Article Interaction between a teacher, a speech therapist and teachers of a group of children with speech disorders in a preschool educational institution. Author: Goncharova Irina Sergeevna

Consultation progress

1. Introductory conversation.

One of the brightest trends in the modernization of education is the provision of state guarantees of accessibility and equal opportunities for children with disabilities to receive a full education. Thus, children with speech development disorders should receive timely and qualified correctional and speech therapy assistance in preschool settings. At the same time, the problem of finding effective ways to correct speech is becoming increasingly important.

Only with close cooperation and unity of the requirements of specialists is it possible to overcome the speech development disorders that children have. Collaboration between a speech therapist and preschool teachers plays a special role in the speech therapy group.

1. Principles and features of organizing joint activities of a speech therapist teacher and a preschool educational institution logotype teacher.

The joint activities of a speech therapist and preschool educators are organized in accordance with the following goals:

• increasing the effectiveness of correctional and speech therapy work;
• rational distribution of speech therapist and educators’ activities during the day to avoid overloading children;
• adequate selection of forms, methods, techniques and means of correctional pedagogical activities of the speech therapist and educators, aimed at both the entire group of children and an individual child.

The main types of organization of joint activities of a speech therapist and educators:

• joint study of the content of preschool educational institutions programs and drawing up a joint work plan;
• open classes with a speech therapist teacher to familiarize educators with basic teaching techniques, the selection of visual and speech material, as well as the requirements for children’s speech;
• discussion of the results of joint work with children, which was carried out in and outside the classroom;
• joint preparation for children's parties;
• development of general recommendations for parents.

Functions of a speech therapist and educator in the development of speech components of preschool children and non-speech mental processes associated with speech

Table 1.

Educators carry out the tasks of the speech therapist every day, using individual, subgroup and frontal forms of work, as well as routine moments.

Educators should know:

• main directions of the correctional program;
• age-related and individual characteristics of speech formation in preschoolers;
• features of the pronunciation and lexico-grammatical aspects of speech and take into account the speech capabilities of each child in the process of educational and extracurricular activities.

Educators must comply with the conditions for the development of speech activity and verbal communication of children:

• organize and support children’s verbal communication in class and outside of class;
• encourage you to listen carefully to other children;
• develop skills of self-control and critical attitude to speech;
• organize games to develop the sound culture of speech;
• carry out work on the development of auditory and speech attention.

Speech therapy group teachers should not:

• rush the child to answer;
• interrupt speech and rudely pull it back, but should tactfully give an example of correct speech;
• force the child to pronounce a phrase rich in sounds he has not yet identified;
• let memorize texts and poems that the child cannot yet pronounce.

It is recommended to allocate a place in the group for speech therapy classes, the so-called speech therapy corner, in which there should be board-printed games for the formation of the correct air flow, the development of non-speech processes, in the joint activity of an adult with children, in the free independent activity of children.

The speech therapist, together with preschool teachers, designs the parent corner, prepares and conducts parent meetings.

1. Conclusion.

Correct, pedagogically justified interaction between educators and a speech therapist, combining their efforts in the interests of speech correction in children, is based on the creation of a friendly, emotionally positive environment in a speech therapy group.

Speech development is decisive in the level of human intelligence and culture. Correct, literate speech shows whether children are ready for school and whether they can successfully master literacy and reading.

Properly planned lessons of the teacher and speech therapist ensure the correct consolidation of the material in various types of children’s activities. Such interaction creates a unified correctional and developmental environment around the child.

The psychological atmosphere in the children's team strengthens children's faith in their own capabilities, allows them to smooth out negative experiences associated with speech impairment, and develop interest in classes.

Properly organized psychological and pedagogical influence of educators in most cases prevents the appearance of persistent unwanted deviations in behavior and forms collective friendly, socially acceptable relationships in the speech therapy group.

Literature

1. Ivanova O.F. Ways to optimize the joint work of a speech therapist and educator // Scientific and methodological journal Speech therapist, 2009, No. 3
2. Karpova S.I., Mamaeva V.V., Nikitina A.V. Interaction in the work of speech group specialists // Speech therapist in kindergarten, 2007, No. 9 (24).
3. Konovalenko V.V. Individual and subgroup work on correcting sound pronunciation. – M.: GNOM Publishing House, 2016. – 216 p.
4. Morozova V.V. Interaction of a speech therapist with teachers of preschool educational organizations. – SPb.: PUBLISHING HOUSE “CHILDHOOD-PRESS” LLC, 2014. – 96 p.
5. Smirnova L.N. The relationship in the work of a speech therapist and a teacher / Scientific and methodological journal Speech therapist, 2008, No. 2

Interaction between a speech therapist and a speech therapy group teacher

The success of correctional and developmental work in a speech therapy group is determined by a strict, well-thought-out system, the essence of which is the integration of speech therapy into the educational process of children’s life.

The natural way to implement speech therapy is through the relationship and interaction of a speech therapist and a teacher.

The main task of teachers’ correctional work is to teach children to express their thoughts coherently, consistently, grammatically and phonetically correctly.

The successful implementation of correctional and educational work in a group setting for children with speech impairments presupposes the relationship in the work of the speech therapist and the teacher and, what is extremely important, the correct distribution of responsibilities between them.

The pedagogical process in a speech therapy group is organized in accordance with age needs, functional and individual characteristics, depending on the structure and severity of the defect.

The ultimate goal of the correctional group: education of a humane personality, a comprehensive and harmoniously happy child; social adaptation and integration of the child into the environment of normally developing peers.

The work is structured taking into account age, group profile and individual manifestations of speech defects.

Tasks of interaction between a speech therapist and a teacher

Tasks of a speech therapist:

1. Examination, identification of children with speech disorders.
2. Studying the level of speech, cognitive, social-personal and individual characteristics of children.
3. Determining the main directions and content of work with each child.
4. Systematic implementation of correctional work with children, in accordance with their individual and subgroup programs.
5. Assessing the performance and assistance of children and determining the degree of their readiness for school.
6. Formation of information readiness for correctional work among the teaching staff of preschool educational institutions and parents. Assistance in organizing a complete speech environment.
7. Coordination of efforts of teachers and parents. Control over the quality of work performed.

Tasks of educators:

1. Providing students with comfortable conditions for development, training and education.
2. Creating an environment of psychological, pedagogical and speech support for the child:

• consolidation of speech skills in individual lessons on the instructions of a speech therapist (correctional hour).
• Conducting group classes on speech development. These classes are conducted by the teacher according to a scheme different from similar classes in mass groups.
• systematic control over delivered sounds and grammatically correct speech.
• enrichment, clarification and activation of practiced vocabulary in accordance with the lexical topics of the program.
• development of articulatory and finger motor skills.
• development of attention, memory, logical thinking in games, exercises on defect-free speech material.

1. Carrying out the necessary work on speech prevention and correction. Ensuring the effectiveness of general and speech preparation for school.
2. Increasing the psychological and pedagogical culture and competence of parents, encouraging them to consciously work on the individual development of a preschooler in the family.

The main directions in the work of a speech therapist and educator

There are two main areas in the work of a teacher and speech therapist:

• correctional and educational
• general education

The teacher, together with the speech therapist, participates in the correction of speech disorders, as well as the processes associated with it, and, in addition, carries out a number of general educational activities provided for by the mass kindergarten program (mental, moral, aesthetic, patriotic, etc.) However, it is necessary to take into account that of the two directions, the first – correctional and educational – is the most significant and leading. And the second - general education - to subordinates.

Corrective work is carried out under the guidance and control of a speech therapist. His leading role is explained by the fact that he knows better the speech and psychological characteristics of children, the degree to which each person lags behind the age norm, and the dynamics of all correctional processes.

The coordinated work of the speech therapist and group educators is based on the following principles:

• the principle of an integrated approach to organizing the correctional pedagogical process
• the principle of unity of diagnosis and direct correctional pedagogical process
• the principle of cooperation between the speech therapist teacher, educators and children
• the principle of taking into account the interests of all participants in the correctional pedagogical process
• the principle of a differentiated approach to speech pathologists in the process of educating them to correct speech

Forms of collaboration

• joint comprehensive thematic planning
• exchange of information, discussion of children's achievements
• personal contacts, conversations
• consulting teachers on the results of diagnostic studies, consulting on personal difficulties (most often these are issues related to correction methods)
• practical seminars, medical and pedagogical advice, open viewings of classes (mutual visits between speech therapist and teacher)
• joint preparation for all children's holidays, maintaining joint documentation (interaction notebooks)
• design of methodological piggy banks, memos, parent corner

The teacher must monitor the child’s speech and correct it not only in his classes, but throughout the entire working day. It is very important that mistakes are corrected correctly by the teacher. You cannot imitate or ridicule, as this can lead to a decrease in speech activity and form in the child a negative attitude towards the teacher and learning in this group.

During classes, mistakes are recorded by the teacher immediately. Instantly and immediately. It is appropriate to use words such as “incorrect”, “incorrect”, “said incorrectly”. During ECD, it is better to involve all children in the group in correcting mistakes in order to form monitoring of the speech of others. If the mistake cannot be corrected by the child himself or a friend, then the teacher must correct the child himself.

Ryzhkova Ekaterina Evgenievna teacher-speech therapist of MOAU "Secondary School No. 24 of Orsk" Orsk, Orenburg region.