Organization of the working time of a speech therapist teacher in a preschool educational institution in accordance with the Federal State Educational Standard an article on speech therapy on the topic

Working time distribution

The first three weeks are set aside for the complete formation of groups and subgroups of children who will study with a speech therapist in the current school year.

A speech therapist works 5 days a week (the total number of hours of work per week is 20). The speech therapist teacher works directly with children for all 4 hours of his working time. The work schedule can be drawn up depending on the employment of children both in the first and 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 workload of a speech therapist teacher at 1.0 rate provides for simultaneous speech correction work for 12 to 16 children, 20 to 25 children during the year. Children with simple and complex dyslalia are accepted; in difficult cases, the speech therapist is obliged to recommend that parents attend a special speech group. In case of refusal to transfer a child with complex speech pathology, the speech therapist teacher is not responsible for eliminating the defect.

Children are enrolled in groups on the basis of the following documents:

§ characteristics and directions of the speech therapist at the clinic;

§ opinions of doctors: otolaryngologist, psychoneurologist and dentist. Children diagnosed with FND are employed for up to 6 months, children diagnosed with 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 must 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 developmental characteristics of the child, and 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.

The speech therapist teacher plans subgroup lessons 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 training and education in kindergarten, the instructional and methodological letter “On the hygienic requirements for the maximum load on preschool children in organized forms of education”).

Organization of speech therapy work in a secondary school

Natalia Ignatkina

Organization of speech therapy work in a secondary school

Introduction

1. Legal aspects of organizing speech therapy work in

secondary schools

1.1. Job responsibilities of a speech therapist teacher

1.2. Rights of a speech therapist

1.3. Responsibility of the speech therapist teacher

2. The main tasks of a speech therapist working in general education

school

3. Distribution of the speech therapist’s working time

3.1. Examination of students' oral and written speech

3.2. Correctional and educational work

3.3. Work as a speech therapist during school holidays.

3.4. Work of a speech therapist teacher in June

Conclusion

Bibliography

Introduction.

Currently, there is a large increase in the number of children with various speech disorders. This is especially well observed in children of preschool age , but recently speech disorders have often begun to occur in children at the school stage . In this regard, children have difficulties in mastering written language, reading, and difficulties in understanding tasks in other academic subjects. Problems also arise in communicating with peers ; complexes may even appear and self-esteem may decrease, which, in turn, can lead to isolation of the child’s personality and cause the phenomenon of maladjustment to school learning and the social environment.

Deviations in the speech development of children studying in general education institutions have different structures and degrees of severity. The presence in schoolchildren of even mildly expressed deviations in phonemic and lexico-grammatical development (ONR, NVONR, FFNR, FNR)

is a serious obstacle to mastering the
general education school and requires mandatory speech therapy assistance - correctional and developmental speech therapy classes .
Speech therapy rooms are opening in . In this regard, the issue of organizing speech therapy work in secondary schools .

1. Legal aspects of organizing speech therapy work in secondary schools .

The organization of correctional and speech therapy work at school is carried out on the basis of the Instructive Letter of the Ministry of Education of the Russian Federation No. 2 dated December 14, 2000. “On the organization of the work of a speech therapy center in a general education institution .”

Correctional and developmental speech therapy classes are conducted with students in grades 1–4 who have various speech disorders:

“
General speech underdevelopment ” (GSD)
;

“Mild
general speech underdevelopment ” (NVONR)
;

“Phonetic-phonemic underdevelopment of speech”
(FFNR)
;

“Phonological underdevelopment of speech”
(FND)
;

"Writing and reading disorders"

caused by the speech disorders listed above.

The beginning and end of the school year, the time and duration of vacations correspond to the standards established in schools . The duration of the next vacation for speech therapists also corresponds to the duration of the next vacation for teachers of secondary schools and is 56 calendar days (based on: Decree of the Government of the Russian Federation of September 13, 1994 No. 1052, as amended on March 19, 2001, October 1, 2002). A speech therapist teacher has the right to be granted a long leave of absence for a period of up to one year (based on: Order of the Ministry of Education of the Russian Federation dated December 7, 2000 No. 3570). Speech therapists working part-time are provided with annual paid leave for combined work or are paid compensation for unused leave upon dismissal (based on: Resolution of the Ministry of Labor of the Russian Federation of June 30, 2003 No. 41 “On the peculiarities of work for pedagogical, medical, pharmaceutical and cultural workers " ).

A speech therapy center is created in an educational institution located in an urban area, if there are five to ten classes of the first stage of primary general education and three to eight classes of the first stage of primary general education in a general education institution located in a rural area. The maximum capacity of a speech therapy center in a city educational institution is no more than 25 people, a rural educational institution is no more than 20 people (based on: Instructive Letter of the Ministry of Education of the Russian Federation dated December 14, 2000 No. 2 “On the organization of the work of a speech therapy center in a general education institution ”).

The teaching load of speech therapists is 20 hours per week (based on: Decree of the Government of the Russian Federation dated October 29, 2002 No. 781 “On the lists of jobs , professions, positions, specialties and institutions, taking into account which an old-age labor pension is assigned early in accordance with Article 28 of the Federal Law “On Labor Pensions in the Russian Federation”

, and on approval of the rules for calculating periods of
work giving the right to early assignment of an old-age labor pension in accordance with Article 28 of the Federal Law “On Labor Pensions in the Russian Federation”
).
After leaving the next vacation, until September 1, the speech therapist checks the condition of the equipment of the speech therapy room , technical teaching aids, lighting, etc. [1]
1.1. Job responsibilities of a speech therapist teacher .

A speech therapist at a speech therapy center is required to perform the following job responsibilities:

1. In his professional activities, a speech therapist teacher strives to fulfill the tasks facing the educational institution (hereinafter referred to as the educational institution, and is guided by the Charter of the educational institution and its local regulations;

2. A speech therapist teacher must be aware of modern achievements in speech therapy and must apply modern, scientifically based methods;

3. A speech therapist teacher must know and take into account the boundaries of his own competence. He should not undertake tasks that are impossible to accomplish given the current state of speech therapy science and practice and the level of his professional training, as well as tasks that are within the competence of specialists in other professions;

4. The speech therapist teacher is obliged to provide necessary and possible speech therapy assistance to the child in solving speech therapy problems , taking into account his individuality and specific circumstances and guided by the principle of “do no harm”

, i.e. in a form that excludes harm to the health, well-being, honor and dignity of both the child himself and third parties;

5. A speech therapist teacher is obliged to keep secret information about those who turned to him for help, as well as official and professional secrets.

When working at a speech therapy center at an educational institution, a speech therapist teacher is obliged to :

— organize diagnostic examinations and promptly identify students with speech pathology; identification of students for enrollment in speech therapy center is carried out from September 1 to 15 and from May 15 to 30 according to a schedule agreed with the heads of the educational institution; — enroll students in speech therapy centers and complete groups;

— conduct classes with students to eliminate various speech disorders and help overcome their resulting failure in the Russian language; classes with students are held according to the schedule during hours free from lessons;

— carry out systematic communication with deputy directors for academic work of supervised schools , class teachers and parents of students attending the speech therapy center ;

- attend lessons in order to develop a unified focus in the work of the speech therapist and teacher with students with speech disorders;

— interact with teachers on issues related to students’ mastery of general education programs (especially in the Russian language)

;

— inform the school’s pedagogical council about the tasks , content and results of the work of the speech therapy center ;

— upon completion of classes, conduct a graduation (graduation session at which the success of children who received speech therapy assistance ;

speech therapy knowledge among teachers and parents of students

— participate (give messages and reports )

in meetings of methodological associations of teachers, in
the work of pedagogical councils;
— attend and actively participate in methodological associations of speech therapists at the educational institution ;

- know the content of the Russian language program, master the methods and techniques of teaching the Russian language, take them into account in your work , use didactic material in accordance with the topic of the program that is studied in the lesson;

- regularly hold parent meetings and consultations;

- engage in equipment of the classroom and systematically equip the classroom with the necessary teaching material;

— maintain contact with preschool educational institutions, with special (correctional)

educational institutions for students with developmental disabilities,
speech therapists and medical specialists from children's clinics and the psychological, medical and pedagogical commission ;
— systematically improve your professional qualifications;

— comply with the rules and regulations of labor protection, safety and fire protection;

— ensure the protection of life and health of students during the educational process;

- immediately inform the administration of the educational institution about an accident that occurred with a child on the premises of the speech therapy center ;

— maintain documentation in the prescribed form;

main documentation:

1. List of students with speech disabilities.

2. Journal of examination of oral and written speech.

3. Attendance log (group and individual)

classes.

4. Speech card.

5. Annual methodological work plan for a speech therapist teacher .

6. Long-term work .

7. Lesson plans for each group .

8. Notes or detailed plans for speech therapy classes .

9. Workbooks and test books .

10. Schedule of group classes, certified by the school or inspector of the district education department.

11. Passport of the speech therapy room , card index of equipment, educational and visual aids located in speech therapy rooms .

12. Annual report on the work of a speech therapist teacher ;

— at the end of the school year, draw up a report on the work of the speech therapy center and submit it to the administration of the educational institution;

- draw up a work schedule for the speech therapy center at the beginning of the school year, coordinate it with the school (where the speech therapy center )

and approve it from the administration of the educational institution. [1]

1.2. Rights of a speech therapist

A speech therapist teacher has the right:

— to determine priority areas in working with children ;

— initiative, freedom to choose methods of work according to the programs approved by the educational institution;

— to participate in the development of new correctional and diagnostic methods;

— to participate in the management of the educational institution by discussing the most important issues of the educational institution’s activities;

- to receive teaching leave for a period of up to one year, no less than after ten years of continuous teaching work ;

- to receive a long-service teacher pension if you have twenty-five years of teaching experience;

- to protect their professional honor and dignity; — for moral and material stimulation of work;

- to improve your professional qualifications. [1]

1.3. Responsibility of the speech therapist teacher The speech therapist teacher of the educational institution is responsible for:

- for fulfilling the above duties assigned to him;

— for the execution of the OS Charter and Internal Labor Regulations, local regulations, orders, job responsibilities established by the OS job description;

— for students’ mandatory attendance at the speech therapy center ;

— for the safety of the educational institution’s property, technical equipment, speech therapy instruments , methodological and informational material;

— for compliance with safety regulations, fire safety and labor protection standards in the workplace ;

— for the protection of life and health of students during the educational process;

— for the competent use of scientifically based methods;

- for the use, including one-time use, of educational methods associated with physical and/or mental violence against the child’s personality;

— for compliance with sanitary and hygienic rules for organizing the educational process. [1]

2. The main tasks of a speech therapist teacher working in a secondary school .

The main tasks of a speech therapist teacher are:

• timely diagnosis of speech development anomalies in students;

• correction of oral and written speech disorders, aimed at overcoming difficulties in mastering the school curriculum ;

• prevention and prevention of speech disorders;

• promotion of special speech therapy knowledge among teachers and parents of students. A speech therapy center is created in a general education institution located in an urban area, if there are fifty classes of the first stage of primary general education and three to eight classes of the first stage of primary general education in a general education institution located in a rural area. [4]

3. Distribution of the speech therapist’s working time .

3.1. Examination of students' oral and written speech.

First two weeks of the school year (September 1 to 15)

are allocated to fully staff the groups and subgroups that will study at
the speech therapy center in the current academic year. [2] The speech therapist teacher conducts an examination of the oral speech of first-graders assigned to the speech center and the written speech of students in grades 2-4, and clarifies the lists of groups pre-staffed by him in May of the previous school year from among students in grades 2-4.
[1] The examination of oral speech of first-graders is carried out in two stages. During the first week of September, the speech therapist teacher conducts a preliminary examination of the oral speech of all students admitted to the first grades and identifies children who have certain deviations in speech development. At the same time, he selects those students who need systematic correctional classes. This is done in the morning during school hours.

Children in need of speech therapy classes are registered at speech therapy center with a list in accordance with Appendix 1 (Letter of the Ministry of Education of the Russian Federation dated December 14, 2000 No. 2 “On the organization of the work of a speech therapy center in a general education institution ”) (Table 1)

.[1]

During the second week of September, the speech therapist teacher conducts a secondary in-depth examination of the oral speech of those children whom he selected for classes at the speech center during the preliminary examination. A secondary in-depth examination of children’s oral speech is carried out in speech therapy room or in any convenient room of the school attached to the speech center during the second half of the day, i.e. after school.

Regular classes at the speech therapy center are held from September 16 to May 15. [2]

Last two weeks of May (from 16 to 31 May)

are allocated for examining the oral and written speech of students in grades 1–3 with the aim of pre-completing groups with writing and reading disorders for the new school year.
All organizational work of the speech therapist teacher , carried out from September 1 to 15 and from May 16 to 31, is recorded on the corresponding page of the Attendance Register.
[1] 3.2. Correctional and educational work .

By September 15, the speech therapist teacher completes the examination of students’ oral and written speech, finally completes groups and subgroups, determines the number of students for individual lessons and, based on this, draws up a lesson schedule and long-term plans for working with each group of students.

The duration of a group lesson is 40 minutes, the duration of an individual lesson is 20 minutes (based on: Instructive letter of the Ministry of Education of the Russian Federation dated December 14, 2000 No. 2 “On the organizational work of a speech therapist at an educational center”

).

Between group classes, breaks of 10-15 minutes are allowed, between subgroup classes - 5-10 minutes. The teacher-speech therapist this period of time to check written work completed by students in class, record and analyze mistakes made, so that when planning the next lesson, provide work to correct these errors, as well as for other work at his discretion: a speech therapist can conduct a group of children and separate them into classes or, conversely, gather a group of children (this may be necessary in the first months of working with first-graders ), prepare a board or lay out visuals and handouts for the next lesson, etc.

the number of working hours per day depending on the operating mode of the schools attached to the speech center (one or two shifts, the number of groups and subgroups, the presence of a branch, etc.

Classes with students at a speech therapy center are usually held outside of school hours, taking into account the operating of the educational institution. Correction of pronunciation 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)

(reason: Letter of the Ministry of Education of the Russian Federation dated December 14, 2000 No. 2
“On the organizational
work of the educational institution’s logotype point” ).

Students who do not attend extended day groups come to classes from home. Pupils who attend extended day groups are sent by teachers of these groups to speech therapy classes from any scheduled moment in accordance with the schedule of speech therapy classes . The schedule must be known to teachers and be in each extended day group.

Teachers of extended day groups do not have the right to detain a child or not allow him to attend classes with a speech therapist due to his immediate completion of homework or for any other reason; A primary school teacher also cannot independently decide whether his student should attend speech therapy classes or not . If a speech therapist has conflicts of this kind, he reports a report about the unauthorized actions of the educator or teacher to the school , and in case of no measures taken - to the inspector of the education department.

The frequency of group and individual classes is determined by the severity of the speech development disorder.

Group classes are held:

• at least three times a week - with students who have reading and writing impairments caused by general speech underdevelopment;

• at least two to three times a week - with students who have reading and writing impairments caused by phonetic-phonemic or phonemic underdevelopment of speech;

• at least once or twice a week - with students who have a phonetic defect;

• at least three times a week - with students who stutter. Individual lessons are held at least three times a week with students who have 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 speech apparatus (dysarthria, rhinolalia)

(basis: Letter of the Ministry of Education of the Russian Federation dated December 14, 2000 No. 2
“On the organizational work. log. point of the educational institution”
). The maximum number of groups is regulated. [1]

3.3. Work as a speech therapist during school holidays.

School holidays are always filled with various events organized and conducted by teachers . Some students go on vacation to camps, holiday homes, or on excursions, so speech therapy classes are not conducted during this period. During the autumn holidays, the teacher-speech therapist conducts a study of the state of written speech of students in grades 2-4 on written work .

This makes it possible to identify dysgraphic children and monitor students who previously attended a speech therapy center . If there are free places in the group with a writing disorder, it is replenished with new students. During the winter holidays, a speech therapist teacher examines the state of written speech of 1st grade students using copybooks and notebooks.

In addition, he replenishes the equipment of the speech therapy room with the necessary visual aids, educational tables, posters, etc., visits the teaching room and colleagues to exchange work experience , conducts conversations and consultations for parents of students studying at the speech therapy center .

A speech therapist teacher checks the state of oral speech of children who will come to school , identifies children with speech disorders and makes an appropriate entry in medical records.

there are other speech therapists in the school area (in preschool institutions or a children's clinic), then during the spring holidays it is advisable to conduct a methodological association between speech therapists at school speech therapy centers and speech therapists at preschool institutions to develop measures to ensure continuity in the work of speech therapists at school and preschool medical institutions.

During school holidays, the teacher-speech therapist, as necessary, consults students studying at the speech therapy center with medical specialists (psychoneurologist, neurologist, otolaryngologist)

.
It should be taken into account that a child’s consultation with any medical specialist is possible only with the consent and in the presence of one of the parents or a person replacing them. If the parents give their consent to the consultation, but cannot be present during it, the speech therapist must have a written statement that the parents allow the speech therapist to show the child to a specialist doctor (with a mandatory indication of which specialist)
.

A speech therapist teacher can use vacation time to conduct speech therapy propaganda among parents and the population of the area. [1]

3.4. Work of a speech therapist teacher in June.

June is the most convenient time to improve the professional level of speech therapist teachers . Therefore, district (city)

It is advisable for methodological classrooms and teacher training institutes
to organize month-long seminar courses in June to exchange best practices . Similar seminars can be organized by senior speech therapists in their areas . Speech therapist teachers can attend seminars organized in other areas .
If there are no speech therapy preschool institutions in the school (or speech therapy groups in mass kindergartens)

and
a speech therapist at the district children's clinic, a teacher-speech therapist can organize classes in June with those children who will go to school , but have problems with sound pronunciation and are assigned to this speech therapy center . These classes are held either in the kindergarten premises at a time agreed upon with the head or group teachers, or in the premises of a speech therapy center .
[3] A teacher-speech therapist can conduct similar classes on correcting sound pronunciation of schools attached to a speech therapy center , for whom sound pronunciation disorders were noted upon enrollment.

In addition, admission of students to first grade begins in April. A school speech therapist must necessarily take part in the recruitment of the first classes, identifying children with speech development disorders upon admission and, if necessary, referring them to a consultation with a specialist (psychoneurologist, neurologist, otolaryngologist)

.[1]

Conclusion.

The work of a speech therapist teacher in a secondary school is regulated by legal acts: decrees of the Government of the Russian Federation, orders of the Ministry of Education of the Russian Federation, Resolutions of the Ministry of Labor of the Russian Federation, Instructive Letters of the Ministry of Education of the Russian Federation, Federal laws.

A speech therapist teacher must fulfill his or her official duties. He also has the rights and is responsible for fulfilling the duties assigned to him.

Speech therapy classes are not conducted during school holidays. During the autumn holidays, the teacher-speech therapist conducts a study of the state of written speech of students in grades 2-4 on written work . During the winter holidays, he studies the first-graders' copybooks. Replenishes the equipment of the speech therapy room with the necessary visual aids, educational tables, posters, etc., visits the teaching room and colleagues to exchange work experience , conducts conversations and consultations for parents of students studying at the speech therapy center . June is the most convenient time to improve the professional level of speech therapists

Bibliography:

1. Eletskaya O. V., Gorbachevskaya N. Yu. Organization of speech therapy work at school . M.: TC Sfera, 2007.

2. Efimenkova L. N. Misarenko G. G. Organization and methods of correctional work of a speech therapist at a school speech center . Manual for speech therapist . Recommended by the Main Educational and Methodological Directorate of General Secondary Education of the State Education of the USSR MOSCOW "ENLIGHT"

1991

3. Povalyaeva M. A. Speech therapist’s reference book - Rostov-on-Don : “Phoenix”

, 2002. - 448 p.

4. https://iemcko.ru/700.html From the book by Amanatova M. M. “Handbook of a school speech therapist ” - Rostov-on-Don: Phoenix, 2010.

Approximate work schedule for a speech therapist

From September 1 to 15, the speech therapist clarifies the lists of children in the speech therapy group, gets acquainted in the medical office with the results of the examination according to the screening program (an annual pre-medical examination of each child in a preschool educational institution for the purpose of a comprehensive assessment of his health, neuropsychic development, physical fitness, etc. ), conducts speech therapy examinations of children, fills out speech cards, draws up plans, and determines the main directions of speech therapy work in preschool educational institutions.
From September 15 to May 30, the speech therapist carries out correctional and educational work in the speech therapy group in accordance with thematic and long-term plans.

In June, a speech therapist works individually with children with severe speech impairments. Classes are held indoors or on the site of a preschool institution. In addition, he replenishes the equipment of the speech therapy room with the necessary aids; improves professional level: attends courses, seminars, speech therapy rooms of colleagues to exchange experience; promotes special (defectological) knowledge among the population of the microdistrict of his preschool educational institution.

The speech therapist ensures a uniform speech regime in groups and works to improve speech culture among employees. His speech is a standard, a model for others.

In his activities, a speech therapist is guided by the “Standard Regulations on Preschool Institutions and Groups for Children with Speech Impairments” (approved by the USSR Ministry of Education on May 26, 1970), and the “Standard Regulations on Preschool Educational Institutions” (Resolution of the Government of the Russian Federation dated July 1, 1995 No. No. 677), correctional programs certified by the Ministry of Education of the USSR, the Ministry of Education of the Russian Federation (Filicheva T.B., Chirkina G.V. “Correctional education and upbringing of 5-year-old children with general speech underdevelopment”, 1993; Filicheva T. B., Chirkina G.V. “Preparation for school of children with general underdevelopment of speech in a special kindergarten”, 1993; Kashe G.A., Filicheva T.B. “Teaching program for children with underdevelopment of the phonemic structure of speech (preparatory to school group)", 1978; Filicheva T.B., Chirkina G.V. "Program for training and education of children with phonetic-phonemic underdevelopment (senior group of kindergarten)", 1993; Mironova S.A. " Program for teaching correct speech to stuttering children of senior preschool age,” 1978; Mironova S.A. “Program for teaching correct speech to stuttering children in the preparatory group for school”, 1979), other regulatory documents (Appendix 1.1; 1.2; 1.3), as well as the Charter of your preschool educational institution and its local regulations.