Planning the work of a speech therapist teacher in a secondary school

Planning the work of a speech therapist teacher in a secondary school

This material discusses the problems that arise when a speech therapist teacher works with parents. The reasons for the occurrence of speech disorders, tasks, forms and principles of work of a speech therapist teacher with parents of speech pathologist children are also shown. I propose long-term planning of the work of a school teacher-speech therapist for the entire school year.

Causes of speech disorders in children

Every year the number of children with speech pathologies increases. During consultations, parents ask questions about the reasons for their occurrence. And the cause of speech disorders can be:

• Intrauterine pathology;
• Hereditary predisposition, genetic abnormalities;
• Adverse childbirth and its consequences;
• Diseases suffered by a child in the first years of life;
• The child has suffered stress or fear.

The increase in speech disorders is explained not only by medical factors, but also by the changed socio-cultural conditions in which children are growing up today.

One of the reasons for delays in speech development is insufficient communication between the child and his parents. Many parents, due to their busyness and fatigue, do not have the time or desire to communicate with their children. For many children, television becomes the main source of information. The silent state of family members in everyday life and constant watching of TV results in sad consequences for the child’s speech acquisition.

Peculiarities of parents' perception of speech problems in their children

There are parents who do not notice a speech disorder in their child and consider this to be a peculiarity of the child’s speech.

In other cases, parents hear speech errors, but do not attach any importance to them, they believe that it will “go away on its own,” “they will teach you at school,” etc., or they are of the opinion that one can live with a defect without any special problems. But such children, especially at school age, may be subject to ridicule from peers, which contributes to the formation of such negative character traits as touchiness, isolation, and negativism towards speech in general.

Speech therapists often experience difficulties in establishing contact with parents of pupils. There are parents who are not competent in matters of mental and speech development of children, so it is necessary to establish close cooperation. After all, the formation of a child’s speech occurs not only in special classes, but also in everyday life.

It is very important for a speech therapist to competently and consistently work with parents throughout the entire correctional and educational process. The main goal of the work is to achieve close interaction between the speech therapist and parents to achieve success in correctional work with children through various forms of joint work between the speech therapist and parents.

Tasks of a speech therapist working with parents

The main tasks of a speech therapist’s work with parents are:

1. Inform parents about the state of the student’s speech, about the negative consequences of a speech disorder that is not corrected in a timely manner.
2. Encourage them to seek speech therapy help.
3. To equip parents in the process of conversations and consultations with the necessary knowledge and practical skills for home activities with their child.

Forms of work of a speech therapist with a family

There are stable forms of speech therapist work with families, which in pedagogy are considered traditional:

• individual conversations;
• consultations;
• general and group parent meetings;
• individual practical classes with children in the presence of parents;
• visual propaganda design by teachers in the form of stands, thematic exhibitions, etc.;
• survey;
• distribution of reminders and booklets for parents.

Principles of work of a speech therapist with parents

When working with parents, the speech therapist adheres to the following principles:

• The principle of cooperation between parents and speech therapist, parents and children. It must be emphasized that parents will seek the support and help of a specialist, listen to him and follow his advice only when the professional sees in the parents not “the object of his influence,” but an equal partner in the correctional process.
• The principle of student-centered pedagogy;
• The principle of involving parents in the correctional pedagogical process through examination and diagnosis of their children.
• The principle of taking into account interests or the principle of solving problems through interest, which means supporting parents’ interest in cooperation;
• The principle of leading activity. When working with parents, it is necessary to coordinate the actions of various specialists in the correctional activities.
• The principle of systematic work with the child. Ensure that homework is completed regularly.

Only close contact between a speech therapist and parents can help eliminate speech disorders in children, and therefore further successful schooling.

Planning the work of a speech therapist teacher in a secondary school

When working with parents, I make long-term planning for the entire school year.

Long-term planning of the work of a teacher-speech therapist at MBOU Secondary School No. 14 in Kyzyl with parents for the 2013-2014 academic year.

1. Work plan of a speech therapist teacher with a young specialist
2. Work of a speech therapist teacher with parents of children with speech pathology in a secondary school
3. Plan of organizational and pedagogical work of a speech therapist teacher in the middle group
4. Forms of work of a teacher-speech therapist with parents of children-speech therapists in a school speech center
5. Annual work plan for a secondary school speech therapist teacher

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KOU VO "Boarding School No. 7"

Annual work plan for the speech therapy service

for the 2021-2022 academic year

The purpose of the work of a speech therapist at a school speech center is to provide speech therapy assistance to students with disabilities who have deviations in the development of oral and written speech, which in the future can cause a violation of written speech, that is, the prevention of secondary disorders, as well as the correction of existing violations of written and oral speech.

Tasks:

— organization and conduct of diagnostic activities in order to timely identify students with speech pathology, correct qualification of existing defects in oral and written speech.

— organization of correctional work adequate to the defect, aimed at overcoming impairments in oral speech, writing and reading impairments of any form;

— organization of cooperation between a speech therapist teacher and primary school teachers and secondary level Russian language teachers in order to develop unity of requirements for students with impairments in the development of oral and written speech on the part of teachers and speech therapists.

-organization and conduct of comprehensive speech therapy work on the entire speech system: the psychological basis of speech, impressive and expressive speech.