Annual work plan for a speech therapist teacher for the 2019-2020 academic year
Annual work plan for a speech therapist teacher
MBDOU d/s No. 18 “Fidget”, Ipatovo, Stavropol Territory
for 2021 – 2021 academic year
Correction of speech impairments in preschool children with speech pathology in preschool educational institutions is the main part of the complex impact in their upbringing and development. The plan of correctional and educational work for the 2020-2021 academic year is aimed at implementing the tasks of cognitive-speech, social-personal, correctional development of children of senior preschool age; increasing competence in matters of children's speech development by parents and teachers.
Target:
identification and elimination of speech defects in children with severe speech impairments, as well as prevention, during correctional education, of possible difficulties in mastering school knowledge caused by speech underdevelopment.
Tasks:
· timely identification of children with speech pathology among preschool educational institutions;
· determination of the special educational needs of children with disabilities;
· creation of a holistic and targeted system for preserving and strengthening children’s health;
· implementation of individually oriented psychological, medical and pedagogical assistance to children with disabilities;
· providing advisory and methodological assistance to parents (legal representatives) of children with disabilities on educational, social and other issues;
· correct qualification of existing oral speech defects;
· organization of correctional assistance for children with speech pathology that is adequate to the defect;
· prevention of speech disorders through interaction with parents and all participants in the pedagogical process.
The annual plan is not static in nature and is open to adjustments. The content of the work and the timing of implementation may vary depending on the needs of teachers, parents, and the individual characteristics of the psycho-speech development of preschool children.
| № | The content of the work | date | Responsible | Completion mark |
| I. Organizational and methodological work | ||||
| 1. | Preparation of speech cards and individual work plans for each child | September | Teacher speech therapist | |
| 2. | Drawing up a cyclogram of the work of a teacher-speech therapist | September | Teacher speech therapist | |
| 3. | Drawing up a long-term plan for speech therapy work with children | September | Teacher speech therapist | |
| 4. | Preparation of a journal for examining children’s speech, notebooks for consultations with parents, for interaction with teachers, for individual lessons with speech-language pathologists | September | Teacher speech therapist | |
| 5 | Participation in the work of the pedagogical council | According to the work plan of the preschool educational institution | Teacher speech therapist | |
| 6. | Replenishment of card files of methodological literature and games | During the school year | Teacher speech therapist | |
| 7. | Attending open classes at preschool educational institutions | According to the preschool educational plan | Teacher speech therapist | |
| 8. | Preparation of the necessary documentation for the meeting of the PMPk. Paperwork. | On schedule | Teacher speech therapist | |
| 9. | Monitoring the speech development of children – speech pathologists | September May | Teacher speech therapist | |
| 10. | Drawing up a report on the work done with children speech pathologists. Final report. | May | Teacher speech therapist | |
| II. Corrective and developmental speech therapy work | ||||
| 1. | Speech therapy examination | September May | Teacher speech therapist | |
| 2. | Corrective and developmental work with children | During the school year | Teacher speech therapist | |
| 3. | Conducting individual and subgroup speech therapy direct educational activities | During the school year | Teacher speech therapist | |
| 4. | Conducting subgroup and individual speech therapy direct educational activities on the formation of correct sound pronunciation and literacy training, on the formation of lexical and grammatical means of the language and the development of independent detailed phrasal speech of children of senior and preparatory groups for school | During the lesson of the year | Teacher speech therapist | |
| III. Working with teachers | ||||
| 1. | Familiarization of teachers of senior and preparatory school groups with combined orientation with the results of the examination, drawing up a plan for joint work for the academic year | September | Teacher speech therapist | |
| 2. | Registration of consultations for teachers of senior and preparatory school groups of combined orientation: 1. Types of teacher work on the development and improvement of coherent speech; 2. Phonemic hearing is the basis of correct speech. | September March | Teacher speech therapist | |
| IV. Working with parents | ||||
| 1. | Speeches at general parent meetings. Consultations for parents: 1. How to develop a child’s skills of correct sound pronunciation; 2. Prevention of speech disorders, stimulation of speech development in a family environment; 3. Speech preparation of children for school in the family. | During the school year September January April | Teacher speech therapist | |
| 2. | Conducting weekly afternoon parent counseling | During the school year | Teacher speech therapist | |
| V. _ Speech therapy room equipment | ||||
| 1. | Replenishment of aids for the development of the prosodic side of speech | During the school year | Teacher speech therapist | |
| 2. | Replenishment of handouts with subject pictures on lexical topics, lapbooks | During the school year | Teacher speech therapist | |
| 3. | Replenishment of speech material for automation of sound pronunciation: Speech therapy lotto · Speech therapy domino · Sound tracks · Card files of whistling, hissing, sonorant sounds | During the school year | Teacher speech therapist | |
Planning the work of a speech therapist teacher in a secondary school
This material discusses the problems that arise when a speech therapist teacher works with parents. The reasons for the occurrence of speech disorders, tasks, forms and principles of work of a speech therapist teacher with parents of speech pathologist children are also shown. I propose long-term planning of the work of a school teacher-speech therapist for the entire school year.
Causes of speech disorders in children
Every year the number of children with speech pathologies increases. During consultations, parents ask questions about the reasons for their occurrence. And the cause of speech disorders can be:
- Intrauterine pathology;
- Hereditary predisposition, genetic abnormalities;
- Adverse childbirth and its consequences;
- Diseases suffered by a child in the first years of life;
- The child has suffered stress or fear.
The increase in speech disorders is explained not only by medical factors, but also by the changed socio-cultural conditions in which children are growing up today.
One of the reasons for delays in speech development is insufficient communication between the child and his parents. Many parents, due to their busyness and fatigue, do not have the time or desire to communicate with their children. For many children, television becomes the main source of information. The silent state of family members in everyday life and constant watching of TV results in sad consequences for the child’s speech acquisition.
Peculiarities of parents' perception of speech problems in their children
There are parents who do not notice a speech disorder in their child and consider this to be a peculiarity of the child’s speech.
In other cases, parents hear speech errors, but do not attach any importance to them, they believe that it will “go away on its own,” “they will teach you at school,” etc., or they are of the opinion that one can live with a defect without any special problems. But such children, especially at school age, may be subject to ridicule from peers, which contributes to the formation of such negative character traits as touchiness, isolation, and negativism towards speech in general.
Speech therapists often experience difficulties in establishing contact with parents of pupils. There are parents who are not competent in matters of mental and speech development of children, so it is necessary to establish close cooperation. After all, the formation of a child’s speech occurs not only in special classes, but also in everyday life.
It is very important for a speech therapist to competently and consistently work with parents throughout the entire correctional and educational process. The main goal of the work is to achieve close interaction between the speech therapist and parents to achieve success in correctional work with children through various forms of joint work between the speech therapist and parents.
Tasks of a speech therapist working with parents
The main tasks of a speech therapist’s work with parents are:
- Inform parents about the state of the student’s speech, about the negative consequences of a speech disorder that is not corrected in a timely manner.
- Encourage them to seek speech therapy help.
- To equip parents in the process of conversations and consultations with the necessary knowledge and practical skills for home activities with their child.
Forms of work of a speech therapist with a family
There are stable forms of speech therapist work with families, which in pedagogy are considered traditional:
- individual conversations;
- consultations;
- general and group parent meetings;
- individual practical classes with children in the presence of parents;
- visual propaganda design by teachers in the form of stands, thematic exhibitions, etc.;
- survey;
- distribution of reminders and booklets for parents.
Principles of work of a speech therapist with parents
When working with parents, the speech therapist adheres to the following principles:
- The principle of cooperation between parents and speech therapist, parents and children. It must be emphasized that parents will seek the support and help of a specialist, listen to him and follow his advice only when the professional sees in the parents not “the object of his influence,” but an equal partner in the correctional process.
- The principle of student-centered pedagogy;
- The principle of involving parents in the correctional pedagogical process through examination and diagnosis of their children.
- The principle of taking into account interests or the principle of solving problems through interest, which means supporting parents’ interest in cooperation;
- The principle of leading activity. When working with parents, it is necessary to coordinate the actions of various specialists in the correctional activities.
- The principle of systematic work with the child. Ensure that homework is completed regularly.
Only close contact between a speech therapist and parents can help eliminate speech disorders in children, and therefore further successful schooling.
Planning the work of a speech therapist teacher in a secondary school
When working with parents, I make long-term planning for the entire school year.
Long-term planning of the work of a teacher-speech therapist at MBOU Secondary School No. 14 in Kyzyl with parents for the 2013-2014 academic year.
| Events | Date |
| Conducting individual interviews with parents of first-graders to collect anamnesis. | September 1-15 |
| Conducting individual conversations and consultations for parents from grades 2 to 4. | During a year |
| Parents attend group and individual speech therapy sessions. | During the year (at the request of parents) |
| Maintaining individual notebooks for children on correcting sound pronunciation, lexical and grammatical means of the language, etc. | During a year |
| Conducting consultations for parents whose children do not attend speech therapy group. | During a year |
| Recommendations for parents in the form of booklets, reminders and syllable tables. | During a year |
| Joint preparation of children for distance Olympiads in the Russian language. | During a year |
| Participation of parents in the work of PMPK. | May |
| Questionnaires for parents about the work of the school logo center. | May |
| Summing up the results of correctional work, recommendations for the summer period. | May |
| Publications on the website of the speech therapy office. | During a year |
| Online consultations for parents using the feedback forum on the website of the speech therapy office. | During a year |
| Conducting thematic parent meetings: | |
| Parent meeting in 1st grade on the topic: “The role of speech therapy in the educational process.” | First quarter |
| Parent meeting in 2nd grade on the topic: “What is dysgraphia?” | Second quarter |
| Parent meeting in grades 1-2 on the topic: “Kinesiological set of exercises that contribute to schoolchildren’s academic performance.” | During the year (at the request of senior managers) |
| Parent meeting in 3rd grade on the topic: “Dysgraphia and dyslexia.” | Third quarter |
| Parent meeting in grades 1-3 on the topic: “Speech breathing is the basis of life.” | During the year (at the request of class managers) |
| Parent meeting in 4 grades on the topic: “Prevention of written speech disorders” | Fourth quarter |
| Parent meeting in grades 1-4 on the topic: “Features of speech development in boys and girls.” | During the year (at the request of senior managers) |
| Meeting for parents of future first-graders. | May |
| Afanasyeva Olga Nikolaevna, teacher-speech therapist, Municipal Budgetary Educational Institution Secondary School No. 14, Kyzyl, Republic of Tyva |
- Work plan of a speech therapist teacher with a young specialist
- Work of a speech therapist teacher with parents of children with speech pathology in a secondary school
- Plan of organizational and pedagogical work of a speech therapist teacher in the middle group
- Forms of work of a teacher-speech therapist with parents of children-speech therapists in a school speech center
- Annual work plan for a secondary school speech therapist teacher
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