"Regulatory legal documents governing
activities of a speech therapist teacher as a pedagogical worker "
Modern society puts forward a fundamentally different system of values, the basis of which is a position that can be called general competence . The core of general competencies is formed by adaptation, socialization, integration, self-realization of the individual and legal competence.
Order of the Ministry of Health and Social Development Russia dated 14.08.09 No. 593 approved developed with the participation of specialists from the apparatus of the Central Committee of the Trade Union qualification characteristics of the positions of educators, which are a section of the Unified Qualification Directory for the positions of managers, specialists and employees.
Order of the Ministry of Education and science Russian Federation“On Approval of the Unified Qualification Handbook for the Positions of Managers, Specialists and Employees”, section “Qualification Characteristics of the Positions of Educational Workers” No. 761n dated August 26, 2010 (as amended on May 31, 2011).
Section "Qualification characteristics of the positions of educational workers" Unified qualification guide positions of managers, specialists and employees (hereinafter referred to as the CSA) is designed to address issues related to the regulation of labor relations, ensuring an effective system of personnel management of educational institutions and organizations, regardless of their organizational and legal forms and forms of ownership.
Requirements presented by the CSA to educators are aimed at improving the effectiveness of their work, labor activity, business initiative and competence of educators, the fullest use of their professional and creativity, rational organization of labor and ensuring its efficiency.
At the same time, under competence the quality of the employee's actions that provide an adequate and effective solution of professionally significant subject tasks of a problematic nature, as well as the willingness to bear responsibility for their actions, is understood.
When attesting educators, experts are invited to fill out an assessment sheet of a specialist, with the help of which the professional activity of a speech therapist is analyzed, grades are given and comments are written on the following competencies:
Competence in the field of personal qualities - communicative.
Competence in the field of setting goals and objectives of pedagogicalactivities - professional.
Competence in the field of motivation learning activities
Competence in the development of a program of activities andmaking pedagogical decisions
Knowledge Base Competenceactivities - informational.
Competence in the field of organization of educational activities - legal.
The main components of the competence of educators include:
professional,
communicative,
information,
legal.
The main components of the competence of pedagogical workers
Professional Competence- the quality of the employee's actions that provide an effective solution to professional and pedagogical problems and typical professional tasks that arise in real situations of pedagogical activity, using life experience, existing qualifications, generally recognized values; possession of modern educational technologies, technologies of pedagogical diagnostics (surveys, individual and group interviews), psychological and pedagogical correction, stress relief, etc., methodological techniques, pedagogical tools and their continuous improvement; the use of methodological ideas, new literature and other sources of information in the field of competence and teaching methods to build modern classes with students (pupils, children), the implementation of evaluative reflection.
Information Competence- the quality of the employee's actions that ensure the effective search, structuring of information, its adaptation to the peculiarities of the pedagogical process and didactic requirements, the formulation of the educational problem in various information and communication ways, qualified work with various information resources, professional tools, ready-made software and methodological complexes that allow designing a solution pedagogical problems and practical tasks, the use of teacher's workstations in the educational process; regular independent cognitive activity, readiness to conduct distance educational activities, use of computer and multimedia technologies, digital educational resources in the educational process, maintaining school documentation on electronic media.
Communicative competence- the quality of the employee's actions that ensure the effective design of direct and feedback with another person; establishing contact with students (pupils, children) of different ages, parents (persons replacing them), colleagues at work; the ability to develop a strategy, tactics and technique of interaction with people, organize their joint activities to achieve certain socially significant goals; the ability to convince, argue one's position; proficiency in oratory, oral literacy and writing, public performance results of their work, selection of adequate forms and methods of presentation.
Legal Competence
1. The legal competence of a speech therapist teacher is his integral professional and personal characteristic, including a system of humanistic value orientations in the economic, political and social areas of public life. Deep theoretical knowledge, practical skills, communication skills and personal qualities.
2. Legal competence is a unity of legal knowledge that reflects the legal reality, the attitude of the individual to legal phenomena and, on the basis of this, her legal behavior. It manifests itself through a positive, consistent with the laws of society, attitude towards oneself and others, the world around, bringing success and satisfaction from the results achieved.
3. The conditions for the formation of the legal competence of a teacher are priority values, motivational attitudes, the communicative culture of the teacher, the psychological climate in the team.
4. The influence of the civic qualities of a teacher's personality on the formation of a teacher's legal competence is a factor in their mutual self-development in the process of educational interaction.
5. Legal competence- the quality of the employee's actions that ensure the effective use of legislative and other regulatory legal documents of the authorities in professional activities to solve the relevant professional tasks.
Given the relevance of the topic and the requests of speech therapists for legal support, a list of current regulatory documents regulating the activities of a speech therapist is proposed.
All selected documents can be divided into five sections:
Section 1. International legal acts
Section 2. Legislative acts of the Russian Federation
Section 3 Documents regulating the activities of a speech therapist teacher as a pedagogical worker
Section 4 Legislative acts of the Altai Territory
Section 5 Documents governing the actual professional activity teachers - speech therapist as an employee of a general educational institution.
Section 1. International legal acts
1. Declaration of the Rights of the Child, adopted by the resolution of the UN General Assembly dated 11/20/1959;
2. Convention on the Rights of the Child, adopted by resolution 44/25 of the General Assembly of November 20, 1989, ratified by the Supreme Soviet of the USSR on June 13, 1990
Section 2. Legislative acts of the Russian Federation
1. Constitution of the Russian Federation dated December 25, 1993 (as amended on December 30, 2008);
2. Federal Law of December 29, 2012 N 273-FZ "On Education in the Russian Federation"
3. Federal law "On the education of persons with handicapped health ( special education)". Adopted by the State Duma on June 2, 1999 (Resolution of the State Duma of the Federal Assembly of the Russian Federation of June 2, 1999 No. 4019-II of the State Duma).
4. Order of the Ministry of Education and Science of Russia dated October 17, 2013 N 1155 "On approval of the federal state educational standard preschool education"(Registered in the Ministry of Justice of Russia on November 14, 2013 N 30384)
5. Order of the Ministry of Education and Science of the Russian Federation “On Approval of the Procedure for Organization and Implementation of Educational Activities in Basic General Education Programs - Educational Programs of Preschool Education” No. 1014 dated August 30, 2013;
6. Order of the Government of the Russian Federation " social norms and standards" (on the occupancy of special groups, special classes) dated July 18, 1996 No. 861
7. Instructional letter of the Ministry of Education of Russia dated July 2, 1998 No. 89 / 34-16 "On the implementation of the right of preschool educational institutions to choose programs and pedagogical technologies."
8. Letter of the Ministry of Education of the Russian Federation dated March 14, 2000 No. 65 / 23-16 "On hygiene requirements for the maximum load on children preschool age in organized forms of education.
9. Letter of the Ministry of Education of the Russian Federation dated 16.01.2002 No. 03-51-5 in / 23-03 "On the integrated upbringing and education of children with developmental disabilities in preschool educational institutions."
10. The concept of the content of continuing education (preschool and primary), approved by the Federal Coordinating Council for General Education of the Ministry of Education of Russia on June 17, 2003
11. Model regulation on a preschool educational institution, approved by the Decree of the Government of the Russian Federation of September 12, 2008 No. 666.
12. Letter of the Ministry of Education and Science of the Russian Federation of January 27, 2009 N 03-132 "On guidelines for the procedure and content of the psychological and pedagogical examination of children of senior preschool age" (order of the Government of the Russian Federation of June 22, 2007 N DM-P44 -3035)".
13. Decree of the Chief State Sanitary Doctor of the Russian Federation dated May 15, 2013 No. 26 "On approval of SanPiN 2.4.1.3049-13" Sanitary and epidemiological requirements for the device, content and organization of the operating mode of preschool educational organizations ".
14. Decree of the President of the Russian Federation " On the National Action Strategy for Children for 2012-2017” No. 761 of 06/01/2012;
15. Decree of the Government of the Russian Federation "About the federal target program Development of Education for 2011-2015” No. 61 dated February 7, 2011 (as amended on December 20, 2011);
Section 3. Documents regulating the activities of a speech therapist teacher as a pedagogical worker
1. Labor Code of the Russian Federation of December 30, 2001 No. 197-FZ (as amended by Federal Law of June 30, 2006 No. 90-FZ).
2. Order of the Ministry of Education and Science of the Russian Federation "On the peculiarities of the regime of working hours and rest time of pedagogical and other employees of educational institutions" No. 69 dated March 27, 2006 (p. 2.2; 2.4; 3.2; 4.1; 4.2; 4.6; 5.1; 5.2 );
3. Decree of the Government of the Russian Federation of October 29, 2002 No. 781 "On the lists of jobs, professions, positions, specialties and institutions, taking into account which a labor pension is assigned ahead of schedule
4. Decree of the Government of the Russian Federation “On the duration of the annual main extended paid leave provided to teachers of educational institutions” No. 724 dated 10/01/2002 (as amended on 06/23/2014);
5. Order of the Ministry of Education of the Russian Federation of December 7, 2000 No. 3570 "On approval of the regulation on the procedure and conditions for granting long-term leave to teachers of educational institutions for up to one year."
Order of the Ministry of Education and Science of the Russian Federation dated March 24, 2010 No. 209 "On the procedure for attestation of teaching staff of state and municipal educational institutions."
6. Letter of the Ministry of Education of the Russian Federation dated August 15, 2011 No. 03-515 / 59 "Clarifications on the application of the certification procedure for teachers of state and municipal educational institutions."
7. Order of the Ministry of Education and Science of the Russian Federation « On the approval of the Procedure for the certification of teaching staff of organizations that carry out educational activities» No. 276 of 04/07/2014;
8. Order of the Ministry of Education and Science of the Russian Federation "On approval of the unified qualification directory for the positions of managers, specialists and employees, section "Qualification characteristics of the positions of educators" No. 761n dated August 26, 2010 (as amended on May 31, 2011);
9. Decree of the Government of the Russian Federation "On the duration of working hours (norm of hours pedagogical work for the wage rate) of pedagogical workers of educational institutions” No. 191 dated April 3, 2003 (as amended on February 1, 2005).
10. Decree of the Government of the Russian Federation “On approval of the nomenclature of positions of teaching staff of organizations engaged in educational activities, positions of heads of educational organizations” No. 678 of 08.08.2013;
11. Letter of the Ministry of Education of the Russian Federation dated January 22, 1998 No. 20-58-07 in / 20-4 "On teachers-speech therapists and pedagogues-psychologists of educational institutions".
12. Order of the Ministry of Education and Science of the Russian Federation of March 27, 2006 No. 69 "On the Peculiarities of Working Time and Rest Time for Pedagogical and Other Educational Workers".
13. Letter of the Ministry of Education of Russia dated August 25, 1998 No. 05-51-66 / 98 "On the issues of rationing and remuneration of teachers."
Section 4. Legislative acts of the Altai Territory
1. Order of the Main Department of Education and youth policy Altai Territory No. 536 dated March 20, 2015 "On the implementation of the Federal State Educational Standard for Preschool Education in the Altai Territory"
2. Decree of the Administration of the city of Biysk dated October 21, 2011 No. 2270 “On the procedure for recruitment, admission and expulsion of children in municipal preschool educational institutions”;
Section 5. Documents regulating the actual professional activities of a speech therapist teacher as an employee of a general education institution.
1. Charter of the municipal budgetary preschool educational institution "Kindergarten"
2. Labor contracts between the administration and employees;
3. Internal labor regulations;
4. Regulations on the Council of the institution;
5. Regulations on the Pedagogical Council;
6. Regulation "On the procedure for recruiting, admission and expulsion of children in the MBDOU, which implements the main educational program of preschool education";
7. Regulations “On the norms of professional ethics of pedagogical workers of the MBDOU “Kindergarten No. 65 - Child Development Center”.
8. Regulations on the work of a compensatory group for children with severe speech disorders.
9. Job description of a speech therapist teacher.
10. Regulations on the PMP consultation.
Job description of a speech therapist teacher.
Carries out work aimed at the maximum correction of developmental deficiencies in students, pupils with developmental disabilities, including those in special (correctional) educational institutions created for students, pupils with disabilities (for the deaf, hard of hearing and late deaf, blind, visually impaired and late blind children, children with severe speech disorders, with disorders of the musculoskeletal system, with a delay mental development, mentally retarded and other children with disabilities). Carries out a survey of students, pupils, determines the structure and severity of their developmental disorders. Completes groups for classes, taking into account the psychophysical state of students, pupils. Conducts group and individual classes to correct developmental deficiencies, restore impaired functions. Works in close contact with teachers, educators and other pedagogical workers, attends classes and lessons. Advises teachers and parents (persons replacing them) on the use of special methods and techniques for assisting children with disabilities. Maintains required documentation. Contributes to the formation of a common culture of personality, socialization, conscious choice and development professional programs. Implements educational programs. Completes groups for classes, taking into account the psychophysical state of students, pupils. It studies the individual characteristics, abilities, interests and inclinations of students, pupils in order to create conditions for ensuring their development in accordance with the age norm, the growth of their cognitive motivation and the formation of educational independence, the formation of competencies using a variety of forms, techniques, methods and means of teaching, modern educational technologies, including information, as well as digital educational resources, ensuring the level of training of students, pupils that meets the requirements of the federal state educational standard. Conducts training sessions based on achievements in the field of methodological, pedagogical and psychological sciences, developmental psychology and school hygiene, as well as modern information technologies. Respects the rights and freedoms of students, pupils, Ensures the protection of life and health of students, pupils during the educational process. Participates in the work of pedagogical, methodological councils, other forms of methodological work, in the work of holding parent meetings, recreational, educational and other activities provided for by the educational program, in organizing and conducting methodological and advisory assistance to parents (persons replacing them). Follows the rules on labor protection and fire safety.
Must know: priority directions for the development of the educational system of the Russian Federation; laws and other normative legal acts regulating educational; the Convention on the Rights of the Child; age and special pedagogy and psychology; anatomical, physiological and clinical foundations of defectology; methods and techniques for preventing and correcting deviations in the development of students and pupils; regulatory and methodological documents on issues of professional and practical activities; program and methodological literature on working with students, pupils with developmental disabilities; the latest achievements of defectological and pedagogical sciences; rules on labor protection and fire safety; theory and methods of management educational systems; methods of formation of the main components of competence (professional, communicative, informational, legal); modern pedagogical technologies productive, differentiated, developmental learning, implementation of a competency-based approach; methods of persuasion, argumentation of one's position, establishing contacts with students, pupils of different ages, their parents (persons replacing them), work colleagues; cause diagnostic technologies conflict situations, their prevention and resolution; fundamentals of ecology, economics, sociology; labor legislation; the basics of working with text editors, spreadsheets, e-mail and browsers, multimedia equipment; internal labor regulations of the educational institution; rules on labor protection and fire safety.
1. Documents regulating the activities of a speech therapist teacher as a pedagogical worker.
2. Documents regulating the actual professional activities of a speech therapist as an employee of an educational institution.
3. Comments of the Trade Union of Education and Science Workers of the Russian Federation. One of the documents is provided. For information on issues not included in the proposed commentary, we recommend that you regularly visit the official website of the Trade Union of Education and Science Workers of the Russian Federation.
I. REGULATORY LEGAL DOCUMENTS REGULATING THE ACTIVITY OF A SPEECH THERAPIST TEACHER AS A PEDAGOGICAL WORKER
Labor Code of the Russian Federation No. 197-FZ dated December 30, 2001 (as amended by Federal Law No. 90-FZ dated June 30, 2006) (Extract)
Article 91. The concept of working time
Working hours - the time during which the employee, in accordance with the internal labor regulations and the terms of the employment contract, must perform labor duties, as well as other periods of time that, in accordance with this Code, other federal laws and other regulatory legal acts of the Russian Federation, relate to working time.
The employer is obliged to keep records of the time actually worked by each employee.
(As amended by Federal Law No. 90-FZ dated June 30, 2006)
Article 93. Incomplete working time
By agreement between the employee and the employer, part-time work (shift) or part-time work week can be established both at the time of employment and subsequently. The employer is obliged to establish a part-time working day (shift) or part-time working week at the request of a pregnant woman, one of the parents (guardian, custodian) who has a child under the age of fourteen (a disabled child under the age of eighteen), as well as a person exercising caring for a sick family member in accordance with a medical certificate issued in accordance with the procedure established by federal laws and other regulatory legal acts of the Russian Federation.
(As amended by Federal Law No. 90-FZ dated June 30, 2006)
When working on a part-time basis, the employee is paid in proportion to the time worked by him or depending on the amount of work performed by him.
Work on a part-time basis does not entail any restrictions for employees on the duration of the annual basic paid leave, the calculation of seniority and other labor rights.
Article 95
The length of the working day or shift immediately preceding the non-working day holiday, decreases by one hour.
On the eve of the weekend, the duration of work with a six-day working week cannot exceed five hours.
Article 333 Working hours of teaching staff
For teaching staff, a reduced working time of no more than 36 hours per week is established.
(As amended by Federal Law No. 90-FZ dated June 30, 2006)
The teaching load of a pedagogical worker, stipulated in an employment contract, may be limited by the upper limit in cases provided for by the model regulation on an educational institution of the appropriate type and type, approved by the Government of the Russian Federation.
(As amended by Federal Law No. 90-FZ dated June 30, 2006)
Depending on the position and (or) specialty of pedagogical workers, taking into account the characteristics of their work, the length of working time (standard hours of pedagogical work for the wage rate) is determined by the Government of the Russian Federation.
(As amended by Federal Law No. 90-FZ dated June 30, 2006)
Decree of the Government of the Russian Federation of April 3, 2003 No. 191 "On the duration of working hours (norm of hours of pedagogical work for the wage rate) of pedagogical workers of educational institutions" (as amended by Decree of the Government of the Russian Federation of February 1, 2005 No. 49 "On the change and recognizing as invalid some acts of the Government of the Russian Federation") (Extract)
The length of working time (norm of hours of pedagogical work for the wage rate) for pedagogical workers of educational institutions is established on the basis of a reduced working time of no more than 36 hours per week.
Clause 3. The norm of hours of pedagogical work for the wage rate:
20 hours a week - teachers-defectologists and teachers-speech therapists;
The norm of hours of pedagogical and (or) teaching work for the wage rate of pedagogical workers is set in astronomical hours.
Order of the Ministry of Education and Science of the Russian Federation of March 27, 2006 No. 69 "On the peculiarities of the regime of working hours and rest time of pedagogical and other employees of educational institutions" (Extract)
Clause 2.2. The specific duration of training sessions, as well as breaks (changes) between them, is provided for by the charter or local act of the educational institution, taking into account the relevant sanitary and epidemiological rules and regulations (SanPiN), approved in the prescribed manner. The performance of work is regulated by the schedule of training sessions.
Clause 2.4. Days of the week (periods of time during which educational institution carries out its activities), free for teachers ... from conducting training sessions on a schedule, from performing other duties regulated by schedules and work plans, a teacher can use for advanced training, self-education, preparation for classes, etc.
Clause 3.2. When scheduling training sessions, an educational institution is obliged to exclude the irrational waste of time of pedagogical workers, ... so that their continuous sequence is not violated and long breaks (the so-called "windows") are not formed, which, unlike short breaks (changes) between each are not a training session established for students, pupils, working time of pedagogical workers.
Clause 4.1. Periods of autumn, winter, spring and summer holidays established for students, pupils of educational institutions and not coinciding with the annual paid basic and additional holidays of employees (hereinafter referred to as the vacation period), are working time for them.
Clause 4.2. During the vacation period, pedagogical workers carry out pedagogical, methodological, as well as organizational work ... within ... the established volume of the teaching load (pedagogical work) determined by them before the start of the holidays ...
Clause 4.6. The working hours of all employees during the vacation period are regulated by local acts of the educational institution and work schedules indicating their nature.
Clause 5.1. Periods of cancellation of training sessions (educational process) for students, pupils for sanitary-epidemiological, climatic and other reasons are the working hours of pedagogical and other employees of an educational institution.
Clause 5.2. During periods of cancellation of training sessions (educational process) in separate classes (groups) or in the whole educational institution for sanitary-epidemiological, climatic and other reasons, teachers and other pedagogical workers are involved in educational, methodical, organizational work in the manner and under the conditions provided for in Section IV of this Regulation.
Law of the Russian Federation "On Education" (Extract)
Article 55 paragraph 5.
For teaching staff of educational institutions, a reduced working time is established - no more than 36 hours. Depending on the position of teaching staff, taking into account the characteristics of their work, the duration of working hours is established by the Code of Labor Laws of the Russian Federation and other regulatory legal acts of the Russian Federation.
Pedagogical employees of educational institutions, in the manner prescribed by the legislation of the Russian Federation, enjoy the right to receive a pension for long service until they reach retirement age.
Pedagogical employees of an educational institution at least every 10 years of continuous teaching work are entitled to a long vacation for up to one year, the procedure and conditions for which are determined by the founder and (or) the charter of this educational institution.
Article 55 paragraph 8.
In order to facilitate their provision with book publishing products and periodicals, pedagogical workers are paid a monthly monetary compensation in the amount of 100 rubles.
Decree of the Government of the Russian Federation of October 29, 2002 N 781 “On the lists of jobs, professions, positions, specialties and institutions, taking into account which a labor pension is early assigned” establishes that work as a speech therapist teacher is counted in the length of service for early assignment of a labor pension based on length of service .
Decree of the Government of the Russian Federation of October 1, 2002 N 724"On the duration of the annual basic extended paid leave provided to teachers of educational institutions" establishes the duration of the annual leave for a speech therapist teacher in the amount of 56 days.
Order of the Ministry of Education of the Russian Federation of December 7, 2000 N 3570 Regulation “On approval of the regulation on the procedure and conditions for granting long-term leave to teachers of educational institutions for a period of up to one year” Regardless of the amount of teaching work, a speech therapist teacher is granted the right to a long vacation of one year once every ten years.
Regulations "On the procedure for attestation of pedagogical and executive employees of state and municipal educational institutions." Order of the Ministry of Defense of the Russian Federation dated June 26, 2000 No. 1908.
II. DOCUMENTS REGULATING THE PERSONAL PROFESSIONAL ACTIVITY OF A SPEECH THERAPIST TEACHER AS AN EMPLOYEE OF A GENERAL EDUCATIONAL INSTITUTION
Instructional letter of the Ministry of Education of the Russian Federation of December 14, 2000 No. 2 "On the organization of the work of a speech therapy center of a general educational institution"
This instructional letter defines the procedure for organizing the activities of a speech therapy center as a structural unit of a state, municipal educational institution: goals and objectives of speech therapy work, recruitment conditions, maximum occupancy, frequency and duration of speech therapy classes, a list and forms of mandatory documentation (formulations are given in accordance with the instruction letter) :
The list of students with impairments in the development of oral and written speech (filled in based on the results of a survey of students),
speech card,
Journal of speech therapy classes,
Report on the work and learning outcomes at the speech therapy center for academic year.
Documentation of the teacher-speech therapist of a comprehensive school
The list of necessary documentation for a speech therapist
Maintaining the necessary documentation is an integral part of the work of a speech therapist. This is what often causes a lot of questions for beginners in their activities.
According to the current Regulations on the speech therapy center with educational institution, 4 documents are mandatory, constitute financial statements and are not subject to abolition, these are:
List of students with speech disorders;
» register of attendance at speech therapy classes;
Schedule of speech therapy classes;
Speech cards of students enrolled in speech therapy classes.
There are other types of documentation that reflect areas of work speech pathologists are:
Journal of examination of oral and written speech;
Annual plan of educational and methodical work;
Promising and lesson planning corrective work;
Reporting documentation;
Passport of a speech therapy room.
Document retention periods
As noted above, the mandatory documentation constituting the financial statements must be kept at the speech therapy center for a certain time. So, for example, a register of attendance at speech therapy classes; speech cards of students enrolled in speech therapy classes, with notebooks attached to them for verification work; annual reports on the work done should be kept until the full release of all students listed in these documents from the speech therapy center, that is, 3 years.
It is advisable to store the journal of examination of the oral and written speech of students and the list of students with speech disorders at the speech therapy center until the release of all students entered in the journal and the list of students from the school, that is, 10 years. This is due to the fact that these documents contain information about all students examined and identified by a speech therapist teacher, indicating the measures taken against them and the results of corrective work.
The passport of the speech therapy room is and is stored in the office permanently.
There are no strict retention periods for other types of documentation.
Preparation and maintenance of documentation in the speech therapy center
Each speech pathologist begins his work with an examination and enters the results of this examination in a journal. In section 2, we proposed approved forms for maintaining survey documentation:
Journal of examination of oral and written speech;
List of students with speech disorders;
Speech cards of students enrolled in speech therapy classes.
As noted above, in the process of correctional work, the speech therapist also maintains other documentation.
Register of attendance at speech therapy classes. Information about students enrolled in speech therapy classes is reflected in the attendance register, which contains the list of each group and the schedule of classes, reflects the topics of classes in each group. For an attendance record, you can use a regular class journal or an extracurricular journal. The title page should contain information about the educational institution, its location and the academic period for which the journal is started. For example:
Register of attendance at speech therapy classes
in a speech therapy center at the MOU secondary school No. ___
200__-200__ academic year
In the "Information about students" section, the speech therapist places a list of students enrolled in classes in the current academic year, indicating the class, date of enrollment, the result of correctional work ("released", "left to continue correctional work", "released"). If the speech therapy center serves several schools in the area, the number of the school that the child attends is indicated.
Four pages are allotted for each completed group, three pages for a subgroup and an individual student studying individually. On the left side of the page, the group number and speech therapy conclusion are indicated, you can also indicate what period this group is engaged in (the first (second) year of study). When formulating the conclusion, the pedagogical classification of speech disorders is used. For example. Group No. 1: writing disorders caused by phonetic and phonemic underdevelopment of speech (first year of study).
On the right side of the page, the schedule of classes for this group is indicated, for example: Monday, Wednesday, Friday - 10 ° ° -10 40 . Otherwise, the filling does not differ from filling out a regular class journal, where the names of the students are written on the left, in the top row - the dates of the classes according to the schedule, marks are made about the presence or absence of the student in the class (marks for speech therapy classes are not put in the attendance log), and the right part indicates the dates and topics of the classes corresponding to the plan of work with this group. On the pages reserved for subgroup and individual work, on the left side, instead of the name of the group, the disturbed groups of sounds that need to be worked on are indicated, the rest is filled in the same way.
The attendance record is completed at the beginning of each class. The presence of a student is marked with a dot, the absence is marked with the letter "n".
In the case of repeated absences by the child of classes for an unknown reason, the speech therapist informs the class teacher and the student's parents.
At the end of the journal, a place is allocated to record the work of a speech therapist during the survey period and during the period school holidays, as well as for coverage of advisory and educational work.
Accounting for the work of a speech therapist during the survey period
| Type of work |
||
| Examination of the oral speech of students in grades 1 "a", 1 "c". Entering the data obtained into the journal of examination of oral and written speech. Preparing to share survey results with teachers and parents |
||
| Examination of newly arrived students of the 3rd grade, processing and registration of the results of the examination |
Accounting for the work of a speech therapist during school holidays
| Type of work |
||
| Preparation of a message for the methodological association of teachers-speech therapists of the city on the topic: "Requirements for conducting speech therapy classes" |
||
| Systematization of material for the development of skills in language analysis and synthesis. Analysis of the written work of students in grades 2 "b", 2 "d". Making additions to the journal of examination of oral and written speech |
Accounting for advisory and educational work.
Tuesday - 15°°-16 00 Thursday - 9°°-10 00
Annual plan of educational and methodical work
The whole complex of educational and methodological activities is reflected by the speech therapist teacher in the annual plan of educational and methodological work, which is drawn up before the beginning of the year for which it is scheduled. The annual plan is approved by the head of the educational institution. As an example, we give the annual plan of the teacher-speech therapist in Novorossiysk M.M. Amanatova.
APPROVE
Director MOUSOSH No.
"____" __________200__
Annual Plan
educational and methodological work of a speech therapist teacher
MOU SOSH No. ____
for 200 -200 academic year
| Job Title | Deadlines | Note |
|
| Chapter 1. Organizational work | |||
| Examination of students' speech primary school in order to identify children in need of speech therapy assistance | |||
| Familiarization of primary school teachers with the results of the survey | |||
| Identification of students in need of psychiatric consultation and IPC | During the school year | ||
| In-depth examination of the oral and written speech of students | During the school year | Individually as needed |
|
| Analysis of medical records of first grade students and newly arrived students | During September | ||
| Acquisition of groups of students, ; taking into account the homogeneity of the structure of the speech defect | |||
| Section 2. Working with documentation |
|||
| Making a journal of examination of oral and written speech | As the examination progresses |
||
| Filling in the speech cards of students enrolled in speech therapy classes | During the school year | During the hours of advisory and methodological work |
|
| Drawing up and approval of the schedule of speech therapy classes | |||
| Compile a list of students in need of speech therapy assistance | |||
| Registration of information on the number of students with impaired oral and written speech | At the request of the administration |
||
| Drawing up calendar-thematic plans for speech therapy classes with each group | |||
| Registration and filling out the register of attendance at speech therapy classes | As the lessons progress |
||
| Drawing up an annual report on the work done | |||
| Section 3. Correctional and developmental work |
|||
| To enroll in speech therapy classes, first of all, students with complex speech defects that prevent successful assimilation school curriculum | As places become available in the group, students can be enrolled during the school year |
||
| Carry out corrective work taking into account the school's working hours | During the school year | ||
| Conduct group and subgroup classes outside of school hours at least 2-3 times a week, according to the approved schedule | During the school year | ||
| Carry out individual lessons with children with complex speech defects 2-3 times a week | During the school year | As needed |
||
| To develop interest in classes, use speech games, visual aids, handouts in the work | During the school year | |||
| To study the individual characteristics of students, to show individual approach to overcome speech disorders | During the school year | |||
| Section 4. Relationship in work with primary school teachers and other specialists |
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| Familiarization of primary school teachers With diagnostic results | ||||
| Involving the administration and class teachers in monitoring the attendance of speech therapy classes | During a year | |||
| During a year | On request |
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| Mutual attendance of classes | According to the plan of the institution | |||
| Participation in pedagogical councils | According to the plan of the institution | |||
| Participation in the work of the PMPK | During a year | On request |
||
| Cooperation with educational psychologists | During a year | |||
| Collaboration with school medical staff | During a year | |||
| Participation in the work of the methodological association of primary school teachers | During a year | According to the plan of the institution |
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| Participation in the work of the methodological association of teachers-speech therapists of the city | During a year | According to the GOUNO plan |
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| Section 5 Promotion of Special Knowledge |
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| Report for a speech at the methodological association of primary school teachers on the topic: “Specific writing errors due to the unformedness of phonemic processes” | According to the plan of the institution |
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| During a year | As you apply |
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| Counseling parents on specific issues | During a year | As you apply |
||
| Participation in class and school-wide parent-teacher meetings | During a year | At the request of the administration |
||
| Section 6. Self-education and advanced training |
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| Studying novelties of special literature | During a year | |||
| Visiting seminars and methodological associations of teachers-speech therapists of the city | During a year | |||
| Studying the experience of speech therapists of the city, mutual visits and analysis of classes | During the holidays during the year | |||
| Preparation for certification | During a year | |||
| Section 7. Equipment of a speech therapy room |
||||
| Systematize the material on the correction of optical dysgraphia | During a year | |||
| Update syllable tables | During a year | |||
| Prepare material for the development of coherent speech | During a year | |||
| Make material for working with elements of letters | During a year | |||
Teacher speech therapist:_____________________
Reporting documentation of a speech therapist
At the end of each academic year, from May 16 to May 31, a speech therapist sums up the correctional and methodological work carried out for the entire academic year and draws up digital and analytical reports.
The Model Regulation on the speech therapy center of an educational institution proposes the following form of a digital report.
Report on the number of students,
those with developmental disabilities
and writing and learning outcomes
in a speech therapy center, in a general educational
institution ___________________________
for ______________ academic year
| Oral speech disorders | Writing disorders |
|||||||||
| General underdevelopment of speech | Phonetic-phonemic underdevelopment of speech | Phonemic underdevelopment of speech | Phonetic underdevelopment of speech | Stuttering | Reading and writing disorders due to OHP | Reading and writing disorders caused by FFN | Reading and writing disorders due to phonemic underdevelopment of speech |
|||
| Students identified | ||||||||||
| Enrolled in a speech therapy center | ||||||||||
| Discharged from the speech therapy center | ||||||||||
| Left in speech therapy center | ||||||||||
Teacher speech therapist:
Director: ______
A textual analytical report is attached to the digital report, which sets out the content of all educational and methodological work performed during the academic year and an analysis of correctional work with students, indicating positive and negative results. The report is drawn up in three copies, certified by the head of the educational institution, after which one copy is provided to the senior speech therapist of the city, coordinating the work of school speech therapy services, the second copy is provided to the school administration and the third remains at the speech therapy center.
« I approve"
Director of the school _____ Alekseev V.I.
01.09.20____
Total area - 13 square meters. m. The office provides 1 workplace teacher and 2 workplaces for children.
In the speech therapy room, individual and subgroup classes are held with students in grades 1-7.
The office space is conditionally divided into zones:
Development articulatory motility and setting sounds.
The development of speech breathing.
Fine motor skills.
Automation of speech sounds.
Differentiation of speech sounds.
Correction of the lexical and grammatical structure and coherent speech.
Literacy, correction of violations of the processes of reading and writing.
Correction of mental processes.
Visual aids.
Workplace of the teacher and TCO.
Methodological support of the educational process.
Main areas of work
conducted in a speech therapy room
speech therapy examination;
drawing up individual programs of speech therapy support and plans for group work;
conducting individual and subgroup classes;
counseling for teachers and parents;
records management.
Cabinet equipment
№ p/p
Name
Quantity
Teacher's desk
Desks
Chairs
Speech therapy table with mirror
Benefit cabinets
Wardrobe
Mirror individual
Printer
A computer
shelf
Board
Wall clock
Flannelgraph on stand
Soap, towel
Documentation of a speech therapist
№ p/p
Name
Legal framework. Laws of the Russian Federation.
Regulations and documents regulating the work of the speech therapy room of the educational institution. Functional duties of a teacher-speech therapist of the educational institution.
Safety instructions for a speech therapist teacher.
Instructions for T / B in the speech therapy room.
Instruction on T / B and rules of conduct in the speech therapy room.
Instructions on labor protection when users work with computers, printers, copiers and other electrical appliances.
Passport of a speech therapy room.
The speech therapist's work schedule, certified by the director of the school.
Cyclogram.
Register of attendance at speech therapy classes.
Register of students with speech impediments at school.
Speech cards.
Speech therapy performance for the school council.
List of students enrolled in correctional speech therapy classes.
Annual plan of methodical work of a speech therapist.
The work plan of the teacher - speech therapist with school teachers.
forward planning work of a speech therapist teacher with parents.
The work plan of the teacher - speech therapist with parents.
Work program 1 - 7 classes.
Perspective work plans for each class for the academic year.
Lesson plans.
Notebook of mutual visits with teachers
Students' workbooks.
Notebooks for individual lessons on the correction of sound pronunciation (located by students).
Report of the work of a speech therapist for the past academic year. Analytical reference to the report.
Folder "Working with the parents of a speech therapist".
Folder " Open classes speech therapist teacher.
Folder "The relationship of a speech therapist teacher with school teachers."
Folder with materials for speech therapy corners.
Materials for speech therapy examination
№ p/p
Name
Technology of organization of speech therapy examination. O.E. Gribova.
Methods for identifying optical dysgraphia in students of a general education school. Authors: O.V. Eletskaya, N.Yu. Gorbachevskaya.
Diagnosis of fine motor skills in children.
Picture material for the speech chart of a child with ONR.
Practical materials for examining the oral speech of children according to T.A. Fotekova.
The structure of the protocol for examining the speech of students.
Didactic material for examining the speech of children ( vocabulary).
"Album for a speech therapist" with visual material for a speech therapy examination by O.B. Inshakova:
"Study of pronunciation".
"Survey of phonemic perception, phonemic analysis and synthesis, phonemic representations".
"A survey of the syllabic structure of the word".
"Vocabulary Survey".
"Survey of the grammatical structure of speech".
"Independent speech".
Materials for the correction of facial expressions, speech breathing, articulatory motility and sound pronunciation, syllabic structure of the word
№ p/p
Name
Folders with pictures for holding articulatory gymnastics:
"Fun Gymnastics"
"Tru-la-la."
"Tra-la-la" for the tongue.
A selection of pictures for articulation gymnastics.
Folder with practical materials for articulation gymnastics.
Folder "Correct pronunciation".
Folder with physical minutes.
Practical materials for individual and group lessons
on the development of general, fine and articulatory motor skills, facial expressions, speech breathing and voice, diction on lexical topics.
Articulation profiles and symbols of whistling, hissing, sonorous sounds [p], [l].
Folders with pictures for articulation and staging sounds:
[l];
[R];
whistling sounds.
Folder with pictures of articulation exercises and their symbols.
Folder "Articulation of sounds in a graphic image".
A folder with pictures for the development and correction of facial expressions and emotions.
Aids for the development of speech breathing: snowflakes, butterflies, fish, whistles, balloons, harmonicas, bubbles, etc.
Collections of pictures for vowel sounds.
"Pictures to automate sounds".
Sound automation workbooks:
[ With] ;
[ With], [ With"] ;
[ h], [ h"], [ c] ;
[ l], [ l"] ;
Phonetic stories with pictures. ZvukiZ, Z, Z"
Games - speech therapy lotto:
"Tell me right"
"Speak correctly L".
"Speak right"
Disposable spatulas
Logopedic albums:
“We speak correctly S-Z-C” T.S. Reznichenko, O.D. Larina
“We speak correctly L - L” T.S. Reznichenko, O.D. Larina
Grammar in pictures "Difficult sounds Ch-Sh" Skvortsova I.V.
Grammar in pictures "Difficult sounds З-Ц" Skvortsova I.V.
Grammar in pictures “Difficult sounds. Sound C "Skvortsova I.V.
Aids for the development of fine motor skills
№ p/p
Name
Buttons, small items and toys.
Lacing aids: "Smart laces", "Smart fingers", "Lace up the shoe".
Pictures depicting finger gymnastics exercises.
Plasticine.
Colored pencils and paints.
Stencils.
Pictures for coloring and hatching.
Cards from the "Preschooler's Folder" series for the development of fine motor skills and hand coordination.
Constructor "Pretender".
Materials for self-massage of fingers.
Exercise machine "Hedgehog" for massage of fingers and hands.
Exercise machines for developing the strength of the fingers and hands.
Mosaics.
Constructor "Build a house"
Game "Emotions"
The game "Caterpillar on a leaf", "Cheerful triangle", "Wooden barrels".
Fruit bowl game
"Machine - glove"
Folder "Development of fine motor skills and graphomotor skills"
Material for the development of phonemic hearing and the formation of phonemic perception (differentiation of phonemes)
№ p/p
Name
Aids for distinguishing non-speech sounds: tambourine, pipe, whistle, hammer, sounding toys.
Board games for the differentiation of sounds.
"Voiced - deaf"
"Speech therapy loto"
Albums with pictures on the differentiation of sounds.
Selections of games for the differentiation of sounds:
whistling and hissing;
[ R] – [ l] ;
different sounds.
Materials for the formation of the lexical and grammatical structure of speech and coherent speech
№ p/p
Name
Cards with subject pictures on various lexical topics.
Games for the development of speech "Igrayka"
Card file of riddles on lexical topics
Card files of subject pictures - 2 issues
"The Big Book of Lessons on the Development of Speech"
Didactic material “Cookware. Food"
"Clothing. Shoes. Hats"
"Toys"
Folders on lexical topics:
"Toys. Children".
"Transport".
"Plants. Mushrooms. Flowers".
Professions.
"Vegetables".
"Fruit".
"Seasons. Spring. Summer".
"Seasons. Autumn. Winter".
"Tools".
"Clothing. Shoes".
"Furniture. Appliances. House".
"Tableware. Products".
"Insects".
"Birds".
"Wild animals".
"Pets".
"Color".
Games:
"Animal Tales".
"Animals and Birds".
"Stories in pictures - 2 parts"
"Dress the Doll"
"Animals and their babies"
"Collect Similar"
"Opposites"
"Seasons"
“What did the artist mix up?”
"What is the day like?"
"Properties of Items"
"Vegetable Lotto"
"Objects and Things"
"Developing Speech"
"My apartment"
"Kids are tough."
“Which is faster, who is stronger?”
“How to do? What to take with you »
"12 months"
"What's in my basket?"
Visual aid "Introduction to the outside world and the development of speech in pictures" - 12 issues
Material for the development of skills of sound - letter analysis and synthesis and literacy
№ p/p
Name
Cash registers of letters.
Chips are symbols of sounds.
Sound line.
Offer schemes.
Sticks and laces for laying out letters.
Manka for writing letters.
Cut cards "Collect the letter."
Letters folder.
Cards with syllables.
Visual aid "Cashier" Tape of letters with typesetting canvas.
Cash register of letters is cool (laminated, with magnetic fastening)
Wall allowance "Alphabet".
Wall manual "Vowels and consonants and letters".
Type-setting canvas for composing words from letters.
Demonstration cash desk of syllables (laminated, with magnetic fastening)
Model-application "A set of sound schemes"
Texts to test reading technique.
Books to read.
Pictures with texts for reading.
Flip-board of letters and syllables
Demonstration tables "We form reading skills." Authors: S.P. Tsukanova, L.L. Betz
Games:
"ABC"
"We divide words into syllables."
"Reading and making words."
"Puzzles"
"We make words out of letters."
"Read in the first letters"
"Who is what?"
"Syllables and Words"
"Who lives in the house?"
"Unscramble the words"
"Let's play, let's play"
"Make Words" publisher: S. Bulatsky
"First words" - pictures on a spring
Tables with syllables for making words.
Folders:
"Sound-letter analysis and synthesis".
"Let's play with words. Development of sound-letter analysis and synthesis skills.
"Correction of optical disorders of written speech".
"Correction of phonemic disorders of written speech".
"Correction of grammatical violations of written speech".
"Correction of violations of language analysis and synthesis of written speech".
Materials for the development of higher mental functions
№ p/p
Name
Puzzles and cut pictures.
Domino.
Mosaic.
Games:
"Choose a Pattern"
"Our Feelings and Emotions".
"Find your soulmate."
"Choose the window according to the shape."
"Developing Attention"
"Color and Shape"
"Are you ready for school?"
"Shapes and Counting"
"Similar - Dissimilar"
"Large, medium, small."
"Find the Extra Four - Part 2"
"Mysterious Animals"
"Who with whom"
"Learning the clock"
Game - lotto "The world around us"
"Find by description"
"Chains"
"Choose the Shape"
"Find the Cube"
"Put in the basket"
"Domino"
"Mysterious Houses"
"How are we similar?"
"Smart Numbers"
Methodological aids:
"Miracles of Cognition" - 4 parts
Folders:
“Puzzles for the mind. We develop thinking.
"Visual Attention and Perception".
"Thinking".
Textbooks and reference books on speech therapy
№ p/p
Name
Volkova L.S. speech therapy
Friday T.V. speech therapy in tables.
Filicheva T.B. Program "Correction of speech disorders"
Boschis R.M. To the teacher about children with hearing impairments
Bgazhnokova I.M. The upbringing and education of adolescent children
Filicheva T.B. Fundamentals of speech therapy
Teaching aids
Documentation, planning, work organization
Mazanova E.V. "School logopoint".
Efimenkova L.N. Organization and methods of corrective work of a speech therapist at a school speech center
Eletskaya O.V. Organization of speech therapy work at school.
Logopedic examination
Inshakova O.B. Album for a speech therapist
Nishcheva N.V. Picture material for the speech card
Belushchenko and others. Pedagogical rehabilitation of children with hearing impairment.
Gribova O.E. Technology for organizing a speech therapy examination
Pronunciation correction
1
Soboleva E.F. Speech therapy massage for dysarthria.
2
Arkhipova E.F. Speech therapy massage for dysarthria.
3
Mukhina A.Ya. Speech-motor rhythm
4
Solomatina G.N. Elimination of open rhinolalia in children
5
Vygodskaya I.G. Correction of sound pronunciation disorders in adolescents.
6
Vygodskaya I.G. Elimination of stuttering in preschool children in the game.
7
Leonova S.V. Psychological and pedagogical correction of stuttering in preschoolers
8
Makarova N.Sh. Correction of speech and non-speech disorders in dosh children. Age based on speech therapy rhythm
9
Mironova S.A. Education and upbringing of preschool children with speech disorders
10
Il'tyakova N.E. Staging probes in the correction of sound pronunciation.
11
Konovalenko V.V., Konovalenko S.V. Individual - subgroup work on the correction of sound pronunciation
12
Krupenchuk O.I. Okay. Finger games for kids.
13
Fomicheva M.F. parenting in children correct pronunciation
14
Gadasina L.Ya. Efficient lesson planning for correcting the pronunciation of R and L sounds
15
Novikova E.V. Probe massage: pronunciation correction (1 - 4 parts)
16
Rau F.F. Pronunciation. School of the deaf.
17
Zhukova N.S. Primer
18
Shkolnik Yu.K. speech therapy
19
Tegipko N.V. Logopedic primer
20
Anischenkova E.S. Practical guide to correct sound pronunciation in children
21
Nishcheva N.V. Card file of exercises to automate the correct pronunciation and differentiation of sounds of different groups.
22
Tales about the Merry Tongue.
23
Bogomolova A.I. Pronunciation disorders in children
24
Yurova R.A. Formation of pronunciation skills in students with intellectual disabilities.
25
Ovchinnikova T.S. Speech therapy chants
26
Filicheva T.B. Speech therapy in special kindergarten
27
Mezhikovskaya M.B. Speech therapy classes in specialized kindergartens
Lexico-grammatical structure of speech, connected speech
1
Mironova S.A. The development of speech of preschoolers in speech therapy classes.
2
Volosovets T.V. Overcoming OHP preschoolers
3
Zakrevskaya O.V. Grow up baby
4
Batyaeva S.V., Savostyanova E.V. Album on the development of speech for the little ones.
5
Skvortsova I. Speech therapy games
6
Zhukova N.S. et al. Overcoming OHP in preschoolers
7
Nechaeva N.V. tasks for the development of speech
8
Volodina V.S. Album on the development of speech.
9
Volodina N.V. I speak beautifully. Part 1.
10
Vorobyova V.K. Methods for the development of coherent speech in children with systemic underdevelopment of speech.
11
Krause E.N. Practical speech therapy
12
Shvaiko G.S. Games and game exercises for the development of speech
13
Prishchepova I.V. Speech development of younger students
19
Ivanovskaya O.G. Speech therapy classes with children 6-7 years old
20
Zakrevskaya O.V. Develop, baby - 2 parts. subject pictures and story pictures for speech development
21
Speech. Speech. Speech. Ed. T.A. Ladyzhenskaya.
22
Strebeleva E.A. correctional and developmental education of children in the process of didactic games.
23
Sound-letter analysis and synthesis, literacy training,
correction of violations of written speech
1
Aksenova A.K., Yakubovskaya E.V. Didactic games in Russian language lessons in grades 1-4 of an auxiliary school.
2
Efimenkova L.N. Correction of oral and written speech of primary school students
3
Efimenkova L.N., Misarenko G.G. Organization and methods of correctional work at the school speech center
4
Kozyreva L.M. Software - teaching materials for speech therapy classes with younger students
5
Yakovleva N.N. Correction of violations of written speech
6
Primers:
- Zhukova N.S.
- Voronkova V.V., Kolomytkina I.V.
7
Efimenkova L.N., Sadovnikova I.N. Correction and prevention of dysgraphia in children.
8
Mazanova E.V. Correction of agrammatic dysgraphia. Summaries of classes for speech therapists.
9
Mazanova E.V. Correction of acoustic dysgraphia. Summaries of classes for speech therapists.
10
Mazanova E.V. Correction of dysgraphia on the basis of violations of language analysis and synthesis. Summaries of classes for speech therapists.
11
Uspenskaya L.P. Learn to Speak Correctly - Part 2
12
Komarova K.V. Methods of teaching the Russian language in a school for hearing-impaired children
13
Bezhenova M.A. Fun Grammar
14
Novikova E.V. Speech therapy alphabet 1-2 part
15
Kostromina S.N. On the fives
16
Konovalenko V.V. Polysemy of verbs in Russian
17
Konovalenko V.V. Polysemy of nouns in Russian
18
Sadovnikova I.N. Violation of written speech in younger students.
19
Shklyarova T.V. Reference book for elementary grades
20
Collections of dictations.
21
Yatsel O.S. Learning to use prepositions correctly in speech
Responsible: teacher - speech therapist of the highest qualification category
Sakaeva Natalya Vitalievna, MBSKOU SKOSh, Lobnya
Message
at the regional methodical association
speech pathologists.
FORMULATION AND MAINTENANCE OF DOCUMENTATION
TEACHER SPEECH THERAPIST DOE
Prepared by a speech pathologist
MADOU kindergarten №22 with. Uspensky
S.V. Bondareva.
Corrective activity of a speech therapist is regulated by legal acts and documents of various levels:
federal, regional, local
Taking into account modern approaches and requirements for the organization of logo-correction work with preschoolers, a speech therapist is recommended to draw up the following documents:
Notebook of minutes of meetings of the psychological-medical-pedagogical commission;
Speech map of a speech therapy examination of a child;
Work plans for the formation of speech activity of children of speech therapy groups;
Plans (summaries) of group lessons
Individual lesson plans with a child; (individual educational routes for children with disabilities.)
Child's individual notebook;
Notebook of children's attendance of classes (attendance report)
Notebook of interaction between a speech therapist teacher and educators;
Interaction plan of a speech therapist teacher with participants in the correctional and pedagogical process; (on an annual basis)
Report of the teacher-speech therapist for the academic year;
Passport of a speech therapy room;
The plan of self-education of the teacher-speech therapist.
Journal of consultations with parents.
The presence of the main types of documentation is a prerequisite for the work of a speech therapist.
The main types of documentation of a speech therapist teacher of a preschool educational institution
* Notebook of minutes of meetings of the psychological, medical and pedagogical commission of the preschool educational institution
minutes of the meeting of the PMPK on the recruitment of children into a speech therapy group
| Surnames, name of the child | Date of birth | Home address | Speech conclusion | The period for which the child is enrolled in a speech therapy group | Features of the behavior of the child at the time of the examination | |
Approximate form of the protocol of the PMPK meeting on the release of children from the speech therapy group
| Surname, name of the child | Date of Birth | home address | Speech conclusion upon enrollment | Length of stay in a speech therapy group | Speech conclusion at graduation | |
The completed minutes of the meetings of the PMPK and duplicates are certified by the signatures of all its members of the commission.
For preschool educational institutions, the PMPK protocols are the main document that allows you to determine a joint action plan with specialized specialists in the correction of speech disorders, plans work with children, taking into account the age and structure of speech disorders.
* Speech chart of a speech therapy examination of a child
A comprehensive examination of children with speech disorders is the first and fundamental stage of logo-correction work.
Speech therapy examination is carried out in the first two weeks of September. It should be comprehensive, systematic, based on evidence. This will reveal the causes of speech disorders, determine the mechanism and structure of the defect, and identify compensatory possibilities. child and identify effective ways of correction. All survey data recorded in the speech card, which is filled in during the survey. Changes, additions, clarifications are made to it, discovered in the process of teaching and raising a child in a speech therapy group. The map records the erroneous answers of children, provides samples of children's statements with phonetic, lexical and grammatical errors. The speech map ends with a speech therapy conclusion, which follows from the results of the examination and is determined by the structure of the speech defect.
If the child is invited by the decision of the PMPK to continue his education in the speech therapy group, then during the re-examination, the speech therapist records the results of the work for the past academic year in the speech chart.
Currently, various types of speech therapy examination cards are used, which reflect the specifics of the disorder (FFN, ONR, stuttering, dysarthria, rhinolalia, etc.) and allow optimizing the examination process by conducting differential diagnostics of speech disorders.
* Work plan for the formation of speech activity of children of speech therapy groups
Planning of speech correction work is carried out on the basis of a certain special program for the education and upbringing of children with speech disorders, taking into account the profile of the speech therapy group, the age of the children, and also taking into account modern approaches to planning the correctional and pedagogical process.
The sections of the plan cover all aspects of speech activity: phonetic-phonemic, lexical-grammatical, coherent utterance. The content of the sections of the plan is distributed by periods of study, months, weeks. This allows you to rationally distribute diverse correctional tasks in time, regulate the amount of speech material in group and subgroup classes, and ensure the efficiency and high effectiveness of the correctional and pedagogical process.
Thematic planning lexical material is presented taking into account the requirements of general educational programs of preschool institutions and special (correctional) programs for speech therapy groups. Enrichment of vocabulary on a specific lexical topic carried out in the classroom and outside the classroom by a speech therapist, educators, parents and specialized specialists working in a group.
Plans (summaries) of group lessons
To increase the correctional and developmental effect of speech therapy classes, it is necessary to pay more attention to their form and content.
In the formation of speech and cognitive activity, overcoming violations of personal development, education moral qualities, on the present stage The following requirements are imposed on the organization, conduct and content of speech therapy classes:
Change in the forms of organization of classes;
The inclusion of special corrective exercises for the development of speech and other higher mental functions;
Alternation of activities in order to develop various analyzers: auditory, visual, tactile, etc.;
The use of tasks in order of increasing difficulty in order to reveal the potential of the child and tasks that require independent completion;
Creation problem situations, which contribute to the activation of cognitive activity;
Inclusion of dynamic and psycho-relaxation pauses;
Ensuring a person-centered approach to the child;
Increasing motivation for the learning process;
Education of moral and ethical feelings.
In the process of logo-correctional work, the speech therapist draws up plans or notes for group classes in accordance with the annual planning. They indicate the topic, goals, main stages of the lesson, the lexical and didactic material used. It is advisable for speech therapists with little work experience to include in the notes not only questions, but also the expected answers of children.
Individual plan of logo-correction work
The plan of logo-correctional work is drawn up by a speech therapist for the academic year based on the analysis of the child's speech map.
On an individual basis, the directions of correctional work are presented, which allow to eliminate the violations of speech activity identified during the speech therapy examination and gaps in the knowledge, skills, and abilities of the child.
Such a plan will make it possible to systematize classes, increase their effectiveness and strengthen the correctional focus, as well as implement a student-centered approach to training and education.
The main task of individual speech therapy classes is the formation of the sound side of speech: the normalization of articulatory motility, the setting of missing sounds, the correction of the pronunciation of distorted and the differentiation of mixed sounds. If necessary, in individual lessons, work is carried out to form the lexical and grammatical structure of speech, a coherent statement, as well as to develop the psychological basis of speech and fine motor skills.
The speech therapist draws up plans for individual lessons on the basis of an individual plan for logo-correctional work. When planning individual lessons, the structure of the speech defect, the age of the child, his individual and personal characteristics are taken into account.
Child's individual notebook
An individual notebook (diary) is issued for each child of the speech therapy group. Tasks are recorded in it to consolidate the knowledge, skills and abilities acquired in the classroom. Considering that the child is engaged under the guidance of educators, parents, the speech therapist in this notebook gives guidelines to complete the assigned tasks.
At present, a large number of printed workbooks have appeared for individual work with children with speech disorders 1 . The speech therapist has the right to make a choice: either he, together with the parents and the child, brightly and colorfully draws up an individual notebook, or uses a printed publication, making adjustments to it, taking into account the individual characteristics of the child and the dynamics of his development. If a speech therapist prefers ready-made printed publications, then a notebook of relationship with parents is attached to individual notebooks, where the date, task numbers, pages, and additional types of work with the child are recorded.
At the end of the week, individual notebooks are handed over to parents for homework on weekends. On working days, the educator and speech therapist work with the child in notebooks.
Cyclogram of visits to speech therapy classes where the number and time of an individual lesson are indicated.
Notebook of the relationship of a speech therapist and educator
A speech therapist and an educator jointly solve many tasks for correcting speech activity: the formation of phonetic and phonetic processes, the lexical and grammatical structure of speech and coherent utterance, the development of the communicative function of speech, higher mental processes, etc. The leading role in the organization of correctional work belongs to the speech therapist. It forms the skills of correct speech in children, and the teacher reinforces them. The practice of work shows that the effectiveness of overcoming speech disorders in preschoolers largely depends on how productively, skillfully and competently the educator includes the worked out speech material in the situation of natural communication of children and systematically controls the delivered sounds in the child's speech.
In the afternoon, the teacher conducts special individual classes with children, the content of which is determined by the speech therapist. Tasks are recorded in the notebook of working contacts of a speech therapist and educator 2 individually for each child, subgroup (from 3 to 6 people) or the entire group. Evening classes include articulation and finger exercises; pronunciation of words, phrases, poems, texts previously worked out by a speech therapist in order to automate, differentiate the set sounds; games, tasks on the formation of phonemic processes, lexical and grammatical components of the language; examining specially selected subject, plot pictures and compiling stories based on them; various types of exercises for the development of attention, memory, thinking. All types of tasks should be familiar to children and explained in detail to the teacher.
Interaction plan of a speech therapist teacher with participants in the correctional and pedagogical process
The success of joint correctional and pedagogical work with children with severe violations speech, largely depends on the properly organized interaction of a speech therapist, educators, a psychologist, a music director, an instructor in physical education and medical workers, parents. Each of them, solving their tasks, defined by educational programs and regulations on the preschool educational institution, should take part in the formation and consolidation of correct speech skills in children, the development of the sensorimotor sphere, higher mental processes and health promotion.
The speech therapist organizes the interaction of specialists in the correctional and pedagogical DOW process. He plans and coordinates the psychological and pedagogical support of children with severe speech disorders
The rational organization of joint activities helps to correctly use the personnel potential, working time, determine the main directions of correctional and developmental work and skillfully implement personality-oriented forms of communication with children.
Report of the teacher-speech therapist on the results of work for the academic year
At the end of the academic year, the speech therapist draws up a statistical report on the results of correctional and pedagogical work and submits it to the administration of the preschool educational institution and to the city (district) department of education.
Sample statistical report
DOW ________________________________________________________________________________
name (number)
Group____________________________________________________________________________
senior, preparatory
Surname, name, patronymic of the speech therapist ____________________________________________________________
Date of the report _____________________________________________________________
| Speech conclusion | Number of children at the beginning of the school year | Dropped out during the school year | Arrived during the school year | Number of children at the end of the school year | Number of released children | Number of children left to continue education |
||||||||
| With good speech | With significant improvement | No significant improvement | Comprehensive school | Secondary school (logopoint) | Special (correctional) school of type V | General developmental DOW group |
||||||||
| FN (dysarthria, rhinolalia) | ||||||||||||||
| FFN (Dysarthria, rhinolalia) | ||||||||||||||
| Stuttering | ||||||||||||||
| Other speech disorders | ||||||||||||||
Drawing up an analytical report on the correctional and pedagogical activities of a speech therapist teacher in a preschool educational institution allows you to analyze and evaluate the effectiveness of implemented logo-correction programs and technologies, identify problems and difficulties that a speech therapist has in the course of correctional work, determine tasks for the new academic year, and most importantly - helps to increase efficiency the process of education and upbringing of children with speech disorders.
This report must show:
The number of children their diagnosis.
Software and methodological support of the correctional and speech therapy process;
Introduction of new technologies, variable forms of speech therapy assistance;
The degree of professionalism and coordination of actions of all participants in the correctional and pedagogical process to overcome speech disorders in children; the role of a speech therapist in organizing the interaction of teachers;
Required Forms cooperation of a speech therapist with the child's family;
Problems and difficulties in the organization and content of the correctional and pedagogical process; assessment of the conditions that ensure the efficiency of work;
Analysis and evaluation of the effectiveness of logo-correction work for the academic year;
Identification of personal professional needs and ways to improve the skills of a speech therapist.
Passport of a speech therapy room
In a preschool educational institution, for conducting individual and subgroup classes, a speech therapist teacher is allocated an office that must meet certain sanitary and hygienic requirements. The office is equipped and designed in accordance with the recommendations set forth in the regulatory documents.
In order to systematize and account for teaching aids, literature, a speech therapist draws up a passport for a speech therapy room (a passport is issued regardless of whether the speech therapist has a separate room, or occupies part of a group room, or part of any other room).
The passport, which is a notebook (album, magazine), lists all the equipment in the office, visual material, educational and teaching aids, games, technical teaching aids, educational and methodical literature, etc. Instead of a passport for a speech therapy room, it is possible to draw up a file cabinet.
Scheme of the passport of a speech therapy room
Self-education plan for a speech therapist
The need for continuous improvement of professional skills of teachers of special educational institutions is due to the modernization of correctional education, the improvement of scientific and practical approaches to diagnosis and correction various forms speech disorders.
Self-education, being one of the main means of improving professional skills, allows you to solve a number of problems and difficulties that a speech therapist has in the course of correctional and pedagogical activities.
Choosing a topic for self-education is a crucial moment. The discrepancy between the topic of individual self-education of a speech therapist and objectively existing personal professional needs does not bring the desired result. Therefore, a speech therapist is recommended to choose the main (cross-cutting) topic for self-educational activities, which will solve problems and overcome the difficulties that arose at a certain stage of correctional and pedagogical work.
The study of the chosen topic involves the preparation of a plan, one of the options for which is given below.
Self-education plan for a speech therapist (annual plan)
The retention period for the documentation of a speech therapist
In speech therapy practice, the need to study and analyze the documentation of a speech therapist for a certain period of time arises in connection with the generalization of the results of his activities during certification, frontal and thematic checks, in conflict and controversial situations with the parents of children in speech therapy groups or the leadership of preschool educational institutions. In this regard, a speech therapist is obliged to ensure the proper storage of his documentation in accordance with regulatory legal acts.
Documents subject to mandatory storage in the DOE
| № p/p | Title of the document | Shelf life | Note |
| Minutes of the meetings of the PMPK on the recruitment and release of children from speech therapy groups | Reason: order of the Ministry of Public Education of the RSFSR dated September 20, 1988 No. 41 “On documentation of preschool institutions”, decision of the collegium of the Ministry of Education of the Russian Federation dated April 12, 1995 “Model regulation on PMPK” |
||
| Annual work plan for the formation of children's speech activity | |||
| Certificates on the results of inspections of correctional and speech therapy work | |||
| Speech therapist reports | |||
| Children's speech cards | Before the decision of the PMPK to release the child from the speech therapy group | ||
| Individual plan for working with a child | |||
| Child's individual notebook | |||
| Notebook of attendance by children of individual speech therapy took th | |||
| Notebook of working contacts of a speech therapist and educators of a speech therapy group | |||
| Plans (summaries) of 1 group t subgroup and individual lessons | Defined by a speech therapist | ||
| Passport of a speech therapy room | constantly | ||
| Plan for individual self-education of a speech therapist | In the case of passing certification for the assignment of a qualification category |
Regulatory documents
When organizing the work of the logopoint, the teacher should rely on the following legal documents:
1. On the organization of the work of the speech therapy center
educational institution
Letter from the Russian Ministry of Education
This instructional letter defines the procedure for organizing the activities of a speech therapy center as a structural unit of a state, municipal educational institution.
A speech therapy center is being created in a general educational institution in order to assist students with disabilities in the development of oral and written speech (of a primary nature) in mastering general educational programs (especially in mother tongue). The main tasks of the speech therapy center are:
– correction of violations in the development of oral and written speech of students;
- timely prevention and overcoming of difficulties in the development of general educational programs by students;
- clarification of special knowledge in speech therapy among teachers, parents (legal representatives) of students. A speech therapy center is created in a general educational institution located in an urban area, in the presence of five to ten classes of the first stage of primary general education and three to eight grades of the first stage of primary general education in a general education institution located in a rural area.
The speech therapy center enrolls students of a general education institution who have impairments in the development of oral and written speech in their native language (general underdevelopment of speech of varying severity; phonetic and phonemic underdevelopment of speech; phonemic underdevelopment of speech; stuttering; pronunciation defects - a phonetic defect; speech defects caused by a violation structure and mobility of organs speech apparatus(dysarthria, rhinolalia); reading and writing disorders due to general, phonetic-phonemic, phonemic underdevelopment of speech).
First of all, students with impairments in the development of oral and written speech that prevent their successful development of general educational programs (children with general, phonetic-phonemic and phonemic underdevelopment of speech) are enrolled in the speech therapy center.
Enrollment in a speech therapy center is carried out on the basis of a speech examination of students, which is carried out from September 1 to 15 and from May 15 to 30. Examined students with impairments in the development of oral and written speech are registered in the form in accordance with Appendix 1. Students from among the examined and registered students are enrolled in the speech therapy center throughout the entire academic year.
The maximum occupancy of a speech therapy center of an urban educational institution is not more than 25 people, a rural educational institution is not more than 20 people.
For each student enrolled in a speech therapy center, a speech therapist fills out a speech card according to the form in accordance with Appendix 2.
The release of students from the speech therapy center is carried out during the entire academic year after the elimination of violations in the development of oral and written speech.
Classes with students are conducted both individually and in a group. The main form is group lessons. The maximum occupancy of groups is set depending on the nature of the violation in the development of oral and written speech of the student and the location of the educational institution (Appendix 3).
Classes with students in a speech therapy center, as a rule, are held after school hours, taking into account the working hours of a general educational institution. Pronunciation correction for first grade students with phonetic defects that do not affect academic performance, as an exception, can be carried out during lessons (except for Russian language and mathematics lessons). The frequency of group and individual lessons is determined by the severity of the violation speech development. Group lessons are held:
- with students who have a general underdevelopment of speech; reading and writing disorders due to general underdevelopment speech, at least three times a week;
- with students who have phonemic-phonemic or phonemic underdevelopment of speech; violations of reading and writing due to phonetic-phonemic or phonemic underdevelopment of speech, at least two to three times a week;
- with students with a phonetic defect, at least once or twice a week;
- with students who stutter at least three times a week.
Individual classes are held at least three times a week with students who have a general speech underdevelopment of the second level according to R.E. Levina, speech defects caused by a violation of the structure and mobility of the organs of the speech apparatus (dysarthria, rhinolalia). As these students develop pronunciation skills, classes are held with them in a group. At the same time, classes with these students cannot be held in the same group with stuttering students and students with shortcomings in the pronunciation of individual sounds.
Duration group lesson is 40 minutes, the duration of an individual lesson is 20 minutes.
The topics of group and individual lessons with students and their attendance records are reflected in the journal of optional and speech therapy classes.
If it is necessary to clarify the diagnosis, students with speech disorders with the consent of their parents (legal representatives) are sent by a speech therapist teacher to the appropriate medical institution for examination by specialist doctors (neuropathologist, child psychiatrist, otolaryngologist, ophthalmologist, etc.) or to a psychological and medical institution. pedagogical commission.
Responsibility for the obligatory attendance of students at the speech therapy center lies with the teacher-speech therapist, classroom teacher and head of the educational institution.
A speech therapist provides advisory assistance to teachers of a general education institution and parents (legal representatives) of students in determining the causes of poor progress and gives recommendations on how to overcome them. The teacher-speech therapist is responsible for the organization and timely identification of students with primary speech pathology, the acquisition of groups.
Teacher speech therapist:
a) conducts classes with students on correction various violations oral and written speech. In the course of the classes, work is carried out to prevent and overcome poor progress in the native language, due to the primary speech disorder;
b) interacts with teachers on the issues of mastering general educational programs by students (especially in their native language);
c) maintains contact with preschool educational institutions, with special (correctional) educational institutions for students, pupils with developmental disabilities, speech therapists and specialist doctors of children's clinics and psychological, medical and pedagogical commissions;
d) participates in the work of methodological associations of speech therapists;
e) submits to the head of the general educational institution an annual report on the number of students with impairments in the development of oral and written speech in the general educational institution and the results of training in the speech therapy center in accordance with the form.
For a speech therapy point, an office is allocated with an area that meets sanitary and hygienic standards. The speech therapy center is provided with special equipment.
Attachment 1
to the letter of the Russian Ministry of Education
List of students with disabilities
in the development of oral and written speech
|
No. p / p |
Surname, name of the student, date of birth |
Class |
Date of examination |
Real performance in native language |
Conclusion of a speech therapist |
Notes |
Annex 2 to the letter of the Ministry of Education
speech card
- Last name, first name, age.
- Class.
- Home address, telephone.
- Date of admission to the speech therapy center.
- Progress in the native language (at the time of the survey).
- Complaints of a teacher or parents (legal representatives).
- The conclusion of the psychiatrist.
- Hearing condition.
- Data on the course of speech development. Anamnesis of general and speech development.
- The state of the articulatory apparatus (structure and mobility).
- General characteristics of speech (recording of a conversation, independent connected statements):
a) vocabulary: vocabulary within everyday life, wider, etc .; What parts of speech do you prefer? errors in the use of words: substitutions in meaning and acoustic similarity (give examples);
b) grammatical structure: types of sentences used, the presence of agrammatisms (give examples);
c) pronunciation and distinction of sounds: pronunciation of sounds; absence, distortion, replacement and mixing of individual sounds; discrimination of oppositional sounds; reproduction of words with different sound-syllabic composition (give examples); pace and intelligibility.
- The level of formation of the skills of analysis and synthesis of the sound composition of the word.
- Writing: the presence and nature of specific errors (mixing and replacing consonants, agrammatisms, etc.) in the written work of students - dictations, presentations, essays performed by them during the initial examination and in the classroom at the speech therapy center ( written works attached to the speech card).
- Reading: the level of mastering the technique of reading (letter by letter, syllabic, words); reading errors; reading comprehension.
- Manifestation of stuttering:
a) the alleged cause; the severity of stuttering; situations that aggravate its manifestation (answers at the blackboard);
b) the formation of language means (pronunciation, vocabulary, grammatical structure);
c) features of general and speech behavior (organization, sociability, isolation, impulsiveness);
d) adaptation to the conditions of communication.
- A brief description of the child according to the psychologist and teacher (organization, independence, stability of attention, working capacity, observation, attitude to the existing speech disorder).
- The conclusion of the teacher-speech therapist.
- The results of speech correction (marked in the map by the time the student is expelled from the logopoint).
Annex 3 to the letter of the Ministry of Education
Maximum occupancy of groups of students,
those with developmental disabilities and writing
|
Groups of students |
Maximum occupancy, pers. |
|
|
OU, located in the city |
OS located in the countryside |
|
|
With general speech underdevelopment (OHP) |
up to 4 |
until 3 |
|
With mild general underdevelopment of speech (NV OHP) |
up to 5 |
up to 4 |
|
With phonemic-phonemic underdevelopment of speech (FFN) and phonemic underdevelopment of speech (FN) |
until 6 |
up to 5 |
|
With reading and writing deficiencies due to OHP |
up to 4 |
up to 2 |
|
With reading and writing deficiencies due to HB OHP |
up to 5 |
up to 4 |
|
With reading and writing deficiencies due to FFN (FN) |
until 6 |
up to 5 |
|
stutterers |
up to 4 |
until 3 |
|
With shortcomings in the pronunciation of individual sounds |
up to 7 |
until 6 |
Author's note. This letter determines the procedure for organizing the activities of the speech center within the school. According to this document, the maximum occupancy of the logopoint is 25 people. This number of children can be covered only with group forms of work, which is what school speech centers are focused on.
Since there is no similar document that applies to preschool speech centers, speech therapists, when planning their work, can be guided by this instruction letter. Up to 25 children with diagnoses: dyslalia, complex dyslalia, dysarthria can also be enrolled at the preschool logopoint. But with children of preschool age, individual and subgroup work is mainly carried out. Therefore, the optimal filling of the group depends on the speech diagnoses of children.
If a child is diagnosed with "dyslalia" or "complex dyslalia", he is enrolled in a group for children with phonetic disorders. Work with such children is designed for six months. The optimal size of this group is 10-12 people. And working with a group of children with phonetic and phonemic speech disorders takes a whole year, so its capacity can reach 15 people.
2. Regulations on the organization of work
speech pathologist teacher in a kindergarten with no
in its structure of specialized groups
Approved at a meeting of defectologists' asset
of Moscow on the basis of the decision of the board
Moscow Committee of Education
Explanatory note
- The work of a speech therapist teacher in a kindergarten that does not have specialized groups is aimed at correcting children's speech defects. Along with corrective measures, a speech therapist carries out preventive work in preschool for the prevention of speech disorders in children.
- The speech pathologist is available 5 days a week. total hours of work - 20). The work schedule can be drawn up depending on the employment of children both in the 1st and in the 2nd half of the day.
- The duties of a speech therapist teacher should include only work with children with speech pathology.
- Children of preparatory and senior groups with simple and complex dyslalia, phonetic and phonemic disorders are selected for speech therapy classes.
- Speech therapy examination of children in a preschool institution is primarily carried out in children 5-6 years old, the rest of the children are examined during the year.
- Children suffering from stuttering, general underdevelopment of speech and mental retardation should be referred to special institutions. In case of refusal to transfer a child with a complex speech pathology, the speech therapist is not responsible for the complete elimination of the defect.
- The number of children studying at the speech center at the same time should be 20-25 children during the year.
- The total duration of speech therapy classes is directly dependent on the individual characteristics of children. As necessary, the teacher-speech therapist removes children from speech therapy classes and replaces them with others.
- Work to correct speech is carried out 5 times a week, is individual or subgroup. All 4 hours of his working time, the speech therapist works directly with the children.
- A speech therapist teacher takes children to their classes from any classes of educators.
- In a preschool institution, all the necessary conditions for conducting speech therapy classes should be created, there should be an isolated speech therapy room (for the equipment of the room, see the “Program for teaching children with underdevelopment of the phonetic structure of speech”, compiled by G.A. Kashe and T.E. Filicheva).
- Documentation of a speech therapist in a kindergarten that does not have specialized groups:
- a log of the state of speech of all children;
- a list of children in need of speech therapy assistance, indicating the age and nature of the speech disorder,
- individual notebooks for children's classes;
- class attendance log;
- a speech card for each child taken to classes, indicating the date of entry and end of classes;
- a plan of measures aimed at preventing speech disorders in children (consultations, seminars for educators, other preschool specialists, parents to work on sound culture speech).
- An indicator of the work of a speech therapist teacher in a kindergarten is the state of sound pronunciation of children graduating to school.
- A speech therapist in a kindergarten is obliged to participate in all methodological activities held in the district, to improve their skills.
- Attestation of a speech therapist teacher for qualification category II should be carried out with the participation of a senior speech therapist in charge of the municipal territory.
Since the speech therapist works in a preschool educational institution, the beginning and end of the school year, the time allotted for the examination of children, the teaching load (20 astronomical clock per week, 4 hours a day) complies with the established standards for speech therapists of correctional (speech therapy) groups of preschool educational institutions. All 4 hours of his working time, the speech therapist works directly with the children.
Distribution of working hours
The first three weeks are allotted for the complete completion of groups and subgroups of children who will be engaged with a speech therapist in the current academic year.
The speech therapist works 5 days a week (total hours per week - 20). All 4 hours of his working time, the speech therapist works directly with the children. The work schedule can be drawn up depending on the employment of children both in the first and in the second half of the day. A speech therapist teacher has the right to take students (pupils) for correctional work from any classes conducted by teachers in a group.
The load of a speech therapist teacher at 1.0 rate provides for simultaneous work on speech correction from 12 to 16 children, from 20 to 25 children during the year. Children with simple and complex dyslalia are accepted; in difficult cases, a speech therapist is obliged to recommend that parents visit a special speech group. In case of refusal to transfer a child with a complex speech pathology, the speech therapist is not responsible for eliminating the defect.
Children are enrolled in groups on the basis of the following documents:
- characteristics-directions of a speech therapist in a polyclinic;
- conclusions of doctors: otolaryngologist, psychoneurologist and dentist. Children with a diagnosis of FND are taken to work for up to 6 months, children with a diagnosis of FND - for 1 year.
As speech deficiencies are corrected, the speech therapist removes children from the list and replaces them with others.
Children with speech disorders of senior preschool age are selected for speech therapy classes.
The child should receive individual correctional assistance at least 3 times a week. The duration of individual lessons depends on the speech diagnosis, the age of the child, the individual characteristics of the development of the child, his psychophysical status. The time allotted for an individual lesson with a child increases if the speech therapist himself takes the child from the group and takes him to the group after the end of the lesson.
A speech therapist plans subgroup classes if there are children of the same age with similar speech diagnoses (at least 6 children). The duration of a subgroup lesson should not exceed the time provided for by the physiological characteristics of the age (the program of education and upbringing in kindergarten, the instructive-methodical letter "On hygiene requirements for the maximum load on preschool children in organized forms of education").
The speech therapy teacher is planning speech therapy work in accordance with educational programs that meet the requirements of the state educational standard, and is responsible for their implementation not in full.
Along with corrective measures, she conducts preventive work in a preschool educational institution to prevent speech disorders in children. A speech therapist works with educators of a preschool educational institution on the problem of speech development of preschool children (consultations, seminars, workshops and other forms and types of work), parents (legal representatives) attending his classes.
An indicator of the work of a teacher-speech therapist is the state of sound pronunciation of children graduating to school.
Attestation of a teacher-speech therapist for the II qualification category should be carried out with the participation of a senior speech therapist of the CMC.
Equipment for a speech therapy room
The speech pathologist's work schedule should be posted on the door of the speech therapy room.
The following equipment should be in the speech therapy room.
- Tables according to the number of children involved in one subgroup.
- Enough cabinets or shelves for visual aids, educational material and methodological literature.
- Wall mirror 50x100 cm for individual work on sound pronunciation, it should hang near a window with special lighting.
- Mirrors 9x12 cm according to the number of children simultaneously engaged in pronunciation correction in a subgroup lesson.
- A table near the wall mirror for individual work with the child and two chairs - for the child and for the speech therapist.
- A set of speech therapy probes, ethyl alcohol for processing probes.
- Technical teaching aids.
- Wall box of letters.
- Visual material used in the examination of children's speech, placed in a separate box or envelopes.
- Visual material on the development of speech, systematized and folded into special boxes.
- Teaching aids in the form of cards, cards with individual tasks, an album for working on sound pronunciation.
- Various speech games.
- Methodical literature.
- Towel, soap and paper napkins.
The speech therapy room should be aesthetically decorated, decorated with indoor plants. It is not recommended to hang pictures, prints, drawings and tables on the walls that are not related to the correctional process, as they distract the attention of children during classes and create an unnecessary variegation of the environment.
Documentation and its maintenance
To take into account the correctional process that the speech therapist conducts, the following types of documentation are offered:
- Register of attendance at speech therapy classes for children.
- Journal of the survey of the speech of children attending a preschool educational institution (from 3 to 7 years).
- Journal of registration of children in need of corrective (speech therapy) assistance.
- Speech card for each child with perspective plan work on the correction of identified speech disorders, the results of promotion every six months, indicating the date of entry and end of classes.
- Plan of measures aimed at the prevention of speech disorders in children (consultations, seminars for educators, other specialists of the preschool educational institution, parents or persons replacing them to work on the sound culture of speech).
- Calendar plan for subgroup and individual lessons with children.
- Notebooks-diaries for individual lessons on the correction of children's speech.
- Class schedule certified by the head of the preschool educational institution.
- The work schedule of a speech therapist approved by the head of the preschool educational institution, agreed with the administration of the institution.
- Card file listing equipment, educational and visual aids located in the speech therapy room.
- Copies of reports on the effectiveness of correctional (speech therapy) work for the academic year (at least for the last three years).
- Follow-up data on children who completed a course of remedial classes through interaction with primary school teachers and kindergarten teachers over the past three years.
Job description of a speech therapist teacher
- General provisions
- A speech therapist is appointed and dismissed by the head of the educational institution.
- The teacher-speech therapist must have a higher defectological education, improve their skills.
- Speech therapist in his work:
- guided by:
- the Constitution of the Russian Federation;
- laws of the Russian Federation;
- decisions of the government of the Russian Federation and educational authorities on education issues;
- the Convention on the Rights of the Child;
- Charter of a preschool educational institution;
- instructions for protecting the life and health of preschool children;
- this job description;
- must know:
- age and special pedagogy and psychology;
- anatomical, physiological and clinical foundations of defectology;
- methods and techniques for preventing and correcting violations in the speech development of students (pupils);
- regulatory and methodological documents on issues of professional and practical activities;
- program methodological literature on working with students (pupils) who have speech development disorders;
- the latest achievements of defectological science;
- rules and labor standards; safety and fire protection.
- Functions
- Carries out work aimed at preventing and maximally correcting specific speech disorders and other deviations in the development of mental processes (memory, thinking, attention, etc.).
- Develops an action plan aimed at the prevention of speech disorders in children (pupils) (consultations, seminars for educators, other specialists of preschool educational institutions, parents (persons replacing them) to work on the sound culture of speech).
- Job Responsibilities
- Examines and determines the structure and severity of speech disorders of various origins in students (pupils) aged 3 to 7 years.
- Completes groups for classes, taking into account speech disorders of students (pupils).
- Conducts subgroup and individual classes to correct deviations in speech development, restore impaired functions.
- Works in close contact with educators, other specialists of the educational institution, attends classes.
- Advises teachers and parents (persons replacing them) on the use of special methods and techniques for helping children with speech development disorders.
- Uses a variety of forms, methods, techniques and means of training and correction within the framework of state standards.
- Ensures the level of training of students (pupils) that meets the requirements of the state educational standard, and is responsible for their implementation in full.
- Implements educational programs of a preschool educational institution.
- Respects the rights and freedoms of students (pupils) contained in the Law of Russia "On Education", the Convention on the Rights of the Child.
- Participates in the activities of methodological associations and other forms of methodological work on the exchange of experience in his educational institution, district, district, city.
- Works according to a schedule based on a 20-hour working week, approved by the head of the educational institution, agreed with the trade union organization.
- Communicates with parents.
- Ensures the protection of life and health of students (pupils) during the educational process.
- Carries out dynamic monitoring of children who have completed a course of remedial classes through interaction with primary school teachers, school speech therapists, preschool teachers.
- Rights
- A speech therapist teacher has all the social rights provided for by the legislation of Russia.
- A speech therapist has the right to be present at any classes held with preschoolers.
- Improve your skills.
- Pass certification in accordance with the "Regulations on the procedure for certification of pedagogical and executive employees of state and municipal educational institutions" dated 06/26/2000 No. 1908.
- Has a vacation of 56 calendar days (48 working days).
- A responsibility
- A speech therapist teacher is responsible for organizing propaedeutic and correctional work in an educational institution.
- For failure to perform or improper performance without good reasons of the Charter and the Internal Labor Regulations of an educational institution, for violation official duties established by this Instruction, other local regulations, legal orders of the educational authorities, orders and orders of the head of the educational institution shall be subject to disciplinary punishment up to and including dismissal from office.
- For violation of the instructions for protecting the life and health of children, sanitary and hygienic rules for organizing the educational process, a teacher-speech therapist is held administratively liable in the manner and cases provided for by law.
Safety instructions speech pathologist
Introduction
- A speech therapist must know and follow the instructions for protecting the life and health of children, safety precautions, and strictly observe labor and production discipline.
- Learn and improve safe work practices.
- Achieve prompt elimination deficiencies in work that cause accidents.
- Strictly follow the instructions for the safe use of electrical equipment, sanitary rules, fire safety rules and personal hygiene rules.
Before starting work, you must:
- Wash your hands thoroughly.
- Prepare everything you need for work.
- Sterilize speech therapy probes:
- boiling in a sterilizer;
- treatment with ethyl alcohol.
During work it is necessary:
- Fulfill the requirements of the doctor related to the protection and promotion of the health of children.
- Maintain speech therapy probes in accordance with sanitary and epidemiological requirements.
- Use disposable wooden spatulas.
- Inform the doctor about your observations of the health of children.
- Maintain the necessary documentation.
- Make sure that there are no sharp metal objects in the hands of children during classes.
- Medicines, disinfectants, matches should be stored in a closed cabinet, out of the reach of children.
- It is forbidden to extend the duration of classes with children and shorten the breaks between them.
- It is forbidden to leave children unattended.
– the hourly load per week and the distribution of the working time of a speech therapist during the day were determined;
- indicated the possibility of conducting speech therapy classes in the first and second half of the day;
- the duration of the individual and subgroup speech therapy session.
The document also talks about the need for a speech therapist to work on the prevention of speech disorders and filling out documentation, but, unfortunately, the document does not provide time for these types of work.
3. On the organization of work with children,with speech impairments, in stateeducational institutions implementing
preschool education programs
Order of the Department of Education
Moscow No. 2-34-20 dated 11.08.2005
The Department of Education sends, for practical use in the work, clarifications on the organization of the work of a speech therapist in state educational institutions implementing preschool education programs.
The position of a speech therapist is being introduced into the staff lists of state educational institutions implementing preschool education programs in order to create equal starting opportunities at the beginning of schooling for children, in connection with the recent decrease in the level of speech development of preschool children; on the basis of the decision of the board of the Moscow Committee of Education dated February 24, 2000 No. 6/2.
The purpose of the work of a speech therapist teacher is to provide the necessary corrective assistance to children aged 4 years 6 months to 7 years with phonetic, phonemic and phonetic-phonemic speech disorders.
The position of a speech therapist teacher is recommended to be included in the staff list if there are at least 25 children with phonetic, phonemic and phonetic-phonemic speech disorders at the age of 4 years 6 months to 7 years in a state educational institution implementing a program of preschool education. The number of children with whom the teacher-speech therapist conducts classes during the month is 15 people.
The main tasks of a speech therapist teacher are:
— formation and development of phonemic hearing in children with speech disorders;
- correction of violations of sound perception and sound pronunciation;
- timely prevention and overcoming of difficulties of speech development;
- instilling in children the skills of communicative communication;
– solving problems of social and speech development;
- organizing the work of teachers of a state educational institution implementing preschool education programs to form the speech development of children.
A speech therapist teacher during the year conducts a survey of the speech development of pupils of a state educational institution that implements preschool education programs who have reached the age of three. Based on the results of the survey, a list of children for correctional work is formed, approved by the psychological, medical and pedagogical commission, which is created on the basis of the order of the district education department of the Moscow Department of Education. If the child has more complex speech disorders, the speech therapist gives recommendations to parents (legal representatives) about his transfer to an institution in which compensatory groups operate in order to achieve the maximum effect in correcting speech disorders.
The main forms of organizing work with children with speech disorders are individual and subgroup classes. A speech therapist is allowed to conduct them with the separation of children from classes in a group. The duration of the lesson should not exceed the time provided by the physiological characteristics of the age of the children and the "Sanitary and epidemiological rules and norms" 2.4.1.1249-03. The frequency of individual and subgroup classes, the occupancy of subgroups depends on the nature of the violation of speech development.
The total duration of the speech therapy course depends on the individual characteristics of the children and is usually 6 months for children with phonetic and phonemic speech disorders, and 12 months for children with phonetic and phonemic speech disorders.
Responsibility for the obligatory attendance of classes by pupils is borne by a speech therapist teacher, educator, head of an educational institution implementing preschool education programs.
A speech therapist interacts with teachers of state preschool educational institutions of a compensatory type for children with speech disorders, doctors of children's clinics and specialists of psychological, medical and pedagogical commissions.
To organize the work of a speech therapist teacher, an office is allocated with an area that meets sanitary and hygienic standards, in which there should be furniture appropriate for the age of children, wall and individual mirrors, speech therapy probes and spatulas, board games, constructor toys, teaching aids.
Approximate documentation of a speech therapist:
- minutes of meetings of psychological, medical and pedagogical commissions for the admission and release of children;
— individual speech card;
— calendar plan work for every day;
- the work schedule of a speech therapist approved by the head of the institution;
- attendance register;
- a plan of measures aimed at preventing speech disorders in children (consultations and seminars for teachers of an educational institution and parents (legal representatives);
- a notebook for interaction with teachers of an educational institution (recommendations for conducting group and individual classes with children in a group);
- individual notebooks for corrective work with children.
These clarifications do not apply to public preschool educational institutions (groups) of a compensatory type for children with speech impairments.
Author's note. This document indicates the age limits of children with whom the speech therapist works at the speech center - 4.5-7 years. However, in previous documents it was indicated that the speech therapist only works with children of the senior and preparatory groups for school.
The document also states that during the year a speech therapist teacher must also conduct an examination of children 3 years old. Thus, the speech of children of primary preschool age (3-4 years old) is examined by two speech therapists: a speech therapist of a children's clinic and a speech therapist of a speech center.
According to the document under consideration, the frequency and duration of individual speech therapy sessions are determined by the speech therapist, depending on the nature of the child's speech disorder. This allows the speech therapist to conduct not so many classes as "supposed", but as much as necessary for this child.
This order also contains a list of documents that must be filled in by specialists of the speech center. One of the documents is a notebook for the interaction of a speech therapist with educators of groups whose children are being speech therapy work. However, teachers of mass groups of kindergartens do not carry out such work. This is done only in speech kindergartens or speech therapy groups for which educators receive a salary supplement. Since educators of mass groups do not receive such an allowance, it is recommended that a speech center specialist use not a notebook, but a sheet of interaction with educators, a sample of which is given on p. 61.
4. Job description of a defectologist teacher
(teacher-speech therapist, speech therapist)
Job description I approve
teacher-defectologist ____________________________
body of a legal entity
(founders)
____________________________
"__" __________200__ person authorized to approve
№___________________ job description
____________ _______________
(signature) (surname, initials)
"____" ______________ 200____
- I . General provisions
- The teacher-defectologist belongs to the category of specialists.
- A person with a higher defectological education is appointed to the position of a teacher-defectologist
(no requirement for work experience);
teaching experience from 2 to 5 years;
__________________________________________________________________
from 5 to 10 years; from 10 to 20 years; over 20 years)
- Appointment to the position of a teacher-defectologist and dismissal from it is carried out by order of the director of the institution on the proposal of __________________________________________________________________
__________________________________________________________________
- The teacher-defectologist should know:
— the Constitution of the Russian Federation;
— laws of the Russian Federation, resolutions and decisions of the Government of the Russian Federation and educational authorities on education issues;
— the Convention on the Rights of the Child;
– age and special pedagogy and psychology;
— anatomical, physiological and clinical foundations of defectology;
- methods and techniques for preventing and correcting deviations in the development of students;
— regulatory and methodological documents on issues of professional and practical activities;
- program and methodological literature on working with students (pupils) who have developmental disabilities;
— the latest achievements of defectological science;
— rules and regulations of labor protection, safety and fire protection;
- The teacher-defectologist reports directly
__________________________________________________________________
(director of the institution, other official)
- During the absence of a teacher-defectologist, his duties are performed by a person appointed by order of the director of the institution. This person acquires the appropriate rights and is responsible for the quality and timely performance of the duties assigned to him.
- ________________________________________________________________
__________________________________________________________________
- II . Job Responsibilities
Defectologist teacher:
- Carries out work aimed at the maximum correction of deviations in the development of students (pupils).
- Examines students (pupils), determines the structure and severity of their existing defect.
- Completes groups for classes, taking into account the psychophysical state of students (pupils).
- Conducts group and individual classes to correct developmental disabilities, restore impaired functions.
- Works closely with teachers and educators, attends classes and lessons.
- Advises teachers and parents (persons replacing them) on the use of special methods and techniques for helping children with developmental disabilities.
- Maintains required documentation.
- It contributes to the formation of a general culture of the individual, socialization, conscious choice and development of professional programs.
- Uses a variety of forms, techniques, methods and means of teaching within the framework of state standards.
- Implements educational programs.
- Ensures the level of training of students (pupils) that meets the requirements of the state educational standard, and is responsible for their implementation not in full.
- Respects the rights and freedoms of students (pupils) contained in the Law of the Russian Federation "On Education", the Convention on the Rights of the Child.
- He systematically improves his professional qualifications.
- Participates in the activities of methodological associations and other forms of methodological work.
- Communicates with parents (persons replacing them).
- Complies with the rules and regulations of labor protection, safety and fire protection.
- Provides protection of life and health of students during the educational process.
- _______________________________________________________________
__________________________________________________________________
III. Rights
The teacher-defectologist has the right:
- Get acquainted with the draft decisions of the management of the institution regarding its activities.
- On issues within its competence, submit proposals for the management of the institution to improve the activities of the institution and improve working methods; comments on the activities of employees of the institution; options for eliminating shortcomings in the activities of the institution.
- Request personally or on behalf of the management of the institution from structural divisions and other specialists information and documents necessary for the performance of his official duties.
- Involve specialists from all (individual) structural divisions in solving the tasks assigned to him (if this is provided for by the regulations on structural divisions, if not, then with the permission of the head of the institution).
- Require the management of the institution to assist in the performance of his duties and rights.
- ________________________________________________________________
__________________________________________________________________
- A responsibility
The defectologist teacher is responsible for:
- For improper performance or non-performance of their official duties provided for by this job description - to the extent determined by the current legislation of the Russian Federation.
- For offenses committed in the course of carrying out their activities - within the limits determined by the current legislation of the Russian Federation.
- For causing material damage - within the limits determined by the current legislation of the Russian Federation.
- ________________________________________________________________
__________________________________________________________________
Acquainted with the instruction: _______________________________
(signature, full name)
"_____" ____________ 200____
Author's note. This document specifies the general requirements for a specialist in a preschool speech center, indicates the main duties of a speech therapist teacher and his rights. Also, the job description describes the responsibility of a speech therapist, which he bears for improper performance or non-performance of the duties provided for in this document.
The job description is approved by the head of the preschool educational institution and must be signed by a specialist when hiring.
It is filled in by a speech therapist teacher after examining students.
It is filled in for each student enrolled in a speech therapy center.
OU is an educational institution. The minimum group size is 3 students.
The regulation was developed on the basis of proposals for the creation of the “Regulations on the work of a speech therapist teacher in a kindergarten that does not have specialized groups in its structure”, compiled by an asset of defectologists in Moscow under the guidance of N.S. Cheley, head laboratory of defectology MIOO, with the participation of senior speech therapists O.P. Tsygankova (Zelenograd) and M.V. Mashkova.
