Individual speech therapy support programs for children

A little history. Until 1917 in Russia, children with any developmental anomalies, for the most part, did not receive specially organized assistance. Specialized educational institutions existed, but they were closed, private, and separated from general educational institutions.

After the revolution the situation changed significantly. The question was raised about organizing a number of special institutions operating in the public education system for children with special learning needs. The government of the country issued the necessary legislative documents that spelled out the requirements for organizing the educational process for children with developmental disabilities.

For a long time, underdevelopment of speech function was not considered an anomaly. Children with severe speech impairments studied in secondary schools. Only by Professor F.A. Rau in 1928 raised the question of organizing preschool institutions that correct speech defects before the child enters school. He identified mild forms of speech underdevelopment. Simple defects could be corrected by kindergarten teachers who had completed speech therapy retraining courses. Severe complications of speech function were corrected by speech therapists in specialized groups at the kindergarten. Subsequently, separate institutions began to open - speech therapy kindergartens.

Information about speech therapy kindergarten

These kindergartens with a speech therapy focus do not accept all children with poor speaking ability. Preschoolers with the following speech defects are most often sent to speech kindergarten:

• alalia;
• dysarthria;
• stuttering.

The girl is studying with a speech therapist

Severe disorders may be accompanied by a lag in the development of the emotional-volitional sphere and higher mental functions. Therefore, in addition to the speech therapist, classes at this preschool educational institution are also conducted by a defectologist. If in a regular kindergarten the program is aimed at further preparing children for school, then the main goal of a speech therapy kindergarten is to overcome speech defects.

Features of speech therapy work with children with ASD

The specialist organizes classes not only in accordance with the child’s age, but also taking into account his speech development. At the preschool educational institution, the speech therapist works in the following areas:

• formation of articulatory motor skills;
• correction of phonetic-phonemic processes;
• activation and expansion of vocabulary;
• correction of the sound pronunciation side;
• formation of grammatical structure;
• formation of coherent speech;
• correction of general and finger motor skills.

Important! At the beginning of the school year, a specialist conducts a speech therapy examination of all children. Based on his results, he writes a program for individual and frontal correctional classes.

In the speech therapy kindergarten, individual lessons are held every day. Their duration does not exceed 15-20 minutes.

Individual lesson with a speech therapist

In individual lessons, the speech therapist focuses on correcting sound pronunciation and practicing concepts with which the child has the most difficulty in frontal classes. In frontal lessons, the main work is based on the formation of lexical and grammatical structure. Group and subgroup classes are held 3-4 times a week.

In a speech therapy kindergarten, each group is assigned a specialist who constantly interacts with parents and other teachers. Each child has his own speech therapy notebook for preschoolers for homework, which he does together with his parents. A speech therapist in a speech kindergarten communicates with parents on an equal basis with the teacher, because in this preschool educational institution the main thing is to adjust speech development as much as possible and bring it closer to normal.

Specifics of speech therapy sessions with non-speaking children 3-4 years old

One of the TNR is alalia, when a child does not speak at all, or at the age of 3-4 years he communicates in words not connected in sentences, or in simple phrases.

Important! The speech therapist builds his work from the stage at which the child’s problems began. If difficulties appeared at the babbling stage, then the specialist builds corrective work starting from this stage.

Non-speaking children have no need to communicate, so one of the tasks of a speech therapist is to create a favorable speech environment for them. Work on sound pronunciation begins with preserved sounds, on the basis of which articulation patterns are developed. The specialist practices the simplest concepts: “give”, “hello”, “bye”, etc. The main lexical topics of the classes: “Family”, “Toys”, “Animals”.

All classes must be accompanied by practical actions so that the child retains the material worked out in class. In non-speaking children, the muscle tone of the tongue is often impaired, so one of the areas of work is speech therapy massage.

Important! The specialist must complete speech therapy massage courses. Because when working with children with TNR, special types of massage are used.

Games for the development and formation of coherent speech in preschoolers

When working with a child with a complex speech defect, the speech therapist does not focus on the quality of sound pronunciation. The main thing is to create in him a need for communication.

Finger theater in class

Specifics of a speech pathologist’s work with children with SLD

In the speech preschool educational institution there is a defectologist who is involved in the correction of higher mental functions (HMF). He works in the following areas:

• development of cognitive activity;
• stimulation of speech activity;
• development of the motor sphere;
• development of mental functions;
• behavioral correction.

Important! Preschoolers with SLD often have mental retardation, varying degrees of mental retardation, and autism spectrum disorders. Speech development is closely interconnected with HMF, so the defectologist works in parallel with the work of the speech therapist. In this way, the principle of complex influence is implemented.

Features of an individual speech therapy program

Correctional work with children with disabilities is based on 4 main stages:

• diagnostic;
• preparatory;
• correctional and developmental;
• evaluative.

All classes are based on the characteristics of the defect in order to maximally correct its development. During diagnosis, the speech therapist checks whether speech development is appropriate for age. The individual program of speech therapy support for children with disabilities has approximate content and does not have a strict time frame. The speech therapist still has the opportunity to make adjustments based on the dynamics of the child’s development. Thematic planning does not always correspond to group planning, since the goal of individual speech therapy support is to overcome a speech defect.

At the assessment stage, the specialist conducts diagnostics and compares them with the results obtained at the beginning of the year. Based on this, a work plan for the next academic year will be drawn up.

Articulation gymnastics

An example of a lesson with a child with STD

When working with children with complex speech disorders, it is recommended to use health-saving technologies to stimulate speech activity. These are bioenergoplastics, use for Su-Jok massage and others. Throughout the lesson, the speech therapist encourages any speech activity of the preschooler.

The structure of the lesson is as follows:

1. An organizational moment, the purpose of which is to set up the lesson.
2. Work on the vocal cords, the main exercise is singing vowels.
3. Articulation gymnastics.
4. Work on the communicative function of speech.
5. Work on phonetic-phonemic processes.
6. Correction of finger motor skills.
7. Working on understanding facial expressions.
8. Work on lexical and grammatical structure with the help of theatrical games.
9. The result of a lesson in which the speech therapist talks about the child’s achievements.

Important! If a student refuses to do an exercise, there is no need to force him to do anything. The teacher suggests trying to do other tasks. It is important to create a situation of success.

Diagnostic card template for children with mental retardation

This is an example of a map that specialists most often use in their work. It contains all the necessary data for organizing corrective work and monitoring.

Conclusion template for children with mental retardation

Everything about speech therapy gardens in Moscow - my experience.

I received a huge number of questions about speech therapy gardens after this post. I wrote it a long time ago, but I still receive PM messages on this topic several times a month.

My eldest son Ilya and I have come a very long way to correct, beautiful speech and pronunciation, at the moment the goal is almost achieved. Our son has been to two different kindergartens where these groups exist, and now he is just going to the second kindergarten.

The topic of speech development of children, correction of sound pronunciation, etc. always relevant for parents of preschoolers. I went through this entire difficult procedure of registering a child for speech therapy kindergarten twice, I have real experience and see the results from my son’s stay in the speech therapy kindergarten. I want to share with you our story and my impressions so that you can appreciate all the + and -, firstly, of being and secondly of teaching a child in a logo kindergarten.

There are many different reasons for underdevelopment of speech in children - individual mental and characterological characteristics, pedagogical neglect, genetics also plays a role. In our case, these were external factors, namely stress.

I have always paid special attention to the development of the speech of our eldest son Ilyusha. I was sure that Ilya would start speaking very early, because from birth Ilya was quick in everything. He very quickly went through all the stages on the way to walking upright - he rolled over, crawled, stood up, walked with a support, and at 8.5 months he walked without support, he skipped the “sat down” stage))), he couldn’t sit still, he wanted go anywhere and everywhere at once..

At 3.5 months he uttered his first conscious word - baba. I expected that the first word would be mom))) but my grandmother (my mother) impressed him more at that time))) Ilyusha’s speech did not develop very rapidly (((but within the norm. When Ilyusha was 2 years 6 months (February 2014), I was 11 weeks pregnant and ended up in the hospital with placental abruption. For Ilya, it was a huge stress - we did not look through and did not attach importance to some moments, the child was shocked when he saw my husband taking my bloody things from the hospital and shoes, and then there were two long weeks of mother’s absence. As a result, Ilya’s speech development began to regress (((When Ilya was 3 years and 1 month old, our second son Pashul was born, Ilya considered his brother to be the culprit for his mother’s admission to the hospital, maternity hospital and the source of my pain. His speech turned into the babble of a one-year-old baby with individual words in the form of requests - to drink, eat, shit, etc. I still say “thank you” to those “people” because of whom I then ended up in the hospital and but now I have to sort out all the problems with the speech of my eldest son... For me, this situation with my son has become very traumatic. Many relatives and friends don’t understand that I’m so fussy with my son, but there’s a lot they don’t know and don’t see.

In August 2015, I began to study the issue of Ilya’s psychological state and the optimal solution to the problem of correcting speech development and sound pronunciation.

Since I have a direct connection to psychological science, I know and have worked with excellent specialists, including in the field of neuropsychology.

For almost seven months, a neuropsychologist worked with Ilyusha 1-2 times a week, working through the stress she had suffered and its consequences.

To work on speech correction, I decided to transfer the child to a logo kindergarten. We did not have the means to pay separately for the work of a speech therapist; the services of a neuropsychologist cost us 2,000 rubles. per session and only because this is my good friend and colleague; for other clients the price tag for services is different.

The decision to transfer to a speech therapy kindergarten attracted me because the child is constantly in the kindergarten, a teacher and a speech therapist work with him, and I do not waste my time and money.

To begin with, I went to a regular city clinic and consulted with a speech therapist. The specialist confirmed the correctness of my decision. Having examined Ilyusha, she made a conclusion - general speech underdevelopment (GSD) of the 3rd level - these are the rudiments of correct speech, when a child tries to pronounce many words, distorting them, does not use declensions by gender and cases, and confuses the plural and singular.

In order to provide a place for a child in a speech therapy garden or for a speech therapist to work with a child in a regular kindergarten, you need a conclusion from the Central Psychological, Medical and Pedagogical Commission (CPMPC), but first you need to complete all the documents in your clinic. Certificates from a speech therapist, neurologist, psychiatrist and pediatrician are required, with all certificates you need to go to the head of the pre-school department (pre-school department) in your clinic, from her/him you need a conclusion with which you will go to the commission. To pass the commission, you must also take a reference for the child from the kindergarten he attends.

All information about registration, documents, schedule, etc. on the website of the Moscow Center for Quality Education (if you are from Moscow). I will only say that the queue for the commission is long, you will have to wait a long time, so first sign up for the commission, and then go to the clinic for all the certificates. In 1-2 months you will definitely have time to formalize everything, and then there will be a queue for the Central Medical Processing Center. I waited no more than a week for my son to be registered for kindergarten; my colleague, a neuropsychologist, helped us a lot.

Now I want to reassure all the parents who are scared that the supposedly logo kindergartens have been liquidated and they no longer exist. This is not correct information, in every district of Moscow (I don’t know about Moscow Region) there is a logo garden (this is the best option) or 1-3 regular gardens, but with logo groups (this is the worst case scenario). The only thing that has changed is the number of children in the group, before there were 12-15 children, now there are 20-25. To find out about the presence of such kindergartens or groups in your area, you can call the Moscow Department of Education (more details here) at 8495-530-71-71 and find out how many, what kind and where speech therapy gardens are located in your area.

Now about the gardens or groups themselves. Last school year, my son attended a speech therapy garden; this school year, due to renovations, we moved to another district of Moscow, to live with my parents. I transferred Ilyusha to a regular kindergarten, but to a speech therapy group.

Many people come to me with the question, do I and the child like the kindergarten logo, but here such a question is not entirely correct. If we talk about the level of education and professionalism of speech therapists and teachers, then everything is very good. When people go to work in a logo group, they understand that they must have very good preparation, they must be real professionals in their specialty.

I would draw the attention of parents to the kindergarten staff and to the children in the group. Now here’s a story about logo gardens and logo groups.

In ordinary kindergartens, where there is a group logo, all children who have the conclusion of the CPMPK commission are accepted. This is the main problem - children with speech defects are all very different, very special, with a large number of “interesting diagnoses”. A child’s speech suffers for various reasons - in our case it is stress, i.e. The external impact on the child’s psyche did not affect the son’s behavior in any way; on the contrary, he became more affectionate, touching and caring. But in logo groups there are very “severe” children, I will not describe diagnoses, etc. now. Everyone has seen such children, every ordinary group of d/s has its own brawlers, biters, hooligans, or all together - children “not themselves” or, as I call them, “lukewarm”. Now imagine what’s yours!!! normal

!!! a child who pronounces some sounds poorly and says “red apple” is placed in a group where there are 15 out of 23 “lukewarm” children. The kindergarten staff will work their asses off so that your child develops in terms of speech, but very bad things will happen to his behavior strong changes are not for the better ((( Therefore, you need to look for a speech therapy garden, there are 2 groups for each age, one group for “warm” children, the other for normal children.

My son was in speech therapy kindergarten last year, I still remember the speech therapist and our teacher with warmth, we congratulate her on the holidays and give her tickets to the Kremlin for ballets. We are very grateful to her for everything, she and the speech therapist made every effort to make Ilyushin’s speech and sound pronunciation better. Of the sounds, only “R” could not be “placed” within a year, but this sound usually appears in such children only by the age of 6.

This school year, Ilyusha is attending a speech therapy group in a regular kindergarten. I’m ready to erect a monument to the teachers, they are wonderful, I can’t find words to describe my gratitude to them and the speech therapist. Through my efforts and theirs, in addition to the word-formation aspect of speech, we managed to “start the engine”, I heard “R”, now we are on the way to automating this sound, and the teachers and I also taught Ilyusha to read. At the age of 5 years 5 months, my son began to read syllables))) of course, everything happens very slowly, while these are short words like FOREHEAD, MOSS, SOUP, etc., but I’m happy. There is also progress with mathematics - subtraction and addition within 10. He tries to do everything “in his head”, but the counting sticks are always at the ready.

The children in this group are very complex, I don’t want to describe what’s what, I think that you can imagine it this way... Next school year I will transfer Ilyusha to a regular kindergarten - our favorite 2010 “Harmony”, to the kindest Zula Anatolyevna (if you’re reading, then ) for rehabilitation after the “lukewarm” ones, which have a bad influence on Ilya.

You should also pay attention to the program used in the logo group, there are only three of them. Last year, I didn’t pay attention to what program Ilya was studying in, but this year, when I signed the contract, I read in it that Nishcheeva’s program was used. I really like that the children have a whole week to master a topic, for example, “Birds of Migratory”, “Furniture”, “Winter”. At the end of the week, the parents and the child make a project and the child defends it in a group in front of the children and the teacher.

As far as I understand, but I may be a little wrong in the order of actions, a day in the garden looks like this - from 8.00 the children come, do a logical dictation in notebooks with large squares, and have breakfast. At 9.00-9.30 the teacher begins to study the topic of the week; during these classes a lot of material is given in different forms. Then the speech therapist begins to invite children to classes. Then the children are given fruit to snack on and math classes or letters are studied. At 11.30 they go for a walk, I don’t remember exactly by the hour, but after the walk there is lunch and a nap, after sleep there is an afternoon snack and some time for games. At 16.00 classes again, and then a walk and dinner.

Children have practically no time to breathe out))) but such an intense pace of classes brings very good results.

If it weren’t for the number of “warm” children, I would be 100% satisfied with the logo garden. In any case, even this option is better than a child being in a regular kindergarten group, with significant defects in sound pronunciation and delayed speech development, and then at school having problems in Russian language lessons, because how he speaks/hears is how he writes will be(((And of course, no parent wants his child to grow up with a burr or a lisp.

I hope that in this post I was able to answer all the questions about speech therapy kindergartens at once.

Later I’ll write about what benefits my son and I are currently studying in the kindergarten and how we are doing it at home.

Good luck to everyone in their studies to achieve correct and beautiful speech.

Kindergartens with speech therapy groups

This is an alternative to a speech preschool educational institution, because it is not so easy to get into a specialized institution. A speech therapy correction group is a special group that accepts children with speech disorders aged 5-6 years. Some preschool educational institutions have speech therapy groups for preschoolers with mental retardation.

Not only a speech therapist, but also a defectologist works with preschoolers with mental retardation. He deals with the correction of mental processes and normalization of the emotional-volitional sphere. The speech therapist must interact with teachers, a music worker, and a physical education teacher. One of the main principles of working with preschoolers with SLD is complex influence.

The main signs of speech underdevelopment in a preschooler

The speech therapy group conducts classes not only on the correction of speech disorders, but also on logorhythmics and exercise therapy. A correction occurs on the tempo-rhythmic side, motor skills.

Important! All teachers use health-saving technologies in their work. There is a day when the speech therapist works in the afternoon to consult with parents.

Defectologists use in their work special speech therapy notebooks for children with special needs with exercises to practice skills:

• Teremkova N.E.;
• Komarova L.A.;
• Tkachenko T.A.;
• Novotvortseva N.V.;
• Arbekova N.E.

These notebooks are used in class and for homework. The content of these manuals is designed taking into account the characteristics of persons with STD.

Group lesson with speech therapist

By the end of training in a speech therapy group, the speech development of pupils should be as close to normal as possible and they should be ready for school. With successful correction work, the following results will be achieved:

• correct sound pronunciation;
• formed syllable structure;
• the muscle tone of the articulatory apparatus is normalized;
• vocabulary will be close to normal;
• the child will be able to communicate in complex common sentences;
• master the skills of word formation and agreement;
• motor sphere improves;
• the child knows how to behave in classes and during games;
• there is an understanding of what a sound is, what a letter is;
• master basic reading and writing skills.

Important! But it all depends on the severity of the defect, because in the case of complex disorders, success occurs when the preschooler is able to communicate in complex sentences. Therefore, there are fewer children in a speech therapy group than in a regular group, so that teachers can devote enough time to teaching them.

About the importance of speech therapy classes

It so happens that speech disorders become noticeable in children only when they begin to go to a private kindergarten. Regular classes in full-time and short-term groups, interaction with peers and adults help to “talk” the children and enrich their vocabulary.

Not all kindergartens in Moscow have specialists in speech disorders, so parents are advised to choose an educational preschool institution where a speech therapist works full-time. If communication becomes difficult for children 2-3 years old, errors in pronunciation, rearrangement of syllables, stammering, and reluctance to speak are observed, then a speech therapist and speech pathologist come to the rescue.

Before starting speech therapy classes for children, a specialist:

1. Performs inspections and diagnostics.
2. Detects speech disorders.
3. Forms a group for classes.
4. If necessary, refers for consultation to doctors in the relevant field.

What does a speech therapist do in kindergarten?

In most cases, children have enough classes in a general group, but sometimes a separate visit to a speech therapist is required to correct violations and prevent their occurrence in the future. A specialist in a speech therapy kindergarten keeps an individual card for each ward, where he records data on the work being done, progress, results of classes, gives parents homework, instructions for training.

What work does a speech therapist do in the garden:

• formation and development of phonemic hearing;
• correction of disorders of sound pronunciation and speech perception;
• development of fine and articulatory motor skills;
• attention and memory training;
• development of the lexical and grammatical aspects of speech;
• formation of correct speech breathing;
• teaching elements of literacy.

Types of disorders that a speech therapist works with

A modern private speech therapy kindergarten has all the capabilities to conduct effective lessons: the latest teaching methods, demonstration materials, notebooks, pictures, tables. All this helps children to better assimilate new knowledge in a playful way, do exercises with interest and enthusiasm, successfully complete the lesson program, eliminating various types of speech deviations.

Speech disorders are divided into several types:

• Oral speech disorders. They often have a clinical picture; these are deviations in voice formation, sound pronunciation, intonation, and rate of speech. Occur against the background of diseases such as dysphonia, dysarthria, alalia, dyslalia, stuttering due to muscle spasms of the speech apparatus, etc. In this case, a private speech therapy garden provides the services of a defectologist, and classes are conducted after the conclusion of specialists in related fields - a neurologist, otolaryngologist, pediatrician.
• Impaired writing. This problem is identified in children over 5-6 years old; it consists in the fact that the child experiences difficulties in reading and writing: he reads words incorrectly, has difficulty recognizing letters, misses syllables and endings (dyslexia and dysgraphia).
• Violations of means of communication. The most common problem in a private speech therapy garden: this includes phonetic deviations and phonetic-phonemic underdevelopment. It is observed when a child has defects in the pronunciation of certain sounds, a poor vocabulary, and late speech development.
• Violations in the use of communication means. As a rule, this is stuttering caused by psychological reasons (fear of speech).
• Combined.

The advantage of a speech therapy kindergarten

Private speech therapy kindergartens help form correct speech development in a comprehensive manner. Work to eliminate defects is carried out not only by a speech therapist, but also by educators, a music director, and a physical education specialist. This makes it possible to work through the problem from different angles, develop coordination, fine motor skills, improve hearing, perception, memory, and carry out joint correctional and pedagogical work.

For a child 3 years of age and older, it is important not only to attend classes in a speech therapy kindergarten, but also to study at home with their parents. If you follow all the recommendations, perform exercises, and articulatory gymnastics for speech production, a positive result is achieved quickly. As additional training, you can attend individual classes conducted by a paid speech therapist. If you are looking for a specialist for your child in Moscow, pay attention to the services of a speech therapy center for children based at the private kindergarten “Dominoshki”.

Private speech therapy garden

Because of the difficulty of getting into a state kindergarten for children with special needs, some choose a private educational institution. The advantages of such a speech therapy garden are:

• qualified specialists - often speech therapists go to work in private kindergartens due to high salaries;
• more modern offices;
• classes using ICT (not all government institutions have this opportunity);
• the use of non-standard methods, because in private institutions teachers are given creative freedom.

Speech therapists in private educational institutions work according to the same scheme as in public kindergartens. When working with children with ODD, the main emphasis is on the lexical and grammatical structure and the formation of communication skills, because it is the skill of constructing coherent statements that primarily suffers.

Preschools for children with speech disorders

Scientific research in the field of defectology has thoroughly explored the extremely important importance of early recognition of a defect and its early correction.

In a significant number of cases, special preschool education and upbringing correct developmental disorders and thereby prevent children from having difficulty learning at school (T. A. Vlasova, 1972).

In case of severe speech disorders, early correctional and educational work with children leads to significant compensation for the defect.

A network of preschool institutions for children with speech impairments began to develop in 1960. At first these were separate experimental groups organized at mass kindergartens, and then - separate kindergartens and nurseries for children with speech impairments.

Initially, kindergartens opened groups for children only with mild speech impairments (underdevelopment of the phonetic side of speech). Then groups were organized for children with more complex disorders (children who stutter, for children with general speech underdevelopment). Based on the order of the USSR MP of November 21, 1972 No. 125, the nomenclature of special preschool institutions for abnormal children of the educational system was approved.

Kindergartens, nursery schools for children with speech impairments and corresponding preschool groups at kindergartens and general nurseries are staffed directly by those departments of public education that are in charge of these preschool institutions.

Children who have mastered normal speech, successfully completed their education and have not reached the age of 7 are transferred to general preschool institutions.

The main objectives of speech therapy training for children with various types of speech anomalies in special preschool institutions include not only correction of the leading defect, but also preparation for mastering literacy.

In preschool institutions for children with speech impairments, a clear organization of the entire correction process is provided.

It is provided by:

• timely examination of children; rational scheduling of classes;
• planning individual work with each child;
• availability of frontal training plans;
• equipping them with the necessary equipment and visual aids;
• joint work of the speech therapist with the group teacher and parents.

The possibilities of overcoming deficits in the speech, cognitive and emotional-volitional spheres in all age groups of people with speech impairments depend on the timely and adequate use of a complex of medical and psychological-pedagogical interventions.

Carrying out the entire complex of correctional training requires combining special classes to correct speech defects with the fulfillment of general program requirements. For preschool groups of children with speech impairments, a daily routine has been developed that differs from the usual. The speech therapist provides frontal, subgroup and individual lessons. Along with this, special hours are allocated in the evening for the teacher to work with subgroups and individual children on speech correction on the instructions of the speech therapist). The teacher plans his work taking into account the program requirements and speech capabilities of the children. He is obliged to know the individual deviations in the formation of the child’s speech, to hear defects in the pronunciation and lexical-grammatical aspects of speech, and to take into account the speech capabilities of each child in the process of educational and extracurricular activities.

Together with the speech therapist (in groups ONR, FFN), classes are planned on speech development, familiarization with the environment, preparation for writing, etc. Continuity in the work of the speech therapist and teacher is recorded in a special notebook.

Preschool institutions for children with speech disorders are a promising link in the overall system of education and training of abnormal children, ensuring the prevention of further development of the defect.

The weak link in the activities of special kindergartens is insufficient medical care for children, inconsistency in the timing of speech therapy and health activities, late identification of children, and incomplete coverage.

As the network of preschool institutions develops, providing for the need for speech therapy assistance, further differentiation of children with various speech anomalies is necessary (stutterers with a normal level of speech development - stutterers with speech underdevelopment; children with mild dysarthria; children with rhinolalia, etc.).

Recently, in a number of regions of the country, preschool speech therapy rooms have been opened in general kindergartens. The speech therapist provides advisory and correctional assistance to children mainly with pronunciation disorders through outpatient appointments.

Speech therapy assistance in special preschool institutions is provided to children with speech impairments due to other nosological forms (mental retardation, visual impairment, musculoskeletal disorders), as well as children with mental retardation.

According to the regulation “On standard staffing of special-purpose preschool institutions for children with mental and physical development defects and on remuneration of teachers-defectologists and speech therapists” (from the order of the Minister of Education of October 14, 1975 No. 131) in kindergartens (nurseries- kindergartens) for children with visual, musculoskeletal and intellectual impairments, the position of a teacher-defectologist is being introduced at the rate of 1 unit per group.

Speech therapy gardens in the South-Western Administrative District of Moscow

Kindergarten No. 89 (with speech therapy groups) 117485, Moscow, metro station Belyaevo, Volgina Akademika st., 5A Telephone: 336-7787

Kindergarten No. 23 3 (with a nursery and speech therapy groups) 117393, Moscow, metro station Novye Cheryomushki, Garibaldi st., 28A Telephone: 128-6933

Kindergarten No. 237 (combined type, with speech therapy groups) 117437, Moscow, metro station Belyaevo, Artsimovicha Akademika st., 2A Telephone: 335-8111 Kindergarten No. 289 (CHILD DEVELOPMENT CENTER) (with speech therapy groups) 117279, Moscow, m Belyaevo, Miklukho-Maklaya st., 53A Telephone: 333-2039

Kindergarten No. 394 (Speech therapy) 117461, Moscow, metro station Kakhovskaya, Khersonskaya st., 10, building 1 Telephone: 121-6061

Kindergarten No. 406 “Lukomorye” (COMPENSATING TYPE, HEALTH CARE, WITH Speech Therapy Group) 119421, Moscow, metro station Kaluzhskaya, Novatorov st., 20, building 3 Telephone: 432-3213

Kindergarten No. 602 (COMBINED TYPE, WITH Speech Therapy GROUPS) 117209, Moscow, metro station Kakhovskaya, Perekopskaya st., 7, building 1 Telephone: 122-9170

Kindergarten No. 710 (WITH NURSERY, Speech Therapy GROUPS AND GROUPS FOR CHILDREN WITH MUSCULAR MOTOR DISORDERS) 117209, Moscow, metro station Kakhovskaya, Perekopskaya st., 12, bldg. 2 Telephone: 122-7069

Kindergarten No. 775 (WITH Speech Therapy GROUPS) 117447, Moscow, Akademicheskaya metro station, Cheremushkinskaya B. st., 14A Telephone: 126-6970

Kindergarten No. 795 (Speech Therapy) 117465, Moscow, Teply Stan metro station, Profsoyuznaya st., 156, room 4 Telephone: 337-1800

Kindergarten No. 974 (WITH NURSERY AND Speech Therapy Groups) 117513, Moscow, Yugo-Zapadnaya metro station, Leninsky Prospekt, 125, building 3 Telephone: 438-4000

Kindergarten No. 983 (COMPENSATING TYPE, Speech therapy) 117574, Moscow, metro station Yasenevo, Novoyasenevsky prosp., 16, building 3 Telephone: 421-7500

Kindergarten No. 1068 (COMBINED TYPE, WITH Speech Therapy GROUPS) 117418, Moscow, metro station Novye Cheryomushki, Tsyurupy st., 11, building 2 Telephone: 331-2100

Kindergarten No. 1165 (COMBINED TYPE, Speech therapy) 117335, Moscow, metro Profsoyuznaya, Profsoyuznaya st., 38, building 2 Telephone: 128-4811

Kindergarten No. 1209 (COMBINED TYPE, WITH Speech Therapy Group) 117593, Moscow, metro station Yasenevo, Aivazovskogo str., 6, building 2 Telephone: 425-6500

Kindergarten No. 1210 (COMPENSATING TYPE, Speech therapy, 24-hour service) 117465, Moscow, Teply Stan metro station, Tyuleneva Generala str., 23, room 2 Telephone: 339-8844

Kindergarten No. 12 43 (Speech therapy, 24 hours a day) 119333, Moscow, metro station Vorobyovy Gory, Fotieva str., 8 Telephone: 137-0625

Kindergarten No. 1273 (COMBINED TYPE, Speech therapy) 117463, Moscow, metro station Bitsevsky par, Karamzina proezd, 7, k.2 Telephone: 421-1100

Kindergarten No. 1335 (COMBINED TYPE, Speech therapy) 119296, Moscow, metro station Universitet, Lomonosovsky prosp., 6, building 1 Telephone: 134-4358

Kindergarten No. 1388 (Speech therapy) 117292, Moscow, metro Profsoyuznaya, Ivana Babushkina st., 24A Telephone: 125-1552

Kindergarten No. 1406 (COMBINED TYPE, WITH Speech Therapy and Nursery Groups) 117186, Moscow, metro Nagornaya, Nagornaya st., 15, room 9 Telephone: 127-8988

Kindergarten No. 1505 (Speech therapy, ORTHOPEDIC, WITH A NURSERY GROUP) 117393, Moscow, metro station Novye Cheryomushki, Garibaldi st., 10, room 5 Telephone: 132-0100

Kindergarten No. 1506 (COMBINED TYPE, WITH Speech Therapy and Nursery Groups) 117630, Moscow, Kaluzhskaya metro station, Chelomeya Academica str., 10A Telephone: 936-3096

Kindergarten No. 1609 (COMBINED TYPE, Speech therapy) 117393, Moscow, metro Novye Cheryomushki, Garibaldi st., 14, building 3 Telephone: 132-2083

Primary school-kindergarten No. 1850 (Speech therapy, compensatory type) 117133, Moscow, Teply Stan metro station, Teply Stan st., 12B Telephone: 338-7666

Kindergarten No. 1944 (COMBINED TYPE, Speech therapy) 119331, Moscow, metro station Vernadskogo Prospekt, Maria Ulyanova str., 25B Telephone: 138-5979

Kindergarten No. 2007 (Speech Therapy) 117447, Moscow, metro station Nagatinskaya, Sevastopolsky Prospekt, 12A Telephone: 123-5203

Kindergarten No. 2037 (Speech therapy) 117628, Moscow, metro station Annino, Starokachalovskaya st., 3B Telephone: 711-0909

Kindergarten No. 2074 (Speech therapy, with nursery groups) 117628, Moscow, metro Starokachalovskaya, Znamenskie Sadki st., 5B Telephone: 712-3118

Kindergarten No. 2211 (Speech therapy, with nursery groups) 117628, Moscow, metro station Dmitry Donskoy Boulevard, Ratnaya st., 8B Telephone: 711-0618

Kindergarten No. 2308 (COMPENSATING TYPE, Speech therapy) 117042, Moscow, metro station St. Skobelevskaya, Venevskaya st., 11 Phone: 716-0718

Kindergarten No. 2361 (COMPENSATING TYPE, Speech therapy) 119261, Moscow, metro station Universitet, Leninsky Prospekt, 85 Telephone: 134-6019

Kindergarten No. 2393 (WITH Speech Therapy GROUPS) 117042, Moscow, metro station Buninskaya Alleya, Yuzhnobutovskaya st., 72, room 4 Telephone: 715-4659

Kindergarten No. 2405 (WITH Speech Therapy Group) 117042, Moscow, metro station Buninskaya Alleya, Yuzhnobutovskaya st., 88 Telephone: 715-6463

How to get to a speech therapy kindergarten?

1. Speech therapy kindergartens of Moscow JSC
2. Speech therapy kindergartens in the South-Eastern Administrative District of Moscow
3. Speech therapy kindergartens of the Northern Administrative District of Moscow
4. Speech therapy kindergartens in the Southern Administrative District of Moscow
5. Speech therapy kindergartens in the Central Administrative District of Moscow:

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What is a correctional kindergarten?

A compensatory (correctional) kindergarten is an educational institution for preschool children with disabilities, which creates conditions for the comprehensive development, treatment and correction of such children. A distinctive feature of compensatory kindergartens is that in addition to educators, special education teachers, relevant medical workers, and child psychologists work with children. The number of children in groups of such kindergartens, as a rule, does not exceed 10-16 people, which makes it possible to devote the necessary attention to each child. Since the number of places in compensatory groups is limited, this has led to the fact that children are forced to stand in line to get a place for quite a long time, and in speech therapy kindergartens and groups there is sometimes overcrowding. The regularity of classes in special groups that bring together children with equal levels of development and similar disabilities allows for targeted and in-depth correction of defects, disciplines children, and gives positive results in preparing for school. At the same time, in practice there are often situations when children with severe mental, behavioral and/or emotional-volitional problems find themselves in a speech therapy group, which creates difficulties in implementing the educational process in the entire group. Almost all correctional kindergartens conduct classes with parents to help them better understand the problems of their child with disabilities and create favorable conditions at home. Admission of children to correctional kindergartens is carried out only with a referral issued on the basis of the conclusion of the psychological, medical and pedagogical commission (PMPC).