. 190) | 1. “Make a Christmas tree.” Learn to systematize properties by laying out a sequential series of objects. (E.A. p. 190) 2. “Find a place for the nesting doll.” Learn to systematize properties by laying out a sequential series of objects. (E.A. p. 190) | 1. “Feed the bear.” Introduce children to objects-tools that have a fixed purpose. (E.A. p. 192) 2. “Get the doll a ball.” Learn to analyze the conditions of a practical problem. (E.A. p. 195) | ||||
| Friday | |||||||
| 1. “Wonderful bag.” Activation of the dictionary on the topic. Development of fine motor skills, logical thinking, holistic perception of the subject. (M.V. p. 6) 2. “What is missing.” Activation of the dictionary on the topic. Development of memory, attention, perception, thinking. (M.V. p. 6) | 1. “Think and say.” Activation of the dictionary on the topic. Development of their attention, memory, thinking. (M.V. p. 96) 2. "Cars". Activation of the dictionary on the topic. Development of general motor skills. Consolidating knowledge of primary colors. (M.V. p. 97) | 1. “Call me kindly.” Learn to form nouns with a diminutive suffix. (M.V. p. 141) 2. “Be attentive.” Development of auditory attention and reactions in children. Consolidating vocabulary on the topic. (M.V. p. 142) | 1. “Make a snowman.” To develop the ability to perceive a subject holistically. (M.V. p. 66) 2. “We’re going for a walk.” Activation of the dictionary on the topic. Development of their attention, memory, thinking. (M.V. p. 67) | ||||
Planning individual lessons with children 3-4 years old with mental retardation in a compensatory group
Month : December teacher-defectologist :
Abramenkova E.V.
| Monday | |||||||
| 1. “Feed the bird.” Continue to develop not only the visual, but also the auditory attention of children. (E.A. p. 31) 2. Su-jok | 1. “On a walk.” Continue to activate and develop children's visual and auditory attention. (E.A. p. 32) 2. Su-jok | 1. “Find your toy.” Continue to develop an emotional relationship with your toys. (E.A. p. 32) 2. Su-jok | 1. “Find your place.” Learn to navigate in space; create an emotional attitude towards the game and toy. (E.A. p. 33) 2. Su-jok | ||||
| Tuesday | |||||||
| 1. Finger gymnastics. 2. "Train". Act by imitation; develop hand movements; learn to arbitrarily regulate the speed of movements. (E.A. p. 55) | 1. Finger gymnastics. 2. "Bunnies". Develop movements of the hands and fingers, the ability to act by imitation. (E.A. p. 56) | 1. Finger gymnastics. 2. "Geese". Continue to develop attention and imitation when moving the hands and fingers; learn to perform movements with both hands at the same time. (E.A. p. 56) | 1. Finger gymnastics. 2. Playing the children's piano. Develop fine movements of the fingers of each hand; learn to act in imitation of an adult. (E.A. p. 57) | ||||
| Wednesday | |||||||
| 1. "Hedgehog". Continue to correlate objects by size, highlight size as a significant feature that determines actions. (E.A. p. 98) 2. “Remember and find.” Learn to visualize and mentally correlate the sizes of different objects. (E.A. p. 99) | 1. “Who has this?” Make a choice by word, remember the verbal definition of a value. (E.A. p. 100) 2. "Beautiful pattern." Learn to select quantities based on the word-name of objects, develop attention. (E.A. p. 100) | 1. “Room for three bears.” Continue to teach children to select and correlate the sizes of objects according to verbal definitions, and to act in accordance with verbal instructions. (E.A. p. 101) 2. “Let’s build a bedroom for bears.” Continue to teach children to select and correlate the sizes of objects according to verbal definitions, and to act in accordance with verbal instructions. (E.A. p. 102) | 1. "Three Bears". Create a positive attitude towards the fairy tale; consolidate a correct understanding of the size of objects. (E.A. p. 103) 2. “Find where it’s hidden.” Maintain in memory the idea of objects of different sizes and find them after time. (E.A. p. 103) | ||||
| Thursday | |||||||
| 1. "Color and shape." Learn to change the basis for grouping objects in accordance with changing patterns. (E.A. p. 182) 2. “Place the toys in your houses.” Continue to teach how to isolate the basis of a group according to a pattern; highlight the desired properties in an object. (E.A. p. 183) | 1. “Let’s treat the dolls.” Introduce auxiliary means that have a fixed purpose. (E.A. p. 193) 2. “Take the bunny for a ride.” Introduce children to assistive devices. (E.A. p. 193) | 1. “Let’s bake pies.” Introduce auxiliary means that have a fixed purpose. (E.A. p. 193) 2. “Get the ball for the bear.” Learn to analyze the conditions of a practical problem; use tools in cases where they do not have a fixed purpose and the method of action is not provided. (E.A. p. 195) | 1. “Get the key.” Continue to analyze the conditions for solving a practical problem using an auxiliary tool. (E.A. p. 196) 2. “Get the toy.” Continue to analyze the conditions for solving a practical problem using an auxiliary tool. (E.A. p. 196) | ||||
| Friday | |||||||
| 1. “Answer correctly.” Activating children's vocabulary on the topic. Development of thinking and memory. (M.V. p. 66) 2. “Make a snowman.” To develop the ability to perceive a subject holistically, to teach how to correctly position ready-made forms, and to activate speech during and after completing a task. (M.V. p. 66) | 1. “Find the same toy.” Activating children's vocabulary on the topic. Development of their attention, memory, thinking. (M.V. p. 82) 2. “Memorize and repeat.” Activating children's vocabulary. Development of their thinking, logic, memory, observation. (M.V. p. 82) | 1. “What’s extra?” Activating children's vocabulary on the topic. Development of their visual attention. (M.V. p. 84) 2. “Find the differences among the snowmen. The Tale of the Snowman." Continue teaching children to use prepositions. Development of their thinking, memory, observation, attention. (M.V. p. 88) | 1. “Find a match.” Activating children's vocabulary. Development of their thinking, logic, memory, observation. (M.V. p. 89) 2. “Memorize and repeat.” Activating children's vocabulary. Development of their thinking, logic, memory, observation. (M.V. p. 89) | ||||
Planning individual lessons with children 3-4 years old with mental retardation in a compensatory group
Month : January teacher-defectologist :
Abramenkova E.V.
| Monday | |||||||
| 1. “The bear hid.” Develop visual attention and memory; learn to sequentially inspect the space, focusing on certain objects. (E.A. p. 35) 2. Su-jok. | 1. “Where did the ball go?” Monitor the movement of an object in space; learn to understand a simple plot; continue to develop an emotional relationship with playing with toys. (E.A. p. 35) 2. Su-jok. | 1. "Birds". Teach children to imitate the actions of an adult; develop emotional contact between an adult and a child. (E.A. p. 37) 2 Su-jok. | |||||
| Tuesday | |||||||
| 1. Finger gymnastics. 2. "Mosaic". Teach pinch grasping, introduce the pointing type of grasping; develop attention, imitation, the ability to analyze and reproduce a simple pattern. (E.A. p. 57) | 1. Finger gymnastics. 2. "Train". Develop finger movement, pinch grip and pointing type of grip; develop coordination when performing simultaneous identical actions with both hands. (E.A. p. 57) | 1. Finger gymnastics. 2. "Fence". Learn to correctly grasp individual objects and groups of small objects; develop coordination of both hands. (E.A. p. 58) | |||||
| Wednesday | |||||||
| 1. "Colored cubes." Learn to distinguish colors, focusing on their uniformity or heterogeneity when applied; denote the result with the words “such”, “not such”; act by imitation. (E.A. p. 105) 2. “Find a flower for the butterfly.” Introduce the names of some colors: yellow, red. (E.A. p. 105) | 1. "Colored cubes." Learn to distinguish colors, focusing on their uniformity or heterogeneity when applied; denote the result with the words “such”, “not such”; act by imitation. (E.A. p. 105) 2. “Find a flower for the butterfly.” Introduce the names of some colors: blue, green. (E.A. p. 105) | 1. "Colored cubes." Learn to distinguish colors, focusing on their uniformity or heterogeneity when applied; denote the result with the words “such”, “not such”; act by imitation. (E.A. p. 105) 2. “Find a flower for the butterfly.” Introduce the names of some colors: black, white. (E.A. p. 105) | |||||
| Thursday | |||||||
| 1. “In the sandbox.” Learn to establish connections between objects. (E.A. p. 49) 2. "Fisherman". Learn to establish connections between objects. (E.A. p. 51) | 1. “What’s missing?” Learn to establish connections between objects. (E.A. p. 56) 2. “The ball flew away.” Teach children to establish cause-and-effect relationships between objects, objects and phenomena. (E.A. p. 67) | 1. "Rain." Teach children to establish cause-and-effect relationships between objects, objects and phenomena. (E.A. p. 71) 2. “Bathing a doll.” To develop in children the processes of comparison, generalization, specification, elements of judgment, and inference. (E.A. p. 74) | |||||
| Friday | |||||||
| 1. “Find the differences among the snowmen.” Continue teaching children to use prepositions. (M.V. p. 88) 2. “Find a match.” Development of thinking, logic, memory, observation. (M.V. p. 89) | 1. “Who came to visit?” Development of voice power. Development of phonemic hearing. (M.V. p. 100) 2. “Let’s assemble a house.” Activation of the dictionary. (M.V. p. 100) | 1. “What is it for?” Clarification of the functional purpose of the dishes. (M.V. p. 133) 2. “Look and remember.” Activation of vocabulary, development of attention, thinking, memory. (M.V. p. 134) | |||||
Planning individual lessons with children 3-4 years old with mental retardation in a compensatory group
Month : February teacher-defectologist :
Abramenkova E.V.
| Monday | |||||||
| 1. "Hide and Seek" Teach children to imitate the actions of an adult; develop emotional contact between an adult and a child. (E.A. p. 37) 2. Su-jok. | 1. “Roll the ball.” Teach children to imitate the actions of an adult with an object. (E.A. p. 38) 2. Su-jok. | 1. “Hide the nesting doll.” Continue to teach children to imitate the actions of an adult with objects, paying attention to their properties. (E.A. p. 38) 2. Su-jok. | 1. "Mirror". Continue to teach children to imitate the actions of an adult with objects, paying attention to their properties. (E.A. p. 39) 2. Su-jok. | ||||
| Tuesday | |||||||
| 1. Finger gymnastics. 2. “Beads for a doll.” Develop related actions, coordination of the actions of both hands, and an emotional attitude towards the result of one’s activities. (E.A. p. 59) | 1. Finger gymnastics. 2. “Help Dunno.” Teach children to fasten buttons; continue to develop fine hand movements; to form a positive emotional attitude towards the game and purposeful actions with objects. (E.A. p. 59) | 1. Finger gymnastics. 2. “The dolls came from a walk.” Teach children to unfasten buttons; continue to develop fine hand movements; to generate interest in mastering object-based game actions. (E.A. p. 60) | 1. Finger gymnastics. 2. “Make a whole toy.” Continue teaching children how to fasten buttons, developing small hand movements; form a holistic image of an object, composing a whole from parts. (E.A. p. 61) | ||||
| Wednesday | |||||||
| 1. “Help Dunno collect the bouquets.” Select a color based on the sample and check it by trying it on. (E.A. p. 106) | 1. “Hide the mouse from the cat.” Continue to teach color discrimination, select the same colors by eye and then check. (E.A. p. 107) | 1. “Let’s dress up the dolls.” Continue to learn how to choose a color based on a sample, act on a color signal; develop attention. (E.A. p. 109) | 1. “Find your place.” Continue to learn how to choose a color based on a sample, act on a color signal; develop attention. (E.A. p. 109) | ||||
| Thursday | |||||||
| 1. "Morning of a boy." To develop in children the processes of comparison, generalization, specification, elements of judgment, and inference. (E.A. p. 75) | 2. “Getting dressed for a walk.” To develop in children the processes of comparison, generalization, specification, elements of judgment, and inference. (E.A. p. 76) | 1. "Winter fun." To develop in children the processes of comparison, generalization, specification, elements of judgment, and inference. (E.A. p. 79) | 1. "Bunny and Snowman." To develop in children the processes of comparison, generalization, specification, elements of judgment, and inference. (E.A. p. 80) | ||||
| Friday | |||||||
| 1. “The fourth one is extra.” Clarify the names of family members, exercise children in highlighting an extra picture, and develop attention. (M.V. p. 162) 2. “Who is knocking on the door?” To develop children's ability to reproduce loud and quiet blows, a series of alternating blows. (M.V. p. 162) | 1. “Colorful flowers.” Development of visual attention, memory, thinking. (M.V. p. 179) 2. “Laying out drawings from counting sticks.” Development of fine motor skills. Development of visual attention, memory, thinking. (M.V. p. 182) | 1. "One-many." Development of attention, memory, thinking. (M.V. p. 114) 2. “What’s missing?” Development of attention, memory, thinking. (M.V. p. 114) | 1. “Match the saucers to the flower pots.” Development of attention, memory, thinking. (M.V. p. 110) 2. “Flower in a pot.” To consolidate knowledge about geometric shapes, color, and flower structure. Development of attention, memory, thinking. (M.V. p. 110) | ||||
Planning individual lessons with children 3-4 years old with mental retardation in a compensatory group
Month : March teacher-defectologist :
Abramenkova E.V.
| Monday | |||||||
| 1. "Monkey." Teach children to imitate small objects. (E.A. p. 39) 2. Su-jok. | 1. “The doll is dancing.” Teach children to imitate small objects. (E.A. p. 39) 2. Su-jok. | 1. “Cheerful Parsley.” Teach children to imitate small objects. (E.A. p. 40) 2. Su-jok. | 1. “The dolls came to visit.” Teach children to imitate small objects. (E.A. p. 40) 2. Su-jok. | ||||
| Tuesday | |||||||
| 1. Finger gymnastics. 2. “Path for a bunny.” Learn to thread the ribbon through the hole by imitating the actions of the teacher. (E.A. p. 62) | 1. Finger gymnastics. 2. “It’s raining.” Continue to teach how to thread the braid through the hole, first by imitation, then by model. (E.A. p. 62) | 1. Finger gymnastics. 2. “Rug for mom.” Continue to develop fine finger movements and purposeful actions when working with paper. (E.A. p. 63) | 1. Finger gymnastics. 2. “Who’s smart?” To develop flexion and extension movements of the hands in children. (E.A. p. 64) | ||||
| Wednesday | |||||||
| 1. "Loto". Continue choosing the color according to the sample; learn to perceive and identify not only sharply different, but also similar colors and shades; consolidate knowledge of the names of primary colors. (E.A. p. 110) | 1. “Tie the ribbons to the balloons.” Continue to teach color discrimination, select the same colors by eye and then check. (E.A. p. 106) | 1. “Run to me.” Continue to learn how to choose a color based on a sample, act on a color signal; develop attention. (E.A. p. 108) | 1. “Find your match.” Continue to learn how to choose a color based on a sample, act on a color signal; develop attention. (E.A. p. 109) | ||||
| Thursday | |||||||
| 1. “Evening Tale.” Develop the ability to identify connections between characters and objects depicted in pictures, reason, draw conclusions and substantiate judgments; analyze stories with hidden meanings. (E.A. p. 84) | 1. “At the doctor’s appointment.” Develop the ability to identify connections between characters and objects depicted in pictures, reason, draw conclusions and substantiate judgments; analyze stories with hidden meanings. (E.A. p. 85) | 1. “In kindergarten.” Develop the ability to identify connections between characters and objects depicted in pictures, reason, draw conclusions and substantiate judgments; analyze stories with hidden meanings. (E.A. p. 87) | 1. "At the Zoo." Develop the ability to identify connections between characters and objects depicted in pictures, reason, draw conclusions and substantiate judgments; analyze stories with hidden meanings. (E.A. p. 89) | ||||
| Friday | |||||||
| 1. “What will I give my mother?” Learn to answer in complete sentences. Develop attention, memory and thinking. (M.V. p. 127) 2. “Finish the sentence.” Development of attention, memory, thinking. (M.V. p. 128) | 1. “Find the extra picture.” Development of attention, memory, thinking. (M.V. p. 122) 2. “Call me kindly.” Activating children's vocabulary on the topic. (M.V. p. 124) | 1. “Cheerful palms.” Development of a sense of rhythm in children. (M.V., 2016 p. 142) 2. “Be attentive.” Development of auditory attention and reactions in children. (M.V. p. 142) | 1. “What didn’t happen in the spring?” Development of attention, memory, thinking. (M.V. p. 123) 2. “Find the extra picture.” Development of attention, memory, thinking. (M.V. p. 122) | ||||
Planning individual lessons with children 3-4 years old with mental retardation in a compensatory group
Month : April teacher-defectologist :
Abramenkova E.V.
| Monday | |||||||
| 1. “Make it whole.” Learn to imitate the actions of the teacher. Introduce the properties of plasticine, develop small hand movements. (E.A. p. 40) 2. Su-jok. | 1. “Roll the nesting dolls.” Teach children to perform play actions as shown by an adult. (E.A. p. 41) 2. Su-jok. | 1. “House for a bunny.” Teach children to perform tasks as instructed by an adult; play around with buildings. (E.A. p. 42) 2. Su-jok. | 1. “Ladder for a bear.” Teach children to perform tasks as instructed by an adult; play around with buildings. (E.A. p. 42) 2. Su-jok. | ||||
| Tuesday | |||||||
| 1. Finger gymnastics. 2. “Be careful!” Continue to teach children to perform actions with their hands in imitation of an adult; develop attention. (E.A. p. 54) | 1. Finger gymnastics. 2. “A hat for each finger.” Learn to separate each finger separately. (E.A. p. 54) | 1. Finger gymnastics. 2. "Granny's glasses." Teach children to perform certain actions with their fingers in imitation of an adult; hold your fingers together, connecting your thumb and index finger. (E.A. p. 54) | 1. Finger gymnastics. 2. "Pipe". Teach children to move their hands and fingers in a friendly manner, teach them to perform “rolling” movements with the fingers of both hands at the same time, teach them to hold an object with all the fingers of both hands. (E.A. p. 55) | ||||
| Wednesday | |||||||
| 1. “Let’s give the dolls beads.” Learn to alternate colors according to a pattern; develop focus and attention when performing a task. (E.A. p. 110) | 1. “Find out and name.” Continue to connect the idea of color with the word name; learn to select colors by word. (E.A. p. 112) | 1. “Remember and find.” Continue to develop attention and memorization based on the idea of color. (E.A. p. 113) | 1. “What color is there?” Continue to develop an interest in playing with color, color orientation; teaches you to remember color by activating attention. (E.A. p. 113) | ||||
| Thursday | |||||||
| 1. "At the circus." Develop the ability to identify connections between characters and objects depicted in pictures, reason, draw conclusions and substantiate judgments; analyze stories with hidden meanings. (E.A. p. 89) | 1. “Find a match!” To form generalized ideas about the properties and qualities of objects. (E.A. p. 94) | 1. “Fold the picture.” To form generalized ideas about the properties and qualities of objects. (E.A. p. 95) | 1. “Find similar ones.” To form generalized ideas about the properties and qualities of objects. (E.A. p. 95) | ||||
| Friday | |||||||
| 1. “Who hid?” Development of memory, thinking, memory. (M.V. p. 156) 2. “Where is whose house?” Development of memory, thinking, memory. (M.V. p. 157) | 1. “Colorful flowers.” Development of visual attention, memory, thinking. (M.V. p. 179) 2. “Laying out drawings from counting sticks.” Development of fine motor skills. Development of visual attention, memory, thinking. (M.V. p. 182) | 1. “Who is thinking about whom?” Development of visual attention, memory, thinking. (M.V. p. 151) 2. “Answer correctly.” Development of visual attention, memory, thinking. (M.V. p. 151) | 1. “Cheerful palms.” Development of a sense of rhythm in children. (M.V., 2016 p. 142) 2. “Be attentive.” Development of auditory attention and reactions in children. (M.V. p. 142) | ||||
Planning individual lessons with children 3-4 years old with mental retardation in a compensatory group
Month : May teacher-defectologist :
Abramenkova E.V.
| Monday | |||||||
| 1. "Mirror". Learn to perform movements according to demonstration and example. (E.A. p. 42) 2. Su-jok. | 1. "Monkey." Learn to perform movements according to demonstration and example. (E.A. p. 43) 2. Su-jok. | 1. “Houses for nesting dolls.” Learn to analyze an elementary sample of two parts; act according to the example. (E.A. p. 43) 2. Su-jok. | 1. “Make it whole.” Learn to imitate the actions of the teacher. Introduce the properties of plasticine, develop small hand movements. (E.A. p. 43) 2. Su-jok. | ||||
| Tuesday | |||||||
| 3. Finger gymnastics. 4. "Train". Act by imitation; develop hand movements; learn to arbitrarily regulate the speed of movements. (E.A. p. 55) | 1. Finger gymnastics. 2. "Bunnies". Develop movements of the hands and fingers, the ability to act by imitation. (E.A. p. 56) | 1. Finger gymnastics. 2. "Geese". Continue to develop attention and imitation when moving the hands and fingers; learn to perform movements with both hands at the same time. (E.A. p. 56) | 1. Finger gymnastics. 2. Playing the children's piano. Develop fine movements of the fingers of each hand; learn to act in imitation of an adult. (E.A. p. 57) | ||||
| Wednesday | |||||||
| 1. “What is this color?” Connect the idea of color with the idea of real objects; make it clear that color is one of the properties of an object and some of them have certain colors. (E.A. p. 114) | 1. “Clap-clap.” Learn to act on a color signal. (E.A. p. 115) 2. "Traffic light". Continue to learn to focus on the color signal and act in accordance with it. (E.A. p. 115) | 1. “Let’s dress up the dolls.” Activate ideas about color. Reinforce knowledge of flower names. (E.A. p. 116) 2. “Find your toy.” Learn to recognize familiar objects among others; develop attention; evoke a positive attitude towards the toy. (E.A. p. 117) | 1. “What’s in the picture.” Recognize the subject in the drawing; develop attention. (E.A. p. 118) 2. "Loto". Learn to choose paired objects according to a model; develop attention and interest in recognizing and distinguishing the objects shown in the picture. (E.A. p. 119) | ||||
| Thursday | |||||||
| 1. “Animals on the paths.” Teach children substitution actions. (E.A. p. 101) | 1. “Multi-colored trailers.” Teach children substitution actions. (E.A. p. 103) | 1. "Train". To develop children's spatial orientation and the ability to visually model. (E.A. p. 107) | 1. “Katya’s doll has a housewarming party.” To develop children's spatial orientation and the ability to visually model. (E.A. p. 108) | ||||
| Friday | |||||||
| 1. “A Tale of Flowers.” Development of memory, thinking, memory. (M.V. p. 167) 2. “Flower and little flower.” Development of memory, thinking, memory. (M.V. p. 168) | 1. “Guess the riddle, show me the answer.” Development of memory, thinking, memory. (M.V. p. 168) 2. “What’s extra?” Development of memory, thinking, memory. (M.V. p. 173) | 1. “In the clearing.” Strengthen your understanding of prepositions. (M.V. p. 173) 2. “Find the differences.” Development of memory, thinking, memory. (M.V. p. 174) | 1. "One-many." Development of logical thinking. (M.V. p. 185) 2. “What’s extra?” Development of logical thinking. (M.V. p. 185) 3. “Which one, which one, which one?” Development of logical thinking. (M.V. p. 186) | ||||
E.A. Strebeleva
Corrective and developmental education of children in the process of didactic games: a manual for a teacher-defectologist [Book]. — Moscow: VLADOS Publishing House, 2021.
E.A. Strebeleva
Formation of thinking in children with developmental disabilities: KN. for a teacher-defectologist [Book]. - Moscow: VLADOS Publishing House, 2005.
M.V. Karpeeva
Formation of a holistic picture of the world. Cognitive and informational part, gaming technologies. Second junior group. Educational and methodological manual. [Book]. — Moscow: Center for Teacher Education, 2021.
Plan of frontal speech therapy classes in the senior group.
Publications on the topic:
Aids for speech therapy sessions on speech exhalation. In our garden there is a competition for the best speech therapy aid on the formation of exhalation. Some adults cannot blow properly.
Using the method of visual modeling in speech therapy classes with children of the senior group Rationale for the chosen topic: Sound pronunciation disorders in children are a fairly studied section in speech therapy, and methods for overcoming them.
Calendar-thematic plan for music classes in a speech therapy group for children 5–7 years old CALENDAR-THEMIC PLAN FOR MUSICAL CLASSES IN A Speech Therapy Group (5-7 YEARS OLD) SEPTEMBER Form of organization of music. activities repertoire.
Long-term plan for mathematics lessons in the younger group While drawing up a program for the new school year, I was faced with the problem of planning for mathematics. Having studied the available methodological literature.
Long-term lesson plan for the prevention of children's road traffic injuries in the younger group for 2015–2016 Work with children September: Examination of pictures, illustrations on the topic: “Transport”, “Traffic light” October: Outdoor games: “Sparrows and a car”.
Long-term lesson plan for the younger group “Poems will help us play” (according to the “Rhymes Young Friends” program) September Lesson 1. “What do we need ears for?” • Give the concept of the hearing organ and its purpose. Focus on what we hear.
Work plan of the district methodological association of teachers of speech therapy groups of preschool educational institutions TOPIC: Development of professional competencies of a teacher in the context of the implementation of the Federal State Educational Standard, through the use of innovative organizational methods.
Work plan of the district methodological association of teachers of speech therapy groups of preschool educational institutions TOPIC: Development of professional competencies of a teacher in the context of the implementation of the Federal State Educational Standard, through the use of innovative organizational methods.
Program of correctional speech therapy classes in a school of VIII type Explanatory note General characteristics of the program Speech therapy work in a school of VIII type occupies an important place in the correction process.
Thematic lesson plan for the year in the middle group (spiritual and moral direction and non-traditional types of fine arts activities...) Middle group Educational tasks. To develop in children mercy, compassion, the ability to forgive, to be grateful, courageous, modest, hardworking.
