Documentation and work organization
Speech therapy support within the framework of the Federal State Educational Standard of NOO (documentation)
- Annual plan - View*
- Long-term plan - Watch*
- Work programs: 1 - Watch* ; 2 - Watch* ; 3 — Watch*
- Daily work plan
- Journal of examination of students' oral and written speech - View*
- Logbook for recording the activities of the speech therapy center (attendance at group classes, individual classes, consultations, recording of working hours) /Complies with Federal State Educational Standards/ - View*
- Work schedule - View*, class schedule - View*
- Speech cards - View*, protocols for speech cards - View*
- Individual student cards - View*
- List of students with deficiencies in the development of oral and written speech - View*
- Office passport - View*
- Children's workbooks - 1 - Watch*, 2 - Watch*
- Report on the number of students with disorders in the development of oral and written speech in a general education institution and the results of training in a speech therapy center for the year - View*
- Monitoring of correctional and developmental work - View*
- Copies of orders for enrollment (expulsion) of students at the logo center
Speech therapy work is based on regulatory documents :
- MINISTRY OF EDUCATION OF THE RUSSIAN FEDERATION (Order) Model Regulations on the provision of speech therapy assistance in organizations engaged in educational activities dated August 6, 2020 No. P - 75
- Letter of the Ministry of Education of the Russian Federation dated December 14, 2000 No. 2 “On the organization of the work of the speech therapy center of a general education institution”
- Letter of the Ministry of Education of the Russian Federation dated January 22, 1998 No. 20-58-07 in/20-4 “On speech therapists and educational psychologists in educational institutions”
- Instructional and methodological letter on the work of a speech therapist at a secondary school (A.V. Yastrebova, T.P. Bessonova, 1996)
Activities in a speech therapy center at a secondary school have their own specifics that differ from other institutions. Speech therapy work is not an additional educational service, as they have been trying to present it in recent years, it is an activity that, in parallel with the educational process, contributes to more accessible and successful mastery of certain categories of students. This is what makes the work of a school speech therapist extremely relevant and in demand.
A speech therapy center has existed at the Municipal Budgetary Educational Institution “Secondary School No. 18” since 2003.
The purpose of the speech therapy center:
- correction of deficiencies in the development of oral and written speech of students of the Municipal Budgetary Educational Institution “Secondary School No. 18”
The main tasks of the speech therapy center are:
- correction of violations in the development of oral and written speech of students;
- timely prevention and overcoming difficulties in students’ mastery of general education programs;
- clarification of special knowledge in speech therapy among teachers, parents (legal representatives) of students.
Stages of work:
Stage I – diagnostic (September 1 – September 15)
Stage II – correctional (September 15 – May 15)
Stage III – evaluation (May 15 – May 31)
Stage I – diagnostic (September 1 – September 15)
Diagnostics is a speech examination that gives an idea of the state of the child’s speech development and allows the teacher-speech therapist to determine the type of speech pathology, its form and the severity of the speech defect.
Tasks:
- identification of deviations in the development of oral and written forms of speech;
- determination of the structure of a speech defect;
- formulation of speech diagnosis;
- planning correctional work based on diagnostic data (taking into account program requirements for the Russian language)
The relevance of this area of work lies in the fact that the corrective intervention program, and ultimately the effectiveness of speech therapy work with children, depends on timely diagnosis.
Stage II – correctional (September 15 – May 15)
Tasks:
- elimination of speech disorders;
- development of oral and written speech to a level at which the child could successfully learn.
The duration of this stage of correctional education for each individual child is determined by the nature and severity of the speech disorder, as well as the dynamics of its correction.
The main objectives of correctional classes:
- formation of correct sound pronunciation, development of phonemic hearing and perception, consolidation of pronunciation skills of words of various sound-syllable structures;
- development of skills in sound-syllable analysis and synthesis;
- formation of lexical and grammatical structure of speech;
- improving coherent speech;
- prevention and correction of writing and reading deficiencies.
Stage III – evaluation (May 15 – May 31)
Tasks :
- analysis of correctional and educational work;
- conclusions and recommendations based on the analysis;
- determining the prospects for further work.
