Who is a speech therapist? Goals and objectives of the work of a speech therapist

Speech therapist: who is this?

A speech therapist is a highly qualified specialist whose main job function is to study various speech defects. The speech therapist is obliged to qualitatively study the causes of these defects, as well as prescribe an effective course of treatment. Treatment may include various types of techniques, techniques and training. Contrary to popular belief, a speech therapist is by no means a children's specialist. Despite the fact that the majority of patients with whom this professional works are children, adults are also not averse to seeking qualified help.

A competent speech therapist must master the basics of psychology, pedagogy and medicine. Particularly important in the profession in question is the ability to qualitatively classify groups of people who need help. The approach to children and adults is very different. Thus, recently speech therapists have begun to be divided into children’s and adult specialists.

Speech therapist is a very important, developing and in-demand profession. What else can you tell about her?

Stages and directions of speech therapy work

Many specialists dealt with the issues of dysarthria correction: O.V. Pravdina, E.M. Mastyukova, K.A. Semenova, L.V. Lopatina, N.V. Serebryakova, E.F. Arkhipova, G.V. Chirkina, I.I. Panchenko, E.Ya. Sizova, E.F. Sobotovich, I.B. Karelina, O.A. Tokareva, L.V. Melekhova, T.V. Sorochinskaya, O.Yu. Fedosova and others.

The founders of the doctrine of dysarthria, defining the paths of clinical and pedagogical rehabilitation, recommended an integrated approach to corrective measures.

This comprehensive approach to eliminating dysarthria includes three blocks.

The first block is medical, which is determined by a neurologist. In addition to medications, exercise therapy, massage, reflexology, physiotherapy, etc. are prescribed.

The second block is psychological and pedagogical. The main direction of this impact will be the development of sensory functions. By developing auditory perception, forming auditory gnosis, we thereby prepare the basis for the formation of phonemic hearing. By developing visual perception, differentiation and visual gnosis, we thereby prevent graphic errors in writing. By implementing this direction, stereognosis is also developed. In addition to the development of sensory functions, the psychological and pedagogical block includes exercises for the development and correction of spatial concepts, constructive praxis, graphic skills, memory, and thinking. This aspect of the work has been sufficiently fully studied and methodologically provided (L.A. Danilova, N.V. Simonova, I.Yu. Levchenko and others).

The third block is speech therapy work, which is carried out mainly on an individual basis.

Taking into account the structure of the defect in dysarthria, speech therapy work is recommended to be planned according to the following stages:

6. The first stage of speech therapy work , “preparatory”.

Contains the following areas:

6.1. Normalization of muscle tone of facial and articulatory muscles.

6.2. Normalization of motor skills of the articulatory apparatus.

6.3. Voice normalization.

6.4. Normalization of speech breathing.

6.5. Normalization of prosody.

6.6. Normalization of fine motor skills of the hands.

1.1. Normalization of muscle tone of facial and articulatory muscles. For this purpose, the speech therapist conducts differentiated speech therapy massage.

1.2. Development of motor skills of the articulatory apparatus. For this purpose, the speech therapist conducts differentiated articulation gymnastics techniques. Passive exercises performed by the speech therapist himself are aimed at inducing kinesthesia. Active articulatory gymnastics gradually becomes more complex and functional loads are added. This type of articulatory gymnastics is aimed at strengthening kinesthesia and improving the quality of articulatory movements. Such qualities of articulatory movements as accuracy, rhythm, switchability, etc. are practiced (the appendix contains 20 articulatory exercises with functional load).

1.3. Voice development. For this purpose, voice exercises are carried out, which are aimed at causing a stronger voice and modulating the voice in pitch and strength. Interesting exercises can be borrowed from the works of I.I. Ermakova, L.V. Lopatina and others.

1.4. Normalization of speech breathing. For this purpose, the speech therapist conducts short-term exercises to develop a longer, smoother, more economical exhalation. Then they consolidate new skills in orthophonic exercises, combining articulation, voice and breathing exercises together. Such training prepares the articulatory, vocal and respiratory systems for the development of new pronunciation skills in children.

1.5. Formation of prosody. This direction is the least developed at the first stage. In the specialized literature, there are descriptions of the prosodic aspect of speech in children with dysarthria: these are disorders such as a quiet and unmodulated voice, disturbances in the rate of speech and timbre of the voice, poor intonation, poor speech intelligibility, lack of pauses and logical stresses and other symptoms of prosody. In the methodological literature, these sections are represented only by declarations about the need to normalize prosody. And only in the works of L.V. Lopatina, N.V. Serebryakova, E.Yu. Rumyantseva determined some consistency in the work on the formation of prosody in dysarthria.

1.6.Development of fine motor skills of the hands. For this purpose, a speech therapist performs finger gymnastics aimed at developing subtle differentiated movements in the fingers of both hands. From the works of N.A. Bernstein, M.A. Koltsova is aware of the relationship between manual and articulatory motor skills. Targeted and consistent stimulation of fine motor skills of the hands not only helps to improve the articulatory base, but also ensures the preparation of the child’s hand for mastering graphomotor skills.

All exercises of the first stage gradually become more difficult.

7. The second stage of speech therapy work for dysarthria.

Development of pronunciation skills.

The directions of the second stage of speech therapy work are carried out against the background of ongoing exercises listed in the first stage, but more complex.

The directions of the second stage are:

7.1. Determining the sequence of work to correct sound pronunciation.

7.2. Clarification or development of phonemic hearing.

7.3. Development of basic articulation patterns.

7.4. Directly evoking a specific sound.

7.5. Consolidation of the evoked sound, i.e. its automation.

7.6. Differentiation of delivered sound in pronunciation with oppositional phonemes.

2.1. The next direction of the second stage is to determine the sequence of work to correct sound pronunciation. For dysarthria in children,

Depending on the presence of pathological symptoms in the articulatory area and the degree of its severity, the sequence of work on sounds is individually determined. In some cases, you may not adhere to the traditional procedure, which recommends staging with broken whistling sounds. It is recommended, when working to correct sound pronunciation for dysarthria, to clarify or call up that group of sounds whose articulatory structure has “ripened” first of all. And these can be even more difficult sounds, for example, from the alveolar position - [р], [р'], and whistling ones will be corrected later, after the dorsal position has “matured” (which is one of the difficult ones for children).

2.2. One of the directions of the second stage is the clarification or development of phonemic hearing. Phonemic awareness refers to the child’s ability to identify and distinguish phonemes of his native language. This ability is formed during normal ontogenesis from six months of age to one year and 7 months. The work is carried out according to the classical scheme, which includes 6 stages.

2.3. Development of the main articulatory structures (dorsal, cacuminal, alveolar, palatal). Each of these positions determines, respectively, the articulation of whistling, hissing, sonorant and palatal sounds. Having mastered a number of articulatory movements at the first stage, at the second stage they move on to a series of sequential movements performed clearly, exaggeratedly, based on visual, auditory, and kinesthetic control. This sequence of movements is aimed at the formation of clear kinesthesia and thereby helps to reduce dyspraxic disorders that occur in some types of dysarthria.

As a result, the child’s articulatory base is prepared to clarify or evoke disturbed sounds.

2.4. The next direction of speech therapy work is directly inducing a specific sound. This work for dysarthria is carried out in the same way as for any other disorder, including dyslalia. This means that the speech therapist uses classical methods of producing sounds (by imitation, mechanical, mixed methods).

2.5. The most difficult area of ​​work at the second stage is the consolidation of the evoked sound, i.e. its automation. Often in practice, speech therapists are faced with the fact that children in isolation pronounce all sounds correctly, but in the speech stream the sounds lose their differentiated characteristics and are pronounced distorted. In the works of L.V. Melikhova, O.V. Pravdina, R.I. Martynova and others were strongly recommended to pay careful attention to the automation of sounds in lexical material of varying complexity.

Taking into account the recommendations of all authors, we can propose the following sequence of speech therapy work in terms of automating the delivered sound:

in syllables of different structures (10 modules), where all sounds are pronounced exaggerated,

in words of different syllabic structure (13 classes of words), where the fixed sound is in different positions (at the beginning, at the end, in the middle),

it is then automated into a sentence rich in the control sound.

The lexical material should exclude sounds that the child has not yet acquired. In addition, all lexical material proposed for automation of sound in it must be semantically accessible to the child.

Automation of sound takes place first based on a model, i.e., by imitation of a speech therapist, and then based only on clarity (diagrams, pictures, symbols, etc.).

2.6. One of the significant directions of the second stage is the differentiation of the delivered sound in pronunciation with oppositional phonemes. The optimal set of differentiable phonemes was proposed by G.V. Chirkina.

8. The third stage of speech therapy work

8.1. Development of communication skills.

8.2. Formation of self-control skills in a child.

8.3. Introducing sound into speech in a learning situation.

8.4. Inclusion of prosodic means in lexical material

3.1. To develop communication skills, the child’s active position and motivation to improve speech are necessary. In this area of ​​speech therapy work, the speech therapist must act as a psychologist and individually determine ways to develop self-control skills in the child.

3.2. One of the most difficult areas of work is developing self-control skills in a child. Often, speech therapists are faced with a situation where a child, in an office setting, in contact with a speech therapist, demonstrates acquired skills in speech. But when the situation changes, in the presence of other people, the skill that seemed strong disappears, the child returns to the previous stereotypical pronunciation

3.3. A more traditional direction at this stage is the introduction of sound into speech in a learning situation (memorizing poetry, composing sentences, stories, retellings, etc.).

3.4. The specific direction of the stage is the inclusion of prosodic means in the lexical material: different intonation, voice modulations in pitch and strength, changes in speech tempo and voice timbre, determination of logical stress, observance of pauses, etc.

4. The fourth stage of speech therapy work

Prevention or overcoming of secondary disorders in dysarthria. Keeping in mind the prevention of secondary disorders, it is necessary to ensure early diagnosis of dysarthria, determine the risk group for dysarthria, and also organize early corrective work. (?)

Currently, diagnostic criteria for this defect at an early age have been determined (even in infancy - E.M. Mastyukova, E.F. Arkhipova, O.G. Prikhodko, etc.). Technologies for correctional work with children at risk for dysarthria at different age periods have been developed. However, preventive work is carried out with children with severe organic pathology in a hospital setting. The majority of children at risk for dysarthria (mild degree), who have a history of a neurologist’s diagnosis of “PEP” (perinatal encephalopathy) in the first year of life, are deprived of the opportunity to receive adequate corrective propaedeutic care, since hospital treatment is not indicated for them. By the end of the first year of life, the neurologist removes the diagnosis of PEP. And only during a dispensary examination, the speech therapist at the clinic, after a thorough examination, sees the symptoms of MDD (minimal dysarthric disorders). These symptoms entail secondary disturbances in the formation of linguistic means (vocabulary, grammar).

A consequence of insufficient prevention of secondary disorders is a large number of children with dysarthria complicated by either ODD or FFD.

According to statistics, in speech therapy groups of preschool educational institutions there is a very large percentage of children with dysarthria. In the OHP groups - 50-80%, in the FN groups - 30-40%.

Elimination of ODD and FPD is carried out in frontal and subgroup classes, organized in accordance with regulatory documents - Programs for correctional education and education of children with ODD and FPD. Normalization of the pronunciation aspect of speech and correction of dysarthria are carried out in individual lessons.

5. The fifth stage of speech therapy work.

Preparing a child with dysarthria for school.

The main areas of speech therapy work are:

1. formation of graphomotor skills,

2. psychological readiness for learning,

3. prevention of dysgraphic errors.

School-age children with dysgraphia, expressed in the omission and replacement of vowels, underwriting the endings of words, and omitting consonants in conjunction, showed minimal dysarthric disorders (MDD) when tested for erased dysarthria. For the majority of school-age children, the isolated pronunciation of sounds was correct. And only with an increase in speech load and loss of self-control did slurred speech appear, fatigue of the muscles of the articulatory apparatus, and intelligibility and prosodic coloring decreased.

Why are speech therapists needed?

As mentioned above, many people greatly underestimate the profession of a speech therapist. Moreover, some individuals do not even understand why this profession is needed. Citizens refer to the specialty in question as “another useless occupation” and “a craft that no one needs.”

They name it until they themselves encounter obvious problems. We are talking about those cases when, for example, a four-year-old child is, in principle, unable to speak clearly. Some people immediately blame this problem on the parents: they say they didn’t work well enough with their children. However, not all so simple. A child may exhibit extremely serious forms of illness, such as dyslexia, dysgraphia and other extremely unpleasant defects. Fixing them is not so easy. This is where you need the qualified help of a competent specialist. A speech therapist is just such a person.

Qualities required for work

Before we begin to analyze the main professional responsibilities and functions of an employee, it is worth talking a little about what important qualities and character traits a speech therapist should have. And this is really important: children often worry and feel awkward when communicating with this specialist. A competent professional must possess certain skills and character traits in order to be able to win over children.

A children's speech therapist must possess such qualities as communication skills, openness and friendliness, tact and observation. Not every person is able to work in such a specialty. Nervous, stressed, tactless people should not even think about becoming a speech therapist. The speech therapist himself is an excellent psychologist who can recognize the temperament and character of a child in a matter of minutes, as well as find the source of speech problems.

Getting a profession

Where can I get training to become a speech therapist? Today, in almost every major city in Russia or other CIS countries, there are many higher educational institutions that are ready to provide their services for quality education of citizens. Work as a speech therapist can be obtained after training in such institutions as:

• MGPU - Moscow State Pedagogical University. Today this university remains one of the best pedagogical institutions in the world. Here you can qualitatively master the profession of a speech therapist, after which you can work in leading clinics, schools and other institutions in the country.
• Sholokhov Moscow State Humanitarian University is the country's leading humanitarian university.
• RGPU named after Herzen is another elite pedagogical university.
• Wallenberg Institute of Pedagogy and Psychology.

Naturally, there are many other universities in the country that are ready to provide a course in speech therapy.

Professional Responsibilities

It is especially important to list the main professional functions and responsibilities of the employee. It is what a speech therapist does that best characterizes the profession itself.

What are the main responsibilities here? Here are the most basic ones:

• qualitative examination of patients, during which the main features of speech development should be identified;
• making a diagnosis, identifying the main problem;
• a set of methods and methods of treatment;
• carrying out the main groups of work - so-called classes with a speech therapist (this includes conducting exercises, issuing “homework”, assistance in the development of basic speech abilities);
• evaluation of results based on the results of classes, comparison of results with initial data.

Thus, a specialist such as a speech therapist has a fairly large and structured number of responsibilities. Reviews of the work of these professionals are, as a rule, entirely positive. And it cannot be otherwise: a person has studied and practiced methods for developing human speech characteristics for at least five years. Of course, this is bearing fruit.

Speech therapy work in a general education preschool institution. article on speech therapy on the topic

Speech therapy work in a general education preschool institution.

Speech therapist teacher: Golikova A.V.

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.

Sincerely your teacher-speech therapist: Golikova A.V.

Features of the profession

The profession of a speech therapist has many interesting and surprising features. Some of them are worth talking about separately.

A speech therapist must have incredible patience. It is probably no longer a joke to say that the best speech therapist would be some soulless robot. After all, you need to love your job very much in order to give the same recommendations time after time, in a calm manner, to not the most assiduous children (and even some adults). Excellent speech therapists are people who can convince even a child how important it is to be able to speak beautifully and clearly. But, unfortunately, not everyone can create the necessary motivation in a patient.

A speech therapist must be an excellent psychologist. Each patient must have an individual approach. If this is a child, you need to remember the basics of developmental psychology, critical and lytic periods; if this is an adult, mature person, it is worth remembering that he may have various kinds of complexes and mental disorders.

Forms of speech therapy classes

The following forms of speech therapy classes are distinguished:

• Individual sessions.
• Frontal exercises.

Individual lessons are aimed at developing children’s articulation organs, correcting sound pronunciation and working with one or another defect in pronunciation or perception of sounds, due to the specifics of speech pathology and the general mental state of the body.

Individual work has its advantages. They are due to the fact that the work is carried out one on one between the speech therapist and the child. This allows us to apply an individual approach to correctional therapy, taking into account the interests and needs of each child and his developmental characteristics.

In individual lessons, the child’s base for further production of sounds is formed, the organs of articulation are prepared for work, phonemic perception skills are formed and the pronunciation of problematic sounds is established. Also, work is being done to develop the motor functions of the child’s body. It is necessary to automate the delivered sounds.

Finished works on a similar topic

Course work Speech therapy work: directions and implementation with different age groups 410 ₽ Abstract Speech therapy work: directions and implementation with different age groups 230 ₽ Test work Speech therapy work: directions and implementation with different age groups 230 ₽

Receive completed work or specialist advice on your educational project Find out the cost

Individual work on developing the foundations of children’s auditory perception and the formation of their speech-motor skills is carried out in two stages:

1. Preparing for correction. It is focused on creating the foundation for the child’s assimilation of the rhythmic structure of words in the language. Verbal and non-verbal material is used.
2. Corrective work. It is carried out after the foundation has been created and is aimed at eliminating a particular speech defect. The production of syllables and sounds is adjusted for each individual child. The methods and means used depend on its individual characteristics.

As for frontal speech therapy classes, they require special organization. The following requirements apply to their implementation:

1. Dynamic course of the lesson.
2. A game form of work in the classroom.
3. Including surprise moments in the course of the lesson with the participation of children.
4. Variability of activities in the lesson and its frequent change.
5. Communicative orientation of the lesson. The communicative development of all team members, the involvement of each child in work and the formation of the foundations of communication are expected.
6. Variability, brightness and richness of didactic material used in the classroom.
7. Accustoming children to listen to their own speech and the speech of other children with the correction of errors in pronunciation.
8. The use of technologies and work methods in the classroom in an increasing manner, i.e. starting with simple ones and gradually making them more complex.
9. A large amount of spoken language in class.

Frontal forms of speech therapy work are applicable for the correction of various speech defects, as well as expanding the child’s lexical vocabulary, forming coherent speech and laying the foundations of grammar, phonetics and spelling.

Income

Another important topic that should be touched upon is the salary of speech therapists. In the Russian Federation, as you can already guess, this is not the best situation. Thus, the average salary of a speech therapist in the country is a little more than 20 thousand rubles. Of course, we are talking about the public sector - schools, kindergartens, hospitals, etc. In private clinics, salaries may be slightly higher.

It becomes somewhat sad if you start comparing the incomes of Russian speech therapists with the incomes of foreign ones. Thus, in European countries, as well as in the USA, a speech therapist is a very important and necessary specialist for society. Accordingly, the income there is many times higher. And this despite the fact that in Russia at the moment there is an acute shortage of this kind of specialists: in many schools and kindergartens there are simply no speech therapists, as a result of which individual speech work with children is not carried out at all.

The main areas of activity of a speech therapist in preschool institutions

The main areas of activity of a speech therapist in preschool institutions

1. Diagnostic activity

The diagnostic activity of a speech therapist in a preschool educational institution makes it possible to determine the tactics of corrective action, the choice of means and ways to achieve set goals.

The diagnostic activity of a speech therapist at a preschool educational institution involves:

1) Early identification of children with developmental problems, that is, examination of pupils of general developmental preschool educational institutions (groups) and identification of children among them who need preventive and correctional speech assistance. The result of the diagnostic work is the preparation of materials for PMPK for the purpose of completing specialized groups for children with speech disorders and individual lessons with a speech therapist.

2) Initial speech therapy and psychological and pedagogical examination of children, which involves studying the level of speech, cognitive, social, personal, physical development and individual typological characteristics of children in need of speech therapy support, determining the main directions and content of work with each of them.

The purpose of such an examination of children is to establish the causes, structure and severity of deviations in their speech development, which makes it possible to formulate an objective speech therapy conclusion and outline individual programs of correctional and pedagogical work for the long term (academic year).

3) Collection of medical and pedagogical anamnesis, information about early development.

4) Dynamic observation during the learning process, intermediate sections. Goal: analysis of the effectiveness of the correctional pedagogical process.

2. Corrective and developmental activities

The speech therapist teacher is the coordinator of correctional speech work in a preschool educational institution, organizes the integrative activities of all participants in the correctional educational process, the main subjects of which are: a child with special educational needs, the teaching staff of the preschool educational institution, and the parents of the speech-language pathologist child.

The correctional and developmental area of ​​work of a speech therapist within a speech therapy group includes:

• Classes of a speech therapist with children to improve different aspects of speech.
• Joint activities with a teacher-psychologist to stimulate the psychological basis of speech.
• Joint activities with teachers.
• Joint activities of a speech therapist and music director to develop the tempo-rhythmic organization of speech.
• Joint activities of a speech therapist and a physical education teacher to develop children’s gross motor skills.

The correctional work of a speech therapist with children is aimed at overcoming speech and psychophysical disorders by conducting individual, subgroup, and frontal speech therapy sessions.

In frontal classes on the development of lexical and grammatical categories, work is carried out to expand and activate children's vocabulary with the names of objects, their parts, qualities, actions, and to correctly correlate the word with the image of the object. Generalizing concepts are introduced and clarified. The word-formation function of speech and inflection are formed and developed.

In subgroup classes on the development of coherent speech, children learn to compose various sentence models, retell and compose stories based on demonstrations of actions, a series of plot pictures, a plot picture, personal experience, descriptive and creative stories.

In classes on the sound culture of speech and preparation for learning to read and write, children learn to correctly pronounce the sound being studied, differentiate it by ear and in pronunciation, perform sound-letter analysis and synthesis of syllables and words.

In individual lessons with children the following is carried out:

1. Breathing exercises (formation of a long, strong, smooth air stream for the correct pronunciation of sounds);

2. Articulation gymnastics (various exercises to develop the muscles of the articulatory apparatus);

3. Finger gymnastics (exercises and games to develop motor skills of the fingers);

4. Correction of sound pronunciation in different ways;

5. Automation of sounds in speech;

6. Differentiation of sounds in speech;

7. Enrichment of vocabulary;

8. Consolidating the knowledge acquired by children in fontal and subgroup speech therapy classes.

All of the above classes improve motor skills, coordination, spatial orientation and constructive praxis. This work is linked to the development of speech skills and the formation of relevant concepts. It is based on the formation of in-depth ideas and real knowledge of children about the world around them. The development of their speech is built on this subject base. The results of speech therapy work are noted in the child’s speech record at the time of graduation and are brought to the attention of the teacher, kindergarten administration and parents.

3. Advisory and educational work with parents and teachers

The educational activities of a speech therapist within a speech therapy group involve joint holding of parent meetings, at which they talk about the developmental characteristics of children in the speech therapy group, risk factors, the main directions of correctional and developmental work, and also give practical recommendations.

Promotion of speech therapy knowledge - increasing the level of professional activity of teachers and parents' awareness of the tasks and specifics of speech therapy correctional work. It is carried out through pedagogical councils, methodological associations, parent meetings, individual and group consultations, conversations, seminars, open classes, a speech therapy stand for parents and educators with replacement materials.

The advisory work of a speech therapist at a preschool educational institution is advising parents, educators, and related specialists on the problems of teaching and raising children with speech disorders. It is carried out in the form of individual and group consultations, conversations, open classes, and seminars. The main areas of advisory and educational work of a speech therapist with parents are:

• Formation of positive motivation to interact with the teacher, activation of interest in classes on the development and correction of speech, preparing children for learning to read and write, correction of written speech disorders.
• Developing an adequate attitude to the peculiarities of children’s speech activity.
• Formation (increase) of competence in matters of speech development (ontogenesis) of children of different age groups and speech disorders (expressive and impressive speech, writing and reading).
• Training in basic techniques of correctional and developmental work (articulatory gymnastics, some types of speech therapy games, basic rules (algorithms) for completing written assignments, etc.).
• Familiarization with various types of teaching aids and literature on organizing and conducting developmental classes at home.

4. Methodological activity

The methodological activities of a speech therapist at a preschool educational institution include:

• development of methodological recommendations for speech therapists, educators and parents on providing speech therapy assistance to children;
• long-term planning;
• studying and summarizing best practices;
• participation in the work of methodological associations of speech therapists;
• exchange of experience (conferences, seminars, open screenings, etc.);
• searching for the best means of correcting children's speech;
• study and implementation of variable forms of providing correctional assistance;
• self-education;
• production and acquisition of visual and didactic material on the development and correction of speech.

5. Analytical activities

Analytical work will allow the speech therapist to track the effectiveness of the ongoing correctional and developmental activities, i.e. highlight all possible positive and negative aspects of this activity, and also track the dynamics of the development of each child. It includes:

• Carrying out control sections and test tasks (if necessary).
• Conclusion of the PMPC on the issue of releasing children.
• Graduation interviews (final events).
• Summing up the work for the academic year. A digital report is an analysis of the work done by a speech therapist teacher.

History of the profession

Logos - speech, Paideia - education. This is how the name of the craft in question can be translated from Greek. Speech education is a short but capacious description of the profession of a speech therapist.

The profession of speech therapist was born not so long ago - in the 17th century. The best teachers in Europe tried to combat hearing impairment in children. Devices of varying degrees of whimsy were developed, and special techniques and methods of treatment appeared. However, over time, speech therapy only grew, absorbing more and more different problems and disorders. As the 20th century approached, speech therapy became relatively similar to what it is today: the work of correcting speech defects.

By the 21st century, speech therapy includes a great variety of different theories, methods and methods of treatment. Any speech therapist in a kindergarten for children, at a school or in a simple clinic has a rich range of knowledge and skills.

Article:

Only man has the greatest gift of nature - speech.
But it is not an innate ability. Speech is the most important mental function of a person. By mastering speech, a child acquires the ability to generalize the surrounding reality, to understand, plan and regulate his behavior. Speech is formed along with the development of the child under the influence of the speech of adults gradually and largely depends on several factors: sufficient speech practice, upbringing and training, as well as on the normal speech and social environment, which stimulates speech development and provides a speech model. And all these factors are important for a child from the very first days of life. Each child’s speech acquisition occurs at different times and in different ways, since this is an individual process that depends on many factors. The reasons for this process can be both the pathology of pregnancy and childbirth, and the action of genetic factors. Damage to the hearing organs and a general lag in mental development, as well as insufficient communication and education can also be reasons for the lag in speech acquisition. For the formation of speech, the development of analyzers, such as speech motor and speech auditory, is extremely important. But all this largely depends on the environment. New vivid impressions and an appropriate environment contribute to the development of movements and speech. If this is not the case, then the child’s mental and physical development is delayed. His psychophysical health is of great importance for the development of a child. From the state of his higher nervous activity, from his attention, memory, imagination and thinking, i.e. higher mental processes, and the somatic or physical state depend on the development of speech.

The active participation of adults in the healthy development of a child’s speech, i.e., the education of speech in normal conditions for it, is the main point of prevention. Unfortunately, this moment in the development of speech, as well as the importance of full speech, is still underestimated in the family and school.

According to statistics, the number of speech disorders has tended to increase in recent years, so great attention must be paid to the prevention of speech disorders - this proves the relevance of my chosen topic.

The purpose of the work is to study the main directions of prevention of speech disorders.

Unlike oral speech, written speech is formed only under conditions of purposeful learning, that is, its mechanisms develop during the period of learning to read and write and are improved during all further training.

When analyzing speech disorders, speech activity should be considered as a complex multi-level functional system, the components of which (phonetic, lexical, grammatical aspects of speech, phonemic processes, semantics) depend on one another and condition each other. By interacting, they make their own specific contribution to the formation of language skills and the flow of the speech process.

Reading and writing disorders (dyslexia and dysgraphia) are the most common forms of speech pathology in primary schoolchildren, especially in children with general speech underdevelopment.

As practice shows, many children entering first grade have a limited vocabulary, poorly developed fine motor skills, and persistent speech impairments. The speech therapy service at the school was created to provide special assistance to students who have impairments in the development of oral and written speech and in mastering educational programs.

In order for the work of a school speech therapist to become more effective, he needs a close connection, first of all, with a primary school teacher. Both of them strive for a common goal - to provide quality education to schoolchildren. To do this, the teacher needs each student to have a sufficiently high level of general (including speech) development.

Tasks of a school speech therapist:

1. Timely identification of children with oral and written speech disorders.

2. Correction of violations in the development of oral and written speech of students.

3. Timely prevention and overcoming difficulties in students’ mastering educational programs.

4. Explanation of special knowledge in speech therapy among school teachers and parents (legal representatives) of students.

In turn, the teacher continues the child’s speech development, relying on the skills and abilities he has acquired, i.e. there is an integration of speech therapy work and the educational process.

The main directions of speech therapy work in school

The formation of full-fledged educational activity is possible only with a sufficiently high level of speech development, which presupposes a certain degree of formation of linguistic means, as well as skills and abilities to freely and adequately use these means for the purpose of communication.

It is quite obvious that deviations in speech development complicate communication, interfere with the correct formation of cognitive processes, and complicate the acquisition of reading, writing and, as a consequence, other school skills and knowledge. The problem of impaired writing and reading occupies one of the leading places in the practice of school education, which prevents the formation of full-fledged educational activities in children.

In recent years, among students entering the primary grades of our school, the number of children with various deviations in speech development has increased significantly. With the beginning of literacy training, such children are found to have a persistent impairment in the formation of written speech, manifested in the form of dysgraphia. When examining speech disorders in children, mixed dysgraphia is noted, the structure of which includes such writing deficiencies as a violation of language analysis and synthesis, acoustic and articulatory-acoustic dysgraphia, elements of agrammatic and optical dysgraphia. With mixed dysgraphia, errors are multiple and varied. Diagnostic studies show that mixed dysgraphia is almost always caused by a general underdevelopment of the child’s speech. Such children, as a rule, experience difficulties in mastering the Russian language program, have difficulty remembering and applying grammatical rules in practice, their vocabulary is reduced, and the lexical side of speech suffers. This is a complex set of disorders, manifested not only in violations of written speech; in most cases, insufficient formation of such higher mental functions as attention, memory of various modalities, as well as disturbances in the emotional-volitional sphere is revealed.

Timely organization of remedial education in preschool age would significantly reduce the number of children with speech disorders. Therefore, at primary school age, the school speech therapist needs a longer period of establishing speech sounds. Which in turn allows us to minimize the defect at the level of oral speech.

A lot of children come to our school who do not attend kindergartens and no work has been done with them on the formation of phonetic-phonemic processes and the lexical-grammatical structure of speech. Insufficient development of phonetic, phonemic and lexico-grammatical means of the language, due to the diagnosis of general speech underdevelopment, prevents the successful learning of written speech; violations of the sound-syllable structure of words create great difficulties in mastering phonemic analysis and synthesis. The limited vocabulary of children manifests itself in the form of difficulties in mastering the semantics of words, which results in errors in understanding and using words.

The experience of teaching these children indicates the need and relevance of work on the prevention and correction of dysgraphia and dyslexia during primary schooling.

MAIN AREAS OF WORK WITH STUDENTS

Diagnostics of students

• examination of oral speech of 1st grade students;
• examination of written speech of students in grades 2-4;
• in-depth examination of the speech of children in the speech therapy group;

Staffing speech therapy groups

• with general speech underdevelopment (GSD);
• with phonetic-phonemic speech underdevelopment (FFSD);
• with reading and writing disorders caused by OHP;
• with reading and writing impairment caused by FFND;

Advisory assistance

• primary school teachers;
• teachers of Russian language and literature;
• teachers of compensatory education classes;
• parents (legal representatives) of students;
• speech therapists of city preschool institutions;
• students with defective pronunciation of sounds;
• future first-graders and their parents (legal representatives);

Areas of work:

• overcoming problems with sound pronunciation;
• development of phonemic awareness;
• development of sound analysis and synthesis;
• development of the lexical and grammatical structure of speech;
• development of coherent speech;
• development of spatial perception.

In conclusion, we can say that timely identification of children with speech disorders, properly organized work in close cooperation between teachers, psychologists, parents and speech therapists are of great importance in a secondary school.

First group of job benefits

Like any other work activity, the profession of a speech therapist has a number of “spiritual” and “material” advantages. If we talk about the intangible component, then the only thing worth highlighting is usefulness. The point is that, despite not the smartest opinions, the profession of a speech therapist is still very useful and necessary for society.

Every person wants to speak clearly, competently and clearly. There are probably no people in the world who would like their own speech impediments. A speech therapist comes to the rescue here.

Second group of job benefits

It was not difficult to understand the “spiritual” component of the profession. What if you pay attention to something material? The more “down-to-earth” advantages of the profession include:

• Opportunity to constantly develop. If you establish yourself as a high-quality and competent specialist, about whom many people know, you can try to increase your status (and, accordingly, your income) by moving to private institutions.
• High “geography” of employment. Today, the profession of a speech therapist is considered very important and necessary for society. A speech therapist at school or in kindergarten is not a common occurrence. It's simply not there. A speech therapist should definitely not have problems finding employment.
• Speech therapists do not have the concept of “retirement age”. You can work as much as your health allows.

Disadvantages of the profession

Like any other professional field, the work of a speech therapist also contains a number of certain disadvantages. It is worth noting:

• Huge power costs. A speech therapist spends a lot of energy working with just one patient. It’s good if a professional has significant experience, and therefore experience. In this case, a certain habit and some skills of working with “problem” patients should be developed (certain tasks of a speech therapist, suitable for age, character, etc.). But it will really be difficult for young and inexperienced workers.

• A large amount of documentation. Almost every employee has this problem today. What can we say about doctors: recently, the entire burden of maintaining various kinds of paperwork has fallen on them. And this, as a consequence of the cuts, is a completely abnormal phenomenon.
• Small salary. The income of a specialist has already been discussed above. A speech therapist in a kindergarten, school or other budget institution really receives very little money.

Thus, a speech therapist is a very original, special specialist. His activities cannot be confused with anything.

Article “The purpose of the work of a speech therapist within the framework of the Federal State Educational Standard”

Federal State Educational Standard (FSES) for primary education, approved by order of the Ministry of Education and Science of the Russian Federation dated October 6, 2009. No. 373, defines a system of new requirements for the structure, results, and conditions for the implementation of the main educational program.

In the past, the main goal of primary education was considered to be learning to read, write, and count, and the criterion for success was the level of development of these skills in children. Today, along with the knowledge component, the program content of training includes an activity component (formation of educational skills in personal, regulatory, and, of course, cognitive and communicative spheres). The criterion for successful training is the achievement of the planned results of mastering the main educational program: personal, meta-subject and subject results.

Much attention in the new Standard is paid to the formation of universal learning activities (UDA) in the initial period of training, since this period is the foundation for subsequent successful training. In elementary school, students should develop the basic ability to learn, which is based on:

• communicative UUD: listen and engage in dialogue, participate in collective discussion, integrate into a peer group, build communicative interaction;
• cognitive UUD: process the information received, provide it orally and in writing.

Particular importance is attached to the formation of communicative actions that are necessary for the child to communicate in society (school), with loved ones (home) and peers. The maturity of communicative educational skills determines the development of the child’s ability to regulate behavior and activity, and understand the world.

Thus, one of the most important areas of speech therapy (together with general pedagogical) is the formation of key competencies of students: educational, personal, communicative, informational.

Based on the characteristics of modern educational standards, we can say that due to the complication of program requirements, the workload on junior schoolchildren in all basic disciplines increases many times over. So, for example, when studying the Russian language, the preliterary period of learning to read and write is noticeably shortened, many topics are “covered” at a rapid pace, in addition to practical aspects, too much attention is paid to the study of extralinguistic knowledge, etc. Such trends require, on the one hand, the highest pedagogical mastery of primary school teachers, and, on the other hand, the absolute readiness of younger schoolchildren to master complex speech and language skills. In this context, the importance of speech therapy work in school as a special type of assistance to children experiencing difficulties in communication and learning cannot be overestimated. At the same time, it is also necessary to introduce something new into the content of speech therapy work.

The purpose of the work of a speech therapist teacher within the framework of the Federal State Educational Standard is to assist students with disabilities in the development of oral and written speech in their mastery of general education programs, promoting the development and self-development of the individual, preserving and strengthening the health of students.

In addition, the following main tasks come to the fore:

• expanding the volume of vocabulary and learned grammatical means for the free expression of thoughts and feelings in the process of verbal communication;
• development of the ability to self-esteem based on observation of one’s own speech;
• mastering techniques for selecting and systematizing material on a specific topic;
• developing the ability to independently search for information; development of the ability to transform, store and transmit information obtained as a result of reading or listening.

The peculiarity of speech therapy work is that it is aimed at helping children who have difficulty achieving subject results (writing, reading). Thus, timely and effective logocorrection work prevents or minimizes difficulties in achieving meta-subject results (formation of communicative and cognitive learning tools).

The Federal State Educational Standard indicates that both speech therapists and primary school teachers must take into account the individual age, psychological, and physiological characteristics of children, and the need to create a system of comprehensive assistance to children with disabilities and special conditions for their education and upbringing. The increased vulnerability of children in this category determines the need to organize joint special correctional assistance, psychological and social compensation for developmental difficulties.

The mechanism for implementing the requirements of the Federal State Educational Standard is the implementation of a program of correctional work, in the preparation of which a primary school teacher, a teacher-speech therapist, and a teacher-psychologist take part. The correctional work program can be developed on the basis of a modular principle and consist of several subprograms (for example, a logocorrectional work subprogram, a psychocorrectional work subprogram, etc.). The subprogram can include modules of working correctional and developmental programs: prevention of reading disorders (1st grade), correction of writing disorders ( 2-4 grades). The number of subprograms and modules, their content is determined by the qualitative composition of children in need of specialized assistance.

The Standard’s requirements for the conditions for implementing an educational program also determine a new approach to organizing the joint work of primary-level teachers - an approach from the position of pedagogical management. The new conditions for the implementation of the Federal State Educational Standard impose special requirements on the organization of the actual professional activities of both a speech therapist teacher and a primary school teacher - organization of activities taking into account self-management, as a teacher’s purposeful and conscious management of his own professional and pedagogical activities, as well as the process of personal and professional self-improvement and development , as well as the expedient application of proven work methods, organizational forms and technological techniques for managing correctional and developmental educational work.

Self-improvement and mutual cooperation of teachers will make it possible to change the general paradigm of education within the framework of the Federal State Educational Standard, which is reflected in the transition:

• from defining the goal of schooling as the acquisition of knowledge, skills and abilities (ZUN), to defining this goal as the formation of the ability to learn;
• from the isolated study by students of the system of scientific concepts that make up the content of the academic subject, to the inclusion of the content of learning in the context of solving significant life problems;
• from an individual form of knowledge acquisition, to recognition of the decisive role of educational cooperation in achieving learning goals.

Literature:

1. Speech therapy work at school: a manual for speech therapists and additional teachers. Education, educators and parents /O.A. Ishimova, O. A. Bondarchuk. – M.: Education, 2012. (We work according to new standards).