Educational work in speech therapy groups - Interaction between the teacher and the speech therapist

Interaction between teacher and speech therapist

The implementation of the entire complex of correctional training in speech therapy requires a combination of special training for the correction of speech deficiencies with general program requirements. A special daily routine has been developed for speech therapy groups, which differs from the usual. The speech therapist conducts frontal, partly group and individual classes. In addition, the schedule provides time for classes according to a comprehensive program for preschool children (“Development”, “Rainbow”, “Childhood”, etc.): mathematics, speech development and familiarization with the outside world, ecology, drawing, modeling, sports and music classes. In addition, in the evening, the teacher works with subgroups or individual children on speech correction (development) in accordance with the instructions of the speech therapist. The tutor plans his work taking into account the requirements of both the standard general program and the speech abilities of the children and their progress in overcoming the correction program conducted by the speech therapist, in accordance with the nature of the speech disorder.

In this regard, it is necessary to ensure interaction and continuity in the work of the teacher and speech therapist in the speech therapy group. The teacher must know the main directions of the auxiliary program, the age and individual characteristics of the language education of preschoolers, understand the pronunciation features and lexical and grammatical aspects of the language, take into account the language abilities of each child in school and extracurricular activities.

Together with the speech therapist, the teacher plans activities for speech development, familiarization with the outside world, learning to read and preparing hands for writing. Continuity in the work of a speech therapist and teacher means not only joint planning, but also the exchange of information, discussion of the results of children’s work, both in speech and in other types of activities. All this is recorded in a special notebook.

Thus, the teacher of the speech therapy group carries out a pedagogical and complex of corrective measures, the essence of which is to eliminate deficiencies in the sensory, affective-volitional, and intellectual spheres caused by the characteristics of the speech defect. At the same time, the teacher pays attention not only to correcting existing defects in the child’s development, enriching ideas about the environment, but also to further developing and improving the activities of safe analyzers. This creates the basis for the favorable development of the child’s compensatory capabilities, which ultimately affects effective language acquisition.

Features of interaction between a speech therapist and educator in modern conditions of a preschool educational institution

Features of interaction between a speech therapist and educator in modern conditions of a preschool educational institution.

Abstract: Organization of comprehensive correctional work to overcome speech disorders in children with the participation of specialists of various profiles is an urgent task. Its successful solution is possible only if there is unity of requirements imposed by the educator and the speech therapist. Taking this into account, the creation of a system of interaction between preschool education specialists deserves special attention.

A distinctive feature of the educational process with children with speech disorders is that in addition to teaching, development, and educational tasks, the teacher also faces correctional tasks. The teacher is actively involved in eliminating speech defects in preschoolers. Therefore, the choice of methods and means of interaction with pupils of this category is important in their training and education.

The formation of correct speech is of great importance for the development of a child’s full personality. The preschooler’s consistent mastery of all components of speech without accelerating this process will in the future become the key to his successful learning at school. At the same time, the effectiveness of work on the development of children’s speech directly depends on the ability of the speech therapist and educator to plan it competently.

Taking this into account, the creation of a system of interaction between preschool education specialists deserves special attention. The process of interaction in the conditions of a modern preschool educational institution must be fine-tuned both in form (the presence of a partnership, understanding of the interests and professional tasks of the parties) and in content (the creation of joint programs to optimize the development of children).

When developing the content of activities in this direction, it was taken into account that the interaction process should be based on the principles of partnership, dialogism, as well as complementarity and continuity. Therefore, during the school year, meetings were held during which educators and the speech therapist teacher exchanged opinions on the forms and content of joint work and the process of preparing children for school.

At the beginning of the school year, the speech therapist teacher introduces the results of the examination of children, as well as the program of correctional work for the school year, explains the goals, objectives and methods of implementing the program, determines the timing and duration of its implementation, and conducts a joint discussion of ways to implement the assigned rehabilitation tasks children with speech disorders. When determining the content of correctional and developmental work, a long-term plan is discussed, and the most rational methods for carrying out speech correction for each child are specified.

Target:

• building a unified system of interaction between a speech therapist and preschool educators

Tasks:

• Develop unified (variable) approaches to the interaction between a speech therapist and a preschool teacher.
• Select new effective and exchange existing forms of interaction in a specialized preschool educational institution.
• To delimit the areas of responsibility of the speech therapist and preschool teachers in correctional and developmental work.
• Select software for interaction between a speech therapist and teacher using ICT.

Work plan:

Interaction between a speech therapist and educators during diagnosis, determination of volumes and spheres of influence, forms of cooperation.

Interaction between a speech therapist and educators during correctional and developmental activities, forms of cooperation.

Functionality of a speech therapist and educators.

Building interaction using information and computer technologies.

Planned result: selection and development of unified (variable) approaches to the interaction between a speech therapist and preschool teachers.

The coordinated work of a speech therapist and educators is based on the following principles:

1. The principle of an integrated approach to the organization of the correctional pedagogical process.
2. The principle of unity of diagnosis and direct correctional pedagogical process
3. The principle of cooperation between the speech therapist teacher, educators and children
4. The principle of taking into account the interests of all participants in the correctional pedagogical process.
5. The principle of a differentiated approach to logopaths in the process of educating them to correct speech.

For ease of use, we have developed:

1. Long-term plan for interaction with specialists.
2. Notebooks for interaction with teachers of compensatory groups for organizing correctional and developmental work in the afternoon.
3. A sound screen that displays the stages of work on speech sounds for each child.

Joint correctional work in a speech group involves solving the following tasks:

• Speech therapist forms primary speech skills in children-speech therapists
• The teacher consolidates the formed speech skills

Main types of organization of joint activities of a speech therapist and teacher

1. Joint study of the content of the training and education program in a special preschool institution and drawing up a joint work plan.

2. Joint planning of the teacher’s classes, ensuring the necessary consolidation of the material in various types of children’s activities.

3. Discussion of the results of joint study of children, which was conducted in the classroom and in everyday life.

4. Joint preparation for all children's holidays (the speech therapist selects speech material, and the teacher consolidates it).

5. Development of general recommendations for parents.

A speech therapist teacher must not only teach educators how to work with each child, but also monitor the implementation of his recommendations. The relationship notebook, where the speech therapist teacher enters his assignments, is filled out once a week.

The content of the work is revealed in three sections:

1. Five-minute speech therapy sessions.

2. Games and exercises.

3. Corrective and developmental activities in an individual form.

Speech therapy five-minute sessions can be used by teachers in different situations and other activities. Five minutes should be short enough, they should not be turned into a long process. They should be carried out in a playful and entertaining way against a good emotional background. Five-minute sessions should correspond to the lexical topic studied during the week and contribute to the development of all components of speech in children. The speech therapist teacher, in turn, must indicate the goals and objectives that are pursued when performing each task, and give a detailed description of them.

Games and exercises recommended by a speech therapist can be taught by teachers in the afternoon or used during dynamic breaks.

Corrective and developmental activities in an individual form are carried out by the teacher, both in the first and second half of the day. Every day, the teacher works with 2-3 children and conducts articulatory gymnastics, tasks on automation and differentiation of sounds, as well as tasks on those sections of the program that children learn with the greatest difficulty. Considering that teachers have card indexes of games, exercises for the development of visual and auditory attention (memory), fine motor skills, exercises for the development of coordination of speech with movement, and each card in the card index has its own number, the speech therapist only needs to indicate the card number. This makes it easier for the speech therapist to write daily assignments for educators.

A speech therapist teacher observes the work of a teacher with children, attending direct educational activities, noting positive aspects, and also analyzes those types of work that were unsuccessful and did not give the expected result. Such visits show the teacher-speech therapist a complete picture of correctional and developmental work, expands their understanding of correctional work, they master the techniques, methods, and teaching technologies that the specialist owns.

Only a close relationship in the work of a speech therapist and educators makes it possible to achieve positive results in correcting the speech of preschoolers.

Interaction between a speech therapist and a teacher using ICT

• Conducting finger games with children and breathing exercises using a computer by the teacher of the speech therapy group during scheduled moments and during the speech therapy hour in the afternoon, on the recommendation of the speech therapist
• the use of a certain video sequence (for example, picture material on lexical topics) for demonstration in complex classes conducted jointly by a teacher and a speech therapist of a speech therapy group, as well as for the teacher to reinforce educational material in his classes and during scheduled moments in the afternoon
• the use of various speech therapy games and exercises in individual lessons of the teacher on the instructions of the speech therapist.

Speech therapy classes using computer programs and technologies are conducted in compliance with SanPiNov standards:

• using new computer models
• working with a computer in one lesson for a short time (5-10 minutes) and no more than twice a week (individually, depending on the age of the child, his nervous system)
• Carrying out hygienic exercises for the eyes; while working, we periodically move the child’s gaze from the monitor every 1.5 - 2 minutes for a few seconds
• inclusion in speech therapy classes of games aimed at preventing visual impairment and developing visual-spatial relationships

At the end of the school year, final meetings between educators and the speech therapist are held, during which difficulties in organizing joint correctional and educational work are discussed, the effectiveness and prospects of activities are determined, and the dynamics of children’s development are assessed.

It should be noted that the interaction between teachers and speech therapists organized in this way made it possible to ensure positive dynamics in the speech development of children, which is one of the key indicators of children’s readiness for school.

Yaroshenko L.Yu., speech therapist

1. Interaction between the music director, speech therapist and educator
2. Plan of interaction between a speech therapist and participants in the correctional pedagogical process
3. The relationship between the work of a speech therapist teacher and a teacher in a speech therapy group for children with special needs development disorders (from work experience)
4. Self-analysis of the work of a teacher-speech therapist on the methodological topic: “Modern forms of interaction between teacher-speech therapist and family”
5. The use of modern educational technologies in the practical activities of a preschool teacher-speech therapist

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Specifics of the work of a teacher in a speech therapy group

Compensation for a child’s speech defect, his social adaptation and preparation for a further school career require mastering, under the guidance of a tutor, those types of activities that are provided for in the programs of a mass general kindergarten. The teacher should pay special attention to the development of perception (visual, auditory and tactile), mnemonic processes, accessible forms of visual-figurative and verbal-logical thinking and motivation.

An important aspect of work in a speech therapy group is the development of cognitive activity and cognitive interests of children. It is necessary to take into account the peculiar delay in the formation of cognitive processes in general, which is formed in children under the influence of underdevelopment of speech, narrowing of contacts with others, inadequate methods of family education and other reasons.

Correct, pedagogically sound interaction between a teacher and a speech therapist, who combine their efforts in the interests of correcting children’s speech, is based on creating a friendly, emotionally positive environment in a speech therapy group. The psychological atmosphere in the children's team strengthens children's self-confidence, helps smooth out negative feelings associated with speech impairment, and creates interest in learning. To do this, the educator, like the speech therapist, must have knowledge in the field of developmental psychology and individual psychophysical differences in preschool children. They must be able to understand various negative manifestations of children’s behavior and promptly notice signs of fatigue, exhaustion, passivity and lethargy. Properly organized psychological and pedagogical influence of the teacher in most cases prevents the occurrence of persistent unwanted deviations in behavior and creates a team of friendly, socially acceptable relationships in the speech therapy group.

The work of a teacher on speech development in many cases precedes speech therapy training, prepares children to perceive material in future speech therapy classes, creating the necessary cognitive and motivational basis for the formation of speech knowledge and skills. In other cases, the teacher concentrates on consolidating the results achieved by children in speech therapy classes.

The task of the teacher of the speech therapy group also includes daily monitoring of the state of children’s speech activity during each period of the correction process, checking the correct use of sounds assigned or corrected by the speech therapist, acquired grammatical forms, etc. The teacher should pay special attention to children with a late onset of speech activity, with a complex medical history and psychophysiological immaturity. The teacher should not focus children's attention on the appearance of possible errors or stuttering in speech, repetition of the first syllables and words. Such manifestations should be reported to a speech therapist. The teacher’s responsibilities also include good knowledge of the individual characteristics of children with general speech underdevelopment, who react differently to their defect, to difficulties in communication, to changes in communication conditions.

Consultation progress

1. Introductory conversation.

One of the brightest trends in the modernization of education is the provision of state guarantees of accessibility and equal opportunities for children with disabilities to receive a full education. Thus, children with speech development disorders should receive timely and qualified correctional and speech therapy assistance in preschool settings. At the same time, the problem of finding effective ways to correct speech is becoming increasingly important.

Only with close cooperation and unity of the requirements of specialists is it possible to overcome the speech development disorders that children have. Collaboration between a speech therapist and preschool teachers plays a special role in the speech therapy group.

1. Principles and features of organizing joint activities of a speech therapist teacher and a preschool educational institution logotype teacher.

The joint activities of a speech therapist and preschool educators are organized in accordance with the following goals:

• increasing the effectiveness of correctional and speech therapy work;
• rational distribution of speech therapist and educators’ activities during the day to avoid overloading children;
• adequate selection of forms, methods, techniques and means of correctional pedagogical activities of the speech therapist and educators, aimed at both the entire group of children and an individual child.

The main types of organization of joint activities of a speech therapist and educators:

• joint study of the content of preschool educational institutions programs and drawing up a joint work plan;
• open classes with a speech therapist teacher to familiarize educators with basic teaching techniques, the selection of visual and speech material, as well as the requirements for children’s speech;
• discussion of the results of joint work with children, which was carried out in and outside the classroom;
• joint preparation for children's parties;
• development of general recommendations for parents.

Functions of a speech therapist and educator in the development of speech components of preschool children and non-speech mental processes associated with speech

Table 1.

Educators carry out the tasks of the speech therapist every day, using individual, subgroup and frontal forms of work, as well as routine moments.

Educators should know:

• main directions of the correctional program;
• age-related and individual characteristics of speech formation in preschoolers;
• features of the pronunciation and lexico-grammatical aspects of speech and take into account the speech capabilities of each child in the process of educational and extracurricular activities.

Educators must comply with the conditions for the development of speech activity and verbal communication of children:

• organize and support children’s verbal communication in class and outside of class;
• encourage you to listen carefully to other children;
• develop skills of self-control and critical attitude to speech;
• organize games to develop the sound culture of speech;
• carry out work on the development of auditory and speech attention.

Speech therapy group teachers should not:

• rush the child to answer;
• interrupt speech and rudely pull it back, but should tactfully give an example of correct speech;
• force the child to pronounce a phrase rich in sounds he has not yet identified;
• let memorize texts and poems that the child cannot yet pronounce.

It is recommended to allocate a place in the group for speech therapy classes, the so-called speech therapy corner, in which there should be board-printed games for the formation of the correct air flow, the development of non-speech processes, in the joint activity of an adult with children, in the free independent activity of children.

The speech therapist, together with preschool teachers, designs the parent corner, prepares and conducts parent meetings.

1. Conclusion.

Correct, pedagogically justified interaction between educators and a speech therapist, combining their efforts in the interests of speech correction in children, is based on the creation of a friendly, emotionally positive environment in a speech therapy group.

Speech development is decisive in the level of human intelligence and culture. Correct, literate speech shows whether children are ready for school and whether they can successfully master literacy and reading.

Properly planned lessons of the teacher and speech therapist ensure the correct consolidation of the material in various types of children’s activities. Such interaction creates a unified correctional and developmental environment around the child.

The psychological atmosphere in the children's team strengthens children's faith in their own capabilities, allows them to smooth out negative experiences associated with speech impairment, and develop interest in classes.

Properly organized psychological and pedagogical influence of educators in most cases prevents the appearance of persistent unwanted deviations in behavior and forms collective friendly, socially acceptable relationships in the speech therapy group.

Literature

1. Ivanova O.F. Ways to optimize the joint work of a speech therapist and educator // Scientific and methodological journal Speech therapist, 2009, No. 3
2. Karpova S.I., Mamaeva V.V., Nikitina A.V. Interaction in the work of speech group specialists // Speech therapist in kindergarten, 2007, No. 9 (24).
3. Konovalenko V.V. Individual and subgroup work on correcting sound pronunciation. – M.: GNOM Publishing House, 2016. – 216 p.
4. Morozova V.V. Interaction of a speech therapist with teachers of preschool educational organizations. – SPb.: PUBLISHING HOUSE “CHILDHOOD-PRESS” LLC, 2014. – 96 p.
5. Smirnova L.N. The relationship in the work of a speech therapist and a teacher / Scientific and methodological journal Speech therapist, 2008, No. 2

Contents of work in a speech therapy group

The language of the teacher plays an important role in everyday communication with children in the speech therapy group. She should serve as a role model for children with speech impairments: She should be clear, well-articulated, well-toned, figuratively expressive and grammatically correct. Complex inverse constructions, figures of speech, and introductory words that make it difficult to understand the language should be avoided. Prominent teachers and methodologists for speech development in preschoolers E.I. Tikheeva and E.A. Flerina drew attention to this.

A feature of a teacher’s work in a speech therapy group is that the teacher organizes and carries out activities on the instructions of the teacher/speech therapist. Individual or subgroup lessons with children are planned in the afternoon after nap time (before or after sleep). 5-7 children are invited to an evening speech therapy session.

The following types of exercises are recommended:

• Consolidating familiar sounds (pronunciation of syllables, words, sentences);
• Repetition of poems and stories;
• Exercises for the development of attention, memory, logical thinking, phonemic hearing, sound analysis and synthesis skills;
• Stimulation of coherent speech in conversations on familiar lexical or everyday topics.

As part of correctional work, the tutor pays great attention to the development of fine motor skills. During extracurricular hours, children can be asked, for example, to assemble a mosaic, make puzzles, make figures from matches or counting sticks, practice untying and tying shoelaces, collecting buttons or small objects, and using pencils of different sizes. Children can be encouraged to use handwriting worksheets recommended for children with language impairments.

Particular attention in the work of the teacher is paid to organizing outdoor games for children with speech impairments, since these children are often somatically weakened, physically tense, and get tired quickly. When planning work on organizing gaming activities, the teacher must clearly understand the reality of the physical capabilities of each child and take a differentiated approach to the choice of games. Outdoor games, which are usually part of physical education, can be played during a walk, at holiday parties, or during an hour of entertainment.

Games with movement should be combined with other types of children's activities. At the same time, outdoor games contribute to the successful formation of language. They often contain choruses, quatrains, and may be preceded by a game of counting to choose a leader. Such games also develop a sense of rhythm, harmony and coordination of movements, and have a positive effect on the mental state of children.

The work of a teacher with children in role-playing games is also a necessary element of pedagogical activity in a speech therapy group. In role-playing games, the teacher activates and enriches vocabulary, develops coherent speech, and teaches ritual interaction in social situations familiar to the child (visiting a doctor, shopping at a store, transport, etc.). Role-playing games promote the development of communication and speech skills, stimulate children's sociability and promote the development of social skills and abilities.

MAGAZINE Preschooler.RF

Prepared by the teacher of the preparatory group for school: Olga Vitalievna Smirnova

I work as a teacher in a pre-school group, my work is based on close contact with the teacher - speech therapist.

At the beginning of the school year, a specialist acquaints teachers with the results of an examination of children’s speech. We fill out a table on children's sound pronunciation, which reflects the level of speech development and the state of speech sound culture. This table is included in the group's work program.

Throughout the year, we keep maps of each child’s individual development. “speech development” section together with the speech therapist. Based on development indicators, we draw up an individual route for each child, which includes work on speech development. Together with a specialist, we discuss a long-term plan and clarify the most rational methods of speech correction for each child.

We use the following methods and forms of work with children who have problems in speech development:

• daily articulation exercises;
• logochas (syllable exercises, inventing phrases, memorizing tongue twisters, poems, proverbs);
• individual lessons with children, which are aimed at automating already established sounds (pronouncing syllables, words, phrases, memorizing poems).

Articulatory gymnastics helps to develop clear and coordinated movements of the organs of the articulatory apparatus. The group has a card index of articulatory gymnastics, mirrors, pictures and diagrams.

Logo hour - includes reinforcing sounds, pronouncing tongue twisters, tongue twisters, syllable exercises, word games, breathing exercises to develop proper breathing, games to enrich the vocabulary, games to develop a sense of rhythm.

In the morning, while walking, during routine moments we use:

• games for the development of phonemic hearing and phonemic perception ( “Find the first and last sound” , “Clap or walk the word” , “Catch the sound” , “Parrot” , “Pick up the word” , “On the contrary” , “Say the words in pairs” );
• on the development of the lexical side of speech (enrichment and activation of children’s vocabulary) ( “Guess and name” , “Housewarming” , “I know five ...” , “The cat is the opposite” , “Say it differently” , “Family of words” );
• to develop and improve the sound culture of speech ( “Catch the word” , “Finish the phrase” , to automate the sound in speech we memorize phrases and poems);
• on the development of the grammatical side of speech - to exercise the ability to form different forms of the same word ( "Greedy" , "Dwarves and Giants" to coordinate different parts of speech in gender, number and case),

Interaction with a speech therapist makes it possible to:

• mutually attend directly organized educational activities with children,
• correctly plan educational activities to consolidate material in different types of children’s activities,
• jointly prepare children for all children's holidays, because The speech therapist, taking into account the children’s capabilities, selects and corrects speech material, determines the level of difficulty, gives recommendations to teachers, helps in memorizing poems and roles with children,

The work of a teacher and the work of a speech therapist are different. The main difference: a speech therapist corrects speech disorders, and we, under the guidance of a speech therapist, actively participate in the automation of sounds, the development of vocabulary and grammar, and coherent speech. During routine moments, we control the children’s pronunciation of already assigned sounds.

In our work, we use the principle of consistency and interconnection of educational material, its accessibility, which has a positive effect on the quality of speech development of children in our group.

To prevent dysgraphia in children with speech disorders, together with a speech therapist, we use finger games, graphic simulators, graphic dictations, games “Looking at the letters in the mirror” , noisy pictures “Letters mixed up” , shading letters, sculpting letters from plasticine, cutting out letters, graphic dictations .

In accordance with the lexical topics of the week, we select finger exercises with poetry. To make it more interesting, we include game objects (rubber band, pencil, ball) in finger games. We systematically organize productive activities using the Origami technique, which provides good training for the fingers, promotes the development of hand movements, and develops the accuracy of small finger movements. Origami is an activity that uses both hands at the same time.

Children enjoy traveling through the labyrinths. Maze games are fun and not only teach your child to focus on a task, but also develop gross motor skills (hand and forearm movements). When completing tasks, you need to make sure that the position of the hand changes, and not the sheet with tasks. For children who have noticeable fine motor skills impairments, I suggest collecting mosaics, puzzles, and construction sets. If the fingers develop, then thinking and speech will develop. Graphic dictations promote orientation in space, reinforce the concepts of top, bottom, right, left, and develop visual perception and auditory attention.

The speech therapist teacher helps us in our work: conducts directly organized educational activities for teaching literacy, selects literature, speech material, didactic games, articulation and finger gymnastics for us. I help by creating interactive games for differentiating sounds, composing complex sentences, learning the syllabic structure of words, and reinforcing sounds and letters.

The specialist conducts consultations, master classes, and workshops for teachers, in which he introduces speech games for children of different ages, literature on this topic, and improves our ability to correctly use methods and techniques for the development of children’s speech.

It is necessary to note another important area in the joint work of a speech therapist and a teacher - the relationship with parents. We provide consultations for parents, prepare moving folders, and prepare joint parent-teacher meetings. Each child attending a speech center has a notebook for individual work, which is led by a speech therapist and which both group teachers and parents have the opportunity to study.

We work with children throughout the day, having the opportunity to repeatedly repeat speech material, repeat and reinforce new words, without which their introduction into the child’s independent speech cannot occur. Thanks to the relationship between a speech therapist and a teacher, it is possible to more effectively correct speech defects and prepare the child for school.