• Primary speech therapy examination (held from September 1 to September 15) allows you to judge the level of speech development of a child with disabilities, the formation of communicative and regulatory universal actions and formulate the main directions, content and methods of correctional and speech therapy work with children with disabilities.

Intermediate speech therapy examination is provided in the process of providing speech therapy assistance, which allows you to adjust the existing individually-oriented program of correctional speech therapy and focus on the most persistent problems of the child's speech development (both in oral and written speech).

Final diagnostics is an in-depth speech therapy examination that covers all components of the speech system and reveals the formation of all types of universal educational activities.

The work of a speech therapist teacher includes the implementation of correctional and developmental programs, taking into account the age and characteristics of the development of students, the structure of the defect, as well as assisting the teaching staff in individualizing the development, education and upbringing of a child with disabilities.

The choice of correctional methods optimal for the development of a child with disabilities
programs, methods and teaching methods in accordance with its special
educational needs;

Organization and conduct of individual and group classes on
correction of violations of oral and written speech, as well as the development
communication skills of children with disabilities.

Organizational and methodological direction The work of a speech therapist is:

In the development of individually-oriented correctional and developmental programs.

Assistance in the preparation of an adapted educational program for children with disabilities.

In the selection of didactic and methodological materials.

Maintaining documentation.

Consultative and educational direction work includes:
· Counseling the family on the issues of speech development and communication of children with disabilities, the formation
psychological and pedagogical competence of parents (or legal
representatives) of children with disabilities involved in the inclusive process,
on the ontogenesis of oral and written speech, manifestations of violations
speech system, selection of the simplest methods of speech therapy work on
correction of speech disorders in children;

consulting teachers and other participants in the educational
process on issues of speech ontogenesis and dysontogenesis, creation
speech development environment, emerging problems related to
development, education and upbringing of a child with disabilities in the process of implementation
inclusive practice.

It consists in the timely prevention of possible secondary speech disorders in a child with disabilities, the creation of conditions for their full-fledged speech development at each level of general education.

To work with children with disabilities, the school has a specialized software and hardware complex.

Specialized software and hardware complex for students with disabilities (monoblock - PC);

A portable device for reading books (for the blind and visually impaired) - is a folding camera that connects to a computer. Reproduces speech any textual material. The reading machine can scan 20 pages per minute. You can control the tempo of voice playback by setting a certain speed;
change settings for reading in foreign languages.

Video enlarger (for the visually impaired) - by connecting to a computer, it enlarges the text to the size necessary for reading.

Keyboard with large buttons and separating keys overlay - removable overlay prevents simultaneous pressing of 2 keys.

Wireless receiver.

Headset (for the hearing impaired) - contact overhead headphones with a microphone.

1. The sound field system is designed for collaborative learning of students with different hearing abilities . Speakers loudspeakers gently amplify the teacher's voice, spread it evenly throughout the room.

The system allows you to transmit the voice of the teacher to students with hearing impairments (directly into a hearing aid, cochlear implant or headphones). Children increase attention and academic performance; listening skills develop; more intensive development of one's own oral speech.

A joystick complete with two remote buttons (for students with NODA - with disorders of the musculoskeletal system) - performs the function of a mouse. The buttons on the right and left correspond to the right and left buttons of a conventional mouse. The top button selects text or an object. You can replace the built-in buttons with remote ones. The joystick does not require fine motor skills; Responds to light touch by a user with impaired motor skills.

The remote button is large (for students with NODA).

A computer program for the correction of OHP - game exercises for the correction of all components of speech: sound pronunciation, phonemic processes, lexical and grammatical structure of speech.

Device "Monologue" for the correction of stuttering: the set includes a device with a built-in battery, headset (headphones), charger.

The effect of the device on the speech of a stutterer is manifested in a decrease in the severity of convulsive manifestations of the defect (tonic and clonic seizures become less) due to the following methods:

Sound dampening of one's own speech - plays the role of a distraction from the speech act. As a muffled background, "White Noise" is used, acoustically reminiscent of the sound of the surf.

1. Sound amplification - the effect occurs due to a change in the volume of one's own speech.
2. Metronome - a method of rhythmic stimulation of speech. Stutterers are invited to read and retell the text to the rhythmic beats of the metronome. Studies have shown that as soon as speech shifts to chanted, metrical pronunciation, stuttering disappears, as all words align with syllabic dynamics.

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"Speech therapy support for students with disabilities in the context of inclusive education"

Logopedic support

students with disabilities

in conditions

inclusive education

Teacher-speech therapist MOU "Uvinskaya secondary school No. 4"

Vakhrusheva Tatyana Nikolaevna

Teacher-

Educational psychologist

speech therapist

PMPc

Social

teacher

Teacher

medical worker

The purpose of the activity of a speech therapist is creation of conditions conducive to the identification and overcoming of violations of speech development, as well as the further development of oral and written speech, the improvement of communication of students with disabilities for the successful assimilation of the academic component of the educational program.

Tasks:

1. Carrying out a speech therapy examination in order to determine the structure and severity of a speech disorder: establishing a speech therapy conclusion.

2. Development of a long-term plan for correctional and speech therapy work (individual development program) with children in need of speech therapy assistance.

3. Organization of corrective work to provide speech therapy assistance to a child with disabilities. Determination of directions, methods and techniques of speech therapy work to correct speech development disorders.

Tasks :

4. Completion of groups for classes, taking into account the psychophysical state of students with disabilities. Conducting individual and group classes to correct violations of oral and written speech of students.

5. Participation in the development of adapted educational programs, guidelines for teaching children with disabilities.

Determination of various methods, forms and means of training within the framework of the state standard, which increase the assimilation of educational material.

6. Carrying out a systematic study of the dynamics of the speech development of a child with disabilities in the process of mastering the educational program.

Tasks :

7. Interaction with specialists in the psychological and pedagogical support of a child with disabilities and his family.

8. Development of proposals for improving the efficiency of diagnostic, corrective work. Generalization and dissemination of the most effective experience of speech therapy work.

9. Ensuring and monitoring compliance with health-saving conditions for the education and upbringing of children with disabilities in a general education organization.

Tasks:

10. Advisory work on the formation of psychological and pedagogical competence on the ontogenesis of children's speech, manifestations of variants of dysontogenesis; training parents in a specialized technique for overcoming existing speech disorders and the selection of complexes of correctional and developmental exercises aimed at correcting shortcomings in writing and reading, as well as their prevention.

11. Consulting teachers on the use of special methods and techniques for assisting a child with disabilities with speech disorders.

Areas of activity of a speech therapist teacher:

2. Correction and development

1. Diagnostic

4.Consultative and educational

3. Organizational and methodological

5.Prophylactic

Diagnostic direction of work:

1. Primary speech therapy examination- in the first two weeks of September (from 1 to 15 September)

2. Intermediate speech therapy examination- in the process of speech therapy assistance to a child with disabilities

Correction and development direction includes the implementation of correctional and developmental programs, taking into account the age and characteristics of the development of students, the structure of the defect, as well as assisting the teaching staff in individualizing the development, education and upbringing of a child with disabilities

The choice of correctional programs, methods and teaching methods that are optimal for the development of a child with disabilities in accordance with his special educational needs

Organization and conduct of individual and group classes for the correction of violations of oral and written speech, as well as the development of communication skills for children with disabilities

Organizational and methodological direction:

Development of individually-oriented correctional and developmental programs

Assistance in the preparation of an adapted educational program for children with disabilities

Selection of didactic and methodological materials

Records management

Preventive activity consists in the timely prevention of possible secondary speech disorders in a child with disabilities, the creation of conditions for their full-fledged speech development at each level of general education

A specialized software and hardware complex for students with disabilities, consisting of:

• Specialized software and hardware complex for students with disabilities (monoblock);
• Portable device for reading books (for the blind and visually impaired);
• Video magnifier (for the visually impaired);
• Keyboard with large buttons and overlay separating the keys;
• Wireless receiver;
• Headset (for the deaf and hard of hearing);
• Sound field system (for the deaf and hard of hearing);
• Computer joystick complete with two remote buttons (for students with NODA);
• The remote button is large (for students with NODA);
• Computer program for OHP correction;
• Apparatus "Monologue" for the correction of stuttering

Information and methodological support:

http://www.inclusive-edu.ru/ (website of the Institute of Problems inclusive education MSUPE)

thanks for

attention!

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The activities of a speech therapist in the system of inclusive education © Fokina Lidia Petrovna

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Federal Law of the Russian Federation of December 29, 2012 No. 273-FZ "On Education in the Russian Federation" Chapter 1. General provisions Article 5. The right to education. State guarantees for the realization of the right to education in the Russian Federation 5. In order to realize the right of every person to education, federal state bodies, state authorities of the constituent entities of the Russian Federation and local governments: 1) create the necessary conditions for the receipt of high-quality education without discrimination by persons with disabilities , for the correction of developmental disorders and social adaptation, the provision of early correctional assistance based on special pedagogical approaches and the most suitable languages, methods and methods of communication for these individuals and conditions that are most conducive to obtaining education of a certain level and a certain orientation, as well as the social development of these persons, including through the organization of inclusive education for persons with disabilities. © Fokina Lidia Petrovna

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Article 79 2. General education of students with disabilities is carried out in organizations that carry out educational activities according to adapted basic general educational programs. In such organizations, special conditions are created for the education of these students. 3. The special conditions for obtaining education by students with disabilities in this Federal Law are understood as the conditions for the education, upbringing and development of such students, including the use of special educational programs and methods of training and education, special textbooks, teaching aids and didactic materials, special technical means of training for collective and individual use, provision of services of an assistant (assistant) providing students with the necessary technical assistance, conducting group and individual remedial classes, providing access to the buildings of organizations engaged in educational activities, and other conditions without which it is impossible or difficult to master educational programs students with disabilities. 4. Education of students with disabilities can be organized both jointly with other students, and in separate classes, groups or in separate organizations engaged in educational activities. 5. Separate organizations that carry out educational activities according to adapted basic general education programs are created by the state authorities of the constituent entities of the Russian Federation for the deaf, hard of hearing, late deaf, blind, visually impaired, with severe speech disorders, with disorders of the musculoskeletal system, with mental retardation, with with mental retardation, with autism spectrum disorders, with complex defects and other students with disabilities. © Fokina Lidia Petrovna

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Principles of inclusive education: the value of a person does not depend on his abilities and achievements; each person is capable of feeling and thinking; every person has the right to communicate and to be heard; all people need each other; true education can only take place in the context of real relationships; all people need the support and friendship of their peers; for all learners, progress is more likely to be in what they can do than in what they cannot; diversity enhances all aspects of human life. © Fokina Lidia Petrovna

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Children who need an inclusive education may or may not have a disability. But in any case, they have special educational needs that require a change and some restructuring of the pedagogical approach to them, as well as, possibly, auxiliary equipment. In the Education Act, such children are referred to as children with DISTRIBUTED HEALTH OPPORTUNITIES (HIA). © Fokina Lidia Petrovna

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Speech therapy assistance is a particular example of the introduction of inclusion in the activities of a modern educational institution. © Fokina Lidia Petrovna

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The work of a speech therapist teacher in an inclusive education First of all, before starting corrective work, a speech therapist teacher, through a thorough special examination, finds out the nature of the violation of the child's speech activity using special techniques. © Fokina Lidia Petrovna

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Based on the diagnosis of a speech therapist, strategies and measures are developed to eliminate or prevent the reasons for the failure of children with special educational needs. Accompanying the child by a teacher - speech therapist Diagnostic determination of the level of a speech child; analysis of the obtained results. Correction-developing personality-oriented approach; principles of consistency; taking into account the structure of the defect. Analytical highlighting of the positive and negative aspects of the activity; monitoring the development of the child. © Fokina Lidia Petrovna

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The specifics of the work of a speech therapist involves the provision of assistance to different categories of children with disabilities and is carried out taking into account the personality of the child, both its negative aspects and the positive ones that are used in the compensation process, i.e. the involvement of healthy analyzers is used to compensate for the activities of inferior ones. The focus of speech therapy work all the time remains the most affected component of speech. (phonemic processes, vocabulary, grammar, connected utterance). Depending on the stages of speech development, the speech therapist must change his target methodological settings. In this regard, modular planning is used. For example, planning correctional and developmental education with OHP - level III, systemic underdevelopment of speech consists of three modules: the formation of the phonemic side of speech, the development of skills in sound-letter and sound-syllabic analysis and synthesis; improvement of lexical and grammatical representations; development of connected speech. © Fokina Lidia Petrovna

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The organization, the form of work, the material involved should correspond to the age of the speech pathologist: we include program material in the work with the student. The main task of the classes is to maximize the development of the speech function based on the child's capabilities. To achieve results in speech therapy work allow: careful selection of didactic and visual material for classes; optimal distribution of time for each stage of the lesson; competent, evidence-based presentation of educational material; the use of various forms and methods of speech therapy; use of computer technologies. © Fokina Lidia Petrovna

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Most students with disabilities, as a rule, have problems in the development of perception, attention, memory, mental activity, varying degrees of motor development, and increased fatigue is observed. To interest students, various pedagogical technologies are used. Pedagogical technologies: Educational technology Methods of implementation Dialogue learning Helps children learn to express their thoughts, answer questions with well-formed sentences, and ask questions on their own in the process of remedial education. ICT The use of ICT allows you to increase interest in speech therapy classes, support the child's motivation, interest him in obtaining new knowledge, and help him find his niche in the society around him. Advanced learning It involves taking into account the tasks, difficulties, stages that are in the zone of proximal development of the child. Health-saving technologies For children, and especially those with disabilities, it is useful to include health-saving technologies in speech therapy classes. Additional means that ensure the health-saving focus of speech therapy classes are: kinesiology, which stimulates the intellectual development and motor skills of the child, interhemispheric interaction © Fokina Lidia Petrovna

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Since children with disabilities acquire literacy much more difficult than their peers, a speech therapist needs to arouse and maintain in such children a desire to improve their written language. It is necessary to increase the activity of the student in the learning process. This is due to the fact that only the active assimilation of knowledge is quite effective. Cognitive activity is the quality of the student's activity, which is manifested in his attitude to the content and process of learning, in the desire for effective mastery of knowledge and methods of activity in the optimal time. © Fokina Lidia Petrovna

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One of the basic principles of teaching in general and special pedagogy is the principle of students' consciousness and activity. The activity of students should be aimed not just at memorizing the material, but at the process of independently obtaining knowledge, researching facts, identifying errors, and formulating conclusions. Of course, all this should be done at a level accessible to students and with the help of a teacher. This fully applies to the work of a speech therapist. © Fokina Lidia Petrovna

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Activity is one of the most important characteristics of all mental processes, which largely determines the success of their course. Increasing the level of activity of perception, memory, thinking contributes to greater efficiency of cognitive activity in general. This means that an increase in the level of activity of educational activities of children with disabilities will contribute to a more effective course of the process of remedial education during a speech therapy session. © Fokina Lidia Petrovna

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Methods of teaching the work of a speech therapist teacher with students with disabilities: explanatory and illustrative, reproductive, partially search, communicative, information and communication; methods of control, self-control and mutual control. © Fokina Lidia Petrovna

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The role of motivation in successful learning cannot be overestimated. Conducted studies of students' motivation have revealed interesting patterns. It turned out that the value of motivation for successful study is higher than the value of the student's intellect. High positive motivation can play the role of a compensating factor in the case of insufficiently high student abilities, but this principle does not work in the opposite direction - no abilities can compensate for the absence of a learning motive or its low severity and ensure significant academic success. © Fokina Lidia Petrovna

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To enhance the activity of students with disabilities in speech therapy classes, you can use the following active teaching methods and techniques: the use of signal cards when performing tasks; the use of inserts on the board (letters, words) when completing a task, solving a crossword puzzle, etc .; perception of the material at a certain stage of the lesson with closed eyes; the use of kinesiology exercises in speech therapy classes; the use of presentations and fragments of the presentation during the speech therapy session; use of picture material; reflection. © Fokina Lidia Petrovna

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At the initiative of UNESCO, a new concept of INCLUSION (INCLUSION) was introduced at a time when the term INTEGRATION existed. Inclusion (as opposed to integration) does not involve the simple spatial placement of a child with special needs in a general class or group, which is often the case. If this child does not cope with the program, which, from the point of view of INTEGRATION, is the problem of the child, and from the point of view of INCLUSION, the problem of the educational environment. That is, in order for INCLUSION to be successful, it is the ENVIRONMENT that must be changed. © Fokina Lidia Petrovna

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(From the article by N.N. Malofeev, director of the Institute of Correctional Pedagogy of the Russian Academy of Education “Inclusive education in the context of modern social policy”) “Any child, including the “inclusive”, comes to school for knowledge. If the teacher pays all his attention to a child with disabilities, and such a student needs a lot, he loses the class, but if the priority is for other children, the "included" does not receive the necessary help. A number of issues immediately arise that need to be addressed as soon as possible. Question one. Advanced training of a teacher working in a class where there is a student / students with disabilities. We are not talking about obtaining a diploma of a defectologist by a teacher, but he is required to pass the minimum course (at least 72 hours). Question two. As part of inclusion, there may be from one to three students with disabilities in the class. What follows from this? A teacher, for example, will have to work with three children, one of whom is hard of hearing, the other is blind, and the third is with a violation of the musculoskeletal system. Different teaching methods, different forms of task presentation, etc. And here the question of the teacher's understanding of the problems and difficulties of each, his possession of the necessary (different from each other) teaching methods is just as acute. Question three. Educational-methodical complexes, lesson plan(s). The traditional domestic system of special education combines eight types of special correctional general education schools, each of which uses an original program and sets of textbooks. If a child with a severe speech impairment, a hearing impairment, and a visual impairment comes to the class, will the teacher use four different textbooks at the same time in the lesson of his native language or mathematics? Question four. Additional teacher or assistant to the main teacher. A similar practice exists in many educational institutions of states that successfully develop inclusion, while in Russia it is being introduced in an experimental mode, and in difficult economic conditions it is unlikely to become widespread.” © Fokina Lidia Petrovna

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Article from the collection of materials of the III International Scientific and Practical Conference

Tatyana Valerievna Shumilova

Teacher-speech therapist of the municipal preschool educational institution center kindergarten No. 8 "Firefly" Podolsky district

The specifics of the work of a speech therapist

in the context of organizing inclusive practice in preschool educational institutions.

The article reveals a number of features of the work of a speech therapist teacher in a mass preschool institution in the context of organizing inclusive practice.

The article may be useful to teachers - senior educators of preschool educational organizations implementing inclusive practice.

Key words: speech therapist teacher, inclusive practice, HIA.

With the introduction of inclusive education in Russia, a new social order for the education of children with disabilities (HIA) in mass preschool institutions, together with typically developing peers, began to actively form in society.

As practice shows, most children with disabilities are not suitable for a general kindergarten, and educators and specialists (psychologists, speech therapists) face many problems in organizing the educational and upbringing process.

The contingent of kindergarten pupils implementing inclusive practice is very heterogeneous in composition - these are usually developing children, and children with musculoskeletal disorders, genetic disorders, autism spectrum disorders and other disorders.

In kindergartens that implement the main educational program, there are only teachers - speech therapists among the specialists of the profile. Therefore, most often they become leading specialists and consultants in organizing work with children with disabilities.

It should be borne in mind that the practice of speech therapists in standard preschool educational institutions before the enactment of the law "On Education" in 2012 was based on working with children whose speech disorders are of a primary nature, children with intellectual, hearing and other disabilities were not accepted into speech therapy groups, their sent to specialized educational institutions.

In connection with the introduction of the ideology of inclusive education at the present time, a speech therapist of any preschool educational institution should be included in the system of psychological and pedagogical support for children with various structures of the defect and provide them with all possible support and correction of the defects of speech and cognitive processes identified in them.

The group of children with disabilities is extremely heterogeneous, the level of formation of speech function is different for them, as well as the structure of the defect. Therefore, the work of a speech therapist teacher in the context of inclusive education has its own characteristics.

“This applies to all areas of activity of a speech therapist teacher: differential speech therapy diagnostics, development of individually oriented programs of correctional influence, selection and development of methods and techniques, work with parents of children with speech pathology.”

Features of the stage of differential diagnosis.

The specifics of working with pupils with disabilities begins at the stage of diagnosing the current level of development of the child. As in the case of ordinary pupils, through a thorough special examination, the speech therapist finds out the nature of the violation of the child's speech activity using special techniques.

But it should be borne in mind that most children with disabilities have an insufficient level of cognitive activity, immaturity of motivation for learning activities, a decrease in working capacity and arbitrariness of attention. Often, children with disabilities have a severe systemic underdevelopment of speech, the so-called "speechless" children, there may be peculiar problems with communication (for example, in children with autism spectrum disorders), in such cases, standard diagnostic materials and speech cards used in mass kindergartens, unsuitable.

A speech therapist of inclusive practice needs to have a multi-level diagnostic material that allows each child to identify the zone of his proximal development, which makes it possible to track the dynamics of speech success in order to build a speech correction program that is adequate to the child's current capabilities, gradually becoming more complex.

As sources of diagnostic tools, you can use scientific and practical developments, and others, and for children with autism spectrum disorders and a diagnostic map developed by and.

Features at the stage of organization of corrective work.

According to the Federal Law "On Education" article 79. p. 1 "The content of education and the conditions for organizing training and education for students with disabilities are determined by an adapted educational program." .

When organizing inclusive practice in a preschool educational institution, an individual adapted educational program is developed for each child with disabilities, which includes a correctional block.

A preschool speech therapist implementing inclusive practice develops a correctional component of an individual adapted educational program, which sets out the directions, forms, methods and techniques of corrective speech therapy work with a particular child.

The planning of the main directions in the correctional and developmental speech therapy work depends on the main and concomitant diagnoses in a child with disabilities.

The choice of methods and forms of organization of work also depends on the characteristics of the psycho-physical development of the child, the level of general development and the structure of his defect. The speech therapist should be ready to use the methods and means of work from related fields, the use of methods of typhlo-, deaf-, oligophrenopedagogy, and psychology.

So for children with a severe degree of systemic underdevelopment of speech due to intellectual development disorders, at the first stage of corrective activity of a speech therapist, individual lessons prevail, since they allow you to take into account the characteristics of each child with disabilities to the maximum, include him in the lesson, and establish contact with the pupil.

The activity of a speech therapist with such children goes beyond exclusively speech therapy work, includes elements of psychological techniques, techniques and methods of an oligophrenopedagogue. It is necessary to pay attention to the formation of the cognitive sphere: the development of spatial orientation skills, the ability to keep attention on the subject, the examination of various objects, as well as the development of tactile, visual, auditory attention and perception.

With non-speaking children, more attention is paid to understanding, speech evoking, onomatopoeia. Classes at first consist mainly of speech therapy games for voice, breathing, auditory memory, fine motor skills. Sensory games are widely used to enrich the child's ideas about the world and expand the passive vocabulary.

This work allows you to lay the foundation on which speech will develop in the future.

For all children with disabilities, rhythm, clarity and structural organization of movements, the combination of speech and movement are important, therefore, considerable attention is paid to logorhythmic exercises, the “Tell verses with your hands” technique is used, in which at first the speech therapist pronounces the tex, and the child only performs movements along the way text, pronounces, if possible, separate onomatopoeia and replicas.

Gradually, with the development of the abilities of a child with disabilities, it is necessary to plan classes in inclusive mini-groups. To do this, a child with special needs is combined with 1-3 normally developing children.

For the lesson, tasks are selected that are available to pupils with disabilities, and they are performed jointly by all the children of the minigroup.

At the first stages, this can be a game mutual massage, alternately stringing clothespins, buttons on a string or a flat figure while pronouncing a given sound, syllable or word, hitting balls, according to speech, instructions in boxes of a given color, and other games. At subsequent stages, these can be joint theatrical games in which a child with disabilities takes part in what is possible for his speech level of development and other tasks.

This form of joint organization of classes allows you to expand communication contacts, socialize a child with disabilities, use imitative activity to activate his cognitive sphere, form new speech skills and consolidate previously learned ones. It is known that children copy children more easily than adults, so the inclusion of usually developing peers in classes with children with disabilities gives good results.

In addition, using this form of training, we allow a special child to feel like an active participant in life, and in normally developing children we bring up a sense of tolerance, readiness for interaction and acceptance. This is the main idea of ​​inclusive education.

Features of interaction with parents.

An inclusive educational space involves the active involvement of parents in the correctional process.

A speech therapist needs to build his communication with the parents of a “special” child in such a way as to constantly, as tactfully and intelligibly as possible, convince them of the need for corrective work, outline the prospects and forecast for the development of the child’s speech, and point out the relationship between speech and thought processes.

The task of the specialist is to help parents realize their role in the development of their child, to equip them with certain methods and techniques for overcoming speech disorders, to fill with concrete content homework with children to assimilate and consolidate the knowledge gained.

This can be done through:

Familiarization of parents with the results of diagnosing a child's speech development is the initial stage of including parents in the correctional and pedagogical process. Parents should have information about age characteristics, features of violations in the development of their child;

Familiarization of parents with the content of correctional speech therapy work as a component of an individual adapted program;

Teaching parents specific methods and techniques for conducting remedial classes with a child, adequate ways of communicating and behaving with him, that is, increasing the pedagogical competence of parents;

Active involvement of parents in the organization of conditions conducive to the effectiveness of correctional and developmental work: the creation of family albums, albums of the child's individual dictionary, the selection of photographic materials for organizing correctional classes at home.

A significant role in the effective work of parents with children is played by the selected special literature of a practical orientation. A detailed description of all concepts, terms, tasks and exercises allows an adult who does not have special training to successfully engage in correctional and developmental activities, and the task of a speech therapist is to select the appropriate literature for parents. After all, not all, as well as materials posted on various Internet sites, which parents extract on their own, correspond to the capabilities of the child and are truly developing.

The conscious inclusion of parents in a joint correctional process with a speech therapist teacher will significantly increase the effectiveness of the correctional process.

In conclusion, I would like to note that in order to implement the tasks set for us in the new conditions, a speech therapist teacher must have the necessary level of professional competence and professionalism.

Unfortunately, many preschool institutions are remote from resource centers that can provide information and methodological support in the field of special education. Therefore, a speech therapist needs to independently through self-education, using the possibility of Internet communication with colleagues, interactive forms of training - to increase their competence in the practice of working with children of various categories of health limitations.

Then he will be able to help a child with severe speech pathology as a primary or secondary defect to master oral speech, learn to fully communicate with peers and adults, which is the basis for the further socialization of the child in our world and the ultimate goal of correctional work.

BIBLIOGRAPHY

1. "The activities of support specialists in the inclusion of students with disabilities and children with disabilities in the educational space" Series "Inclusive education of children with disabilities, children with disabilities in educational institutions", etc. - M .: GBOU VPO MGPU, 2014. - 102 With.

2. "Diagnosis of early childhood autism." , - M.: Enlightenment, 1991. - 96 p.

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1 STATE AUTONOMOUS INSTITUTION FOR ADDITIONAL PROFESSIONAL EDUCATION (PROFESSIONAL DEVELOPMENT) OF SPECIALISTS SMOLENSK REGIONAL INSTITUTE FOR THE DEVELOPMENT OF EDUCATION IN THE DEVELOPMENT SPACE Vasitseva S.A., Art. Lecturer, Department of Special Education and Social Pedagogy

2 A speech therapist is a specialist who deals with the identification and correction of speech development and communication disorders in children with disabilities. A speech therapist, being a member of a team of specialists (teacher-defectologist, teacher-psychologist, tutor, social pedagogue), implementing psychological and pedagogical support for children with disabilities in an inclusive educational space, carries out corrective work aimed at overcoming possible difficulties in mastering the academic component of educational programs related to problems of speech development and communication difficulties. Full name of the author, position 2

3 REQUIREMENTS FOR A SPEECH THERAPIST TEACHER areas of activity: differential speech therapy diagnostics, development of individually oriented programs of correctional influence, selection and development of methods and techniques of correctional speech therapy, work with parents of children with speech pathology, preventive measures Full name of the author, position 3

4 MAIN ACTIVITIES OF A SPEECH THERAPIST TEACHER The work of a speech therapist in the context of inclusive education has a number of specific features. First of all, before starting corrective work, it is necessary to find out the nature of the violation of speech activity, taking into account the specific characteristics of the student and his potential. Name of the author, position 4

5 PURPOSE OF THE ACTIVITY OF A SPEECH THERAPIST TEACHER creation of conditions conducive to the identification and overcoming of violations of speech development, as well as the further development of oral and written speech, the improvement of communication of students with disabilities for the successful assimilation of the academic component of the educational program the formation of speech skills necessary for communication and socialization of each child Full name author, position 5

6 TASKS: 1. Carrying out a speech therapy examination to determine the structure and severity of a speech disorder: establishing a psychological and pedagogical conclusion (diagnosis). 2. Development of a long-term plan for correctional and speech therapy work (individual development program) with children in need of speech therapy assistance. 3. Organization of corrective work to provide speech therapy assistance to a child with disabilities. Determination of directions, methods and techniques of speech therapy work to correct speech development disorders. 4. Completion of groups for classes, taking into account the psychophysical state of students with disabilities. Conducting individual and group classes to correct violations of oral and written speech of students (using the program material of the educational disciplines of the humanitarian cycle). Full name of the author, position 6

7 TASKS: 5. Participation in the development of adapted educational programs, guidelines for teaching children with disabilities. Determination of various methods, forms and means of training within the framework of the state standard, which increase the assimilation of educational material. 6. Carrying out a systematic study of the dynamics of the speech development of a child with disabilities in the process of mastering the educational program. 7. Interaction with specialists in the psychological and pedagogical support of a child with disabilities and his family. 8. Development of proposals for improving the efficiency of diagnostic, corrective work. Generalization and dissemination of the most effective experience of speech therapy work. Full name of the author, position 7

8 TASKS: 9. Ensuring and monitoring compliance with health-saving conditions for the education and upbringing of children with disabilities in a general educational organization. Joint work with the teacher (defectologist, tutor) to maintain the correct speech mode in the classroom, to enrich and systematize the vocabulary of students in accordance with academic subjects, and to develop communication skills. 10. Advisory work on the formation of psychological and pedagogical competence on the ontogenesis of children's speech, manifestations of variants of dysontogenesis; training of parents in a specialized technique for overcoming existing speech disorders and the selection of complexes of correctional and developmental exercises aimed at correcting shortcomings in writing and reading, as well as their prevention 8

9 The correctional and pedagogical activities of a speech therapist teacher are carried out on the basis of a program of correctional work that is part of the structure of the main educational program of a general educational organization. Based on this, the main areas of activity of a speech therapist teacher are determined as part of the psychological and pedagogical support of children with disabilities studying in an inclusive educational organization. Full name of the author, position 9

10 OBJECTIVES OF CORRECTIONAL AND PEDAGOGICAL ASSISTANCE TO CHILDREN WITH DISABILITIES AT THE PRESENT STAGE The main task of classes is the maximum development of speech function based on the child's capabilities in close connection with the formation of all mental processes: attention, perception, memory, thinking, inner speech, involved in the intellectual development of the individual. Name of the author, position 10

11 THE CONTENT OF THE PROFESSIONAL ACTIVITIES OF A SPEECH THERAPIST INCLUDES: diagnostic, correctional and developmental, organizational and methodological, consultative and educational preventive work. Full name of the author, position 11

13 DIAGNOSTIC LINE OF WORK In-depth study of a child with disabilities, identification of individual characteristics of speech development and the causes of problems in the development, upbringing, education and socialization of a child with disabilities. The speech therapist carries out a detailed speech therapy examination in the first two weeks of September (from 1 to 15 September) and the last two weeks of the academic year (from 15 to 31 May). The speech pathologist presents the results of the speech therapy examination at the school medical-psychological-pedagogical council. Primary speech therapy examination makes it possible to judge the level of speech development of a child with disabilities, the formation of communicative and regulatory universal actions and to formulate the main directions, content and methods of correctional and speech therapy work with children with disabilities. In the process of implementing speech therapy assistance to a child, an intermediate speech therapy examination is provided, which makes it possible to adjust the existing individually-oriented program of correctional and speech therapy influence and focus on the most persistent problems of the child's speech development (both in oral and written speech). The final diagnosis should be an in-depth speech therapy examination, covering all components of the speech system and revealing the formation of all types of universal educational activities. Full name of the author, position 13

14 CORRECTIONAL DEVELOPMENT DIRECTION INCLUDES: implementation of correctional and developmental programs taking into account the age and developmental characteristics of students, the structure of the defect, as well as assisting the teaching staff in individualizing the development, education and upbringing of a child with disabilities. The content of this area includes the following aspects: the choice of correctional programs, methods and teaching methods that are optimal for the development of a child with disabilities in accordance with his special educational needs; organization and conduct of individual and group classes for the correction of violations of oral and written speech, as well as the development of communication skills for children with disabilities. The correctional work of a speech therapist is carried out within the framework of a holistic approach to the development, education and upbringing of a child with disabilities Full name of the author, position 14

15 ORGANIZATIONAL AND METHODOLOGICAL LINE OF WORK CONSISTS In the development of individually oriented correctional and developmental programs, assistance in compiling an adapted educational program for children with disabilities, selecting didactic and methodological materials, as well as maintaining documentation. During the school year (from September to June inclusive), the speech therapist draws up the following documents: a speech card for each child with speech disorders, a perspective and calendar work plan, individual notebooks for each child, an annual report on the results of correctional education. takes part in school methodological associations, meetings of the PMPK, replenishes the speech therapy room with new methodological and didactic literature. constantly improves its scientific and methodological potential, studying information about the system of inclusive education in order to create the necessary conditions for children with disabilities (in particular, with severe speech impairments) on the basis of OO, studies the proposed new legal documents. Full name of the author, position 15

16 CONSULTATIVE AND EDUCATIONAL LINE OF WORK INCLUDES: individual and group counseling of the family on the issues of speech development and communication of children with disabilities, the formation of psychological and pedagogical competence of parents (or legal representatives) of children with disabilities involved in the inclusive process, on the ontogeny of oral and written speech , manifestations of disorders of the speech system, the selection of the simplest methods of speech therapy work to correct speech disorders in children; advising teachers and other participants in the educational process on the issues of speech ontogenesis and dysontogenesis, the creation of a speech development environment, emerging problems related to the development, education and upbringing of a child with disabilities in the process of implementing inclusive practice. A speech therapist advises the administration of an educational organization and teachers on the organization of special educational conditions for a child with disabilities. Full name of the author, position 16

17 PREVENTIVE WORK CONSISTS: in the timely prevention of possible secondary speech disorders in a child with disabilities, the creation of conditions for their full speech development at each level of general education. Each activity of a speech therapist is included in a single process of psychological and pedagogical support and, within the framework of inclusive education, is of particular importance, since it is focused not only on overcoming speech disorders in students with disabilities, but also on their socialization and adaptation in an environment of normally developing peers. Full name of the author, position 17

18 According to the majority of specialists dealing with the problems of inclusion, the bulk of children with speech disorders can study in a general education school, on the basis of which purposeful systematic speech therapy assistance should be carried out Author's name, position 18

19 THE MOST COMMON DEVELOPMENTAL DEFECTS ARE Speech disorders. Currently, a number of speech problems are identified that can and should be overcome only within the framework of a special school of the Vth type for children with severe speech disorders: alalia, dysarthria, rhinolalia, stuttering Name of the author, position 19

20 CLINICAL AND PEDAGOGICAL CLASSIFICATION Dyslalia violation of sound pronunciation with normal hearing and intact innervation of the speech apparatus (functional; mechanical) Dysphonia (aphonia) - absence or disorder of phonation due to pathological changes in the vocal apparatus Bradilalia pathologically slow rate of speech Tachilalia pathologically accelerated rate of speech. Bradilalia and takhilalia are united under the general name of a violation of the pace of speech Stuttering is a violation of the tempo-rhythmic organization of speech, due to the convulsive state of the muscles of the speech apparatus. Is centrally conditioned, has an organic or functional nature, occurs most often in the course of the child's speech development Name of the author, position 20

21 CLINICAL AND PEDAGOGICAL CLASSIFICATION Rhinolalia is a violation of the timbre of voice and sound pronunciation, caused by anatomical and physiological defects of the speech apparatus. Rhinolalia manifests itself in a pathological change in the timbre of the voice, which turns out to be excessively nasalized due to the fact that the gloto-expiratory jet passes into the nasal cavity during the pronunciation of all speech sounds and receives resonance in it. speech with rhinolalia is slurred monotonous. Rhinolalia closed disorder of sound pronunciation, which is expressed in a change in the timbre of the voice; the cause is organic changes in the nasal or nasopharyngeal region or functional disorders of the nasopharyngeal closure. Rhinolalia is an open pathological change in the timbre of the voice and a distorted pronunciation of speech sounds that occurs when the soft palate, when pronouncing speech sounds, lags far behind the back of the pharynx. Rhinolalia mixed. Full name of the author, position 21

22 CLINICAL AND PEDAGOGICAL CLASSIFICATION Dysarthria is a violation of the pronunciation side of speech, due to insufficient innervation of the speech apparatus. The leading defect in dysarthria is a violation of the sound-producing and prosodic side of speech, associated with an organic lesion of the central and peripheral nervous systems. Violations of sound pronunciation in dysarthria manifest themselves to varying degrees and depend on the nature and severity of the damage to the nervous system. In mild cases, there are separate distortions of sounds, "blurred speech", in more severe cases, distortions, substitutions and omissions of sounds are observed, tempo, expressiveness, modulation suffer, in general, pronunciation becomes slurred. In severe lesions of the central nervous system, speech becomes impossible due to complete paralysis of speech muscles. Such disorders are called anarthria. Full name of the author, position 22

23 CLINICAL AND PEDAGOGICAL CLASSIFICATION Alalia Lack or underdevelopment of speech in children with normal hearing and initially intact intelligence. The cause of alalia is damage to the speech areas of the cerebral hemispheres during childbirth, as well as brain diseases or injuries suffered by the child in the pre-speech period of life. Motor alalia develops in violation of the functions of the fronto-parietal areas of the cortex of the left hemisphere of the brain (Broca's center) and manifests itself in a violation of expressive speech with a fairly good understanding of inverted speech, late formation of phrasal speech (after 4 years) and poverty of pre-speech stages (often the absence of babble) . Accompanied by a gross violation of the grammatical structure. There is a marked lack of vocabulary. In the mental state of children with such a disorder, manifestations of a psychoorganic syndrome of varying severity in the form of motor disinhibition, attention and performance disorders in combination with intellectual development disorders are not uncommon. Sensory alalia occurs when the temporal region of the left hemisphere (Wernicke's center) is affected and is associated with impaired acoustic-gnostic side of speech with hearing intact. It manifests itself in an insufficient understanding of inverted speech and a gross violation of its phonetic side with a lack of differentiation of sounds. Children do not understand the speech of others, which is why expressive speech is extremely limited, they distort words, mix sounds similar in pronunciation, do not listen to the speech of others, may not respond to the call, but at the same time respond to abstract noises, are noted; auditory attention is sharply disturbed, although the timbre of speech and intonation are not changed. In the mental state, there are signs of organic brain damage, often in combination with intellectual underdevelopment in a wide range (from mild partial developmental delays to mental retardation). Full name of the author, position 23

24 CLINICAL AND PEDAGOGICAL CLASSIFICATION Aphasia is a complete or partial loss of speech due to local lesions of the brain. The child loses speech as a result of traumatic brain injury, neuroinfection, or brain tumors after speech has been formed. Depending on the area of ​​brain damage, six forms of aphasia are distinguished. Dyslexia is a partial specific violation of the reading process. It manifests itself in difficulties in identifying and recognizing letters; in difficulties in merging letters into syllables and syllables into words, which leads to incorrect reproduction of the sound form of the word; in agrammatism and distortion of reading comprehension. Mnestic dyslexia is manifested in a violation of the assimilation of letters, in the difficulties of establishing associations between sound and letter. The child does not remember which letter corresponds to a particular sound. Dysgraphia is a partial specific violation of the writing process. Full name of the author, position 24

26 Thank you for your attention! Vasitseva Svetlana Adolfovna teacher 26

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Speech therapists Agrammatisms in speech are: Agrammatisms in speech are: word formation errors violations of the connection of words insufficiency of language generalizations A speechless child is ... A speechless child is a child

Speech at a meeting of deputy directors of educational organizations

Topic: "Speech therapy support for students with disabilities

in conditions of inclusive education”

Speech therapy support for students with disabilities is carried out within the framework of the psychological, medical and pedagogical council of the school.Teacher speech therapistis a member of a team of specialists implementing psychological, medical and pedagogical support for children with disabilities in an inclusive educational space.

The purpose of the activity of a speech therapist - creation of conditions conducive to the identification and overcoming of violations of speech development, as well as the further development of oral and written speech, the improvement of communication of students with disabilities for the successful assimilation of the academic component of the educational program.

To achieve this goal, in the process of professional
activities of a speech therapist, the followingtasks :

Conducting a speech therapy examination to determine
structure and severity of speech impairment: establishment
logopedic conclusion.

Development of a long-term plan for correctional and speech therapy
work (individual development program) with children who need
speech therapy help.

Organization of corrective work to provide speech therapy
helping a child with a disability. Definition of directions, methods and techniques
speech therapy work on the correction of speech development disorders.

Completion of groups for classes, taking into account the psychophysical
the state of students with disabilities. Conducting individual and group
classes for the correction of violations of oral and written speech of students
(using the program material of academic disciplines
humanitarian cycle).

Participation in the development of adapted educational programs,
guidelines for teaching children with disabilities. Definition
a variety of methods, forms and means of education within the framework of
state standard, increasing the assimilation of educational material.

Conducting a systematic study of the dynamics of speech development
a child with disabilities in the process of mastering the educational program.

Interaction with specialists of psychological and pedagogical
accompanying a child with disabilities and his family.

Development of proposals for improving efficiency
diagnostic and corrective work. Generalization and dissemination
the most effective experience of speech therapy work.

Ensuring and monitoring compliance with health-saving
conditions of education and upbringing of children with disabilities in general education
organizations. Joint with a teacher (defectologist, tutor)
carrying out work on compliance with the correct speech mode in the classroom,
to enrich and systematize the vocabulary of students in
accordance with academic subjects, the development of communicative
skills.

Advisory work on the formation of psychological and pedagogical
competence on the ontogenesis of children's speech, manifestations of dysontogenesis; training parents in a specialized technique for overcoming existing speech disorders and the selection of complexes of correctional and developmental exercises aimed at correcting shortcomings in writing and reading, as well as their prevention.

Advising teachers on the use of special methods and techniques for assisting a child with disabilities with speech disorders.

Based on the tasks, are determinedthe main activities of a speech therapist teacher:

diagnostic;

correctional-developing;

organizational- methodical;

consultative and educational;

preventive.

Diagnostic line of work

Primary speech therapy examination (held from September 1 to September 15) allows you to judge the level of speech development of a child with disabilities, the formation of communicative and regulatory universal actions and formulate the main directions, content and methods
correctional and speech therapy work with children with disabilities.

Intermediate speech therapy examination provided in the process of providing speech therapy assistance, allowing
adjust the existing individual-oriented
program of correctional and speech therapy impact and emphasize
attention to the most persistent problems of the child's speech development (as
both oral and written).

Final diagnostics is an in-depth speech therapy examination, covering all components of the speech system and identifying
the formation of all types of universal educational activities.

Correction and development direction work of a speech therapist
includes the implementation of correctional and developmental programs with
taking into account the age and characteristics of the development of students, the structure
defect, as well as assisting the teaching staff in
individualization of development, education and upbringing of a child with disabilities.

INcontent of this direction includes the following aspects:

The choice of correctional methods optimal for the development of a child with disabilities
programs, methods and teaching methods in accordance with its special
educational needs;

Organization and conduct of individual and group classes on
correction of violations of oral and written speech, as well as the development
communication skills of children with disabilities.

Organizational and methodological direction The work of a speech therapist is:

In the development of individually-oriented correctional and developmental programs.

Assistance in the preparation of an adapted educational program for children with disabilities.

In the selection of didactic and methodological materials.

Maintaining documentation.

Consultative and educational direction work includes:
  Family counseling on issues
speech development and communication of children with disabilities, the formation
psychological and pedagogical competence of parents (or legal
representatives) of children with disabilities involved in the inclusive process,
on the ontogenesis of oral and written speech, manifestations of violations
speech system, selection of the simplest methods of speech therapy work on
correction of speech disorders in children;

  advising teachers and other participants in the educational
process on issues of speech ontogenesis and dysontogenesis, creation
speech development environment, emerging problems related to
development, education and upbringing of a child with disabilities in the process of implementation
inclusive practice.

Preventive activity consists in the timely prevention of possible secondary speech disorders in a child with disabilities, the creation of conditions for their full-fledged speech development at each level of general education.

To work with children with disabilities, the school has a specialized software and hardware complex.

Specialized software and hardware complex for students with disabilities (monoblock - PC);

Portable book reader (for the blind and visually impaired) - is a folding camera that connects to a computer. Reproduces speech any textual material.The reading machine can scan 20 pages per minute.You can control the tempo of voice playback by setting a certain speed;
change settings for reading in foreign languages.

Video magnifier (for visually impaired) - by connecting to a computer, increases the text to the size required for reading.

Keyboard with large buttons and separating keys overlay- Removable overlay prevents simultaneous pressing of 2 keys.

Wireless receiver.

Headset (for the hard of hearing)- contact on-ear headphones with a microphone.

The system allows you to transmit the teacher's voice to students with hearing impairments (directly into a hearing aid, cochlear implant or headphones).In childrenincreased attention and performance; listening skills develop; more intensive development of one's own oral speech.

Joystick complete with two remote buttons (for students with NODA - with disorders of the musculoskeletal system)- performs the function of a mouse. The buttons on the right and left correspond to the right and left buttons of a conventional mouse. Top buttonselects text or an object. You can replace the built-in buttons with remote ones. The joystick does not require fine motor skills; Responds to light touch by a user with impaired motor skills.

The remote button is large (for students with NODA).

Computer program for OHP correction- game exercises for the correction of all components of speech: sound pronunciation, phonemic processes, lexical and grammatical structure of speech.

Apparatus "Monologue" for the correction of stuttering:the set includes a device with a built-in battery, a headset (headphones), a charger.

The effect of the device on the speech of a stutterer is manifested in a decrease in the severity of convulsive manifestations of the defect (tonic and clonic seizures become less) due to the following methods:

Soundproofing one's own speech- acts as a distraction from the speech act. As a muffled background, "White Noise" is used, acoustically reminiscent of the sound of the surf.

sound amplification- the effect occurs due to a change in the volume of one's own speech.

Metronome -method of rhythmic stimulation of speech. Stutterers are invited to read and retell the text to the rhythmic beats of the metronome. Studies have shown that as soon as speech shifts to chanted, metrical pronunciation, stuttering disappears, as all words align with syllabic dynamics.

Internet resources used:

http:// www. inclusive- edu. en/ (website of the Institute for Problems of Inclusive Education MSUPE)