Speech therapy presentation for PMPK grade 9 – Speech therapy presentation for PMPK

Speech therapy presentation for PMPK for a 1st grade student,

Speech therapy presentation

per 1st grade student for PMPK

General sound of speech

: speech is incomprehensible, unformed intonation. The voice is quiet, muffled.

Lexicon:

significantly lags behind the age norm: ignorance of many words, the names of animals and their cubs, clothes, furniture, professions is revealed
.
The active vocabulary is limited to everyday topics and is qualitatively inferior. Does not know how to use word formation tools. The stock of adjectives and adverbs is narrow and monotonous.

Generalizing concepts are formed at the everyday level. The passive vocabulary is much wider than the active one.

Sound pronunciation:

(l) - (l`), sh-sch, ts-t`, ts-ch, velar pronunciation p, p`, violation of softness of consonants: (“pat” - five).

Phonemic processes:

not formed. Phonemic development is significantly behind the norm. Even simple forms of phonemic analysis are missing. Often, when correctly reproducing the contour of words, the sound content is disrupted: rearrangement of syllables, sounds, replacement and assimilation of syllables (“morashki” - daisies, “kukika” - strawberry). Polysyllabic words are reduced.

I learned to identify sounds in words like (house, poppy, moon) when pronouncing the syllables and sounds clearly and protractedly.

Syllable structure

: grossly violated. I learned to reproduce a simple rhythm by clapping and tapping.

The lack of formation of the rhythmic structure of both words and phrases is accompanied by a violation of the melody, tempo, and rhythm of speech. During reflected pronunciation, he produces only an approximate outline, an unclear sound complex instead of a word, and uses several variants of distortion of the same word.

Can repeat two- and three-syllable words with straight syllables like (mom, dad, milk, car), one-syllable words like (poppy, house) without a combination of consonants.

Syllables and words are not pronounced together.

When reproducing words with a cluster of consonants, omissions of consonant sounds of the cluster, addition of vowels within the cluster and other distortions are observed (window - “yako”, boat - “loka” - star - “seeing”). Often, when correctly reproducing the contour of words, the sound content is disrupted: rearrangement of syllables, sounds, replacement and assimilation of syllables (“morashki” - daisies, “kukika” - strawberry). Polysyllabic words are reduced.

Grammatical structure

: There are gross errors in the use of grammatical structures; he uses only simple sentences.

He experiences many difficulties when using prepositional constructions: prepositions are omitted altogether, and the noun is used in its original form (“the book goes then” - the book lies

on the table).

Understands the meaning of prepositions (on, under), but does not use them in speech.

Makes mistakes when forming the genitive case form. Most often, the sentence structure uses nouns in the nominative case, and verbs in the infinitive form or in the third person singular or plural form.

The agreement between the verb and the noun in number (“the lessons are over”, “the girl is sitting”), in gender (“the mother bought it”, “the girl went to”, etc.) is broken. Past tense verbs in speech are replaced by present tense verbs (“Vitya painted the house” , instead of “Vitya is drawing a house”).

Adjectives are used extremely rarely and do not agree with the nouns in gender and number (“red ribbon”, “delicious mushrooms”). Forms of nouns, adjectives and neuter verbs are missing, replaced or distorted.

Connected speech:

not formed.
Spontaneous speech is not intelligible .
Reading

: knows letters, reads syllables. When reading, substitutions are observed, adding letters at the end of words, and a violation of the softness of consonants. From the words I read, I understood individual words that have a simple syllable structure (lemons, raspberries). Doesn't understand the phrase he read.

Letters

o: Can copy words and short sentences without errors. Doesn't always translate printed letters into written ones. The work is slow.

I learned to write individual words from dictation while pronouncing them clearly and drawn out syllable by syllable.

There is a violation of the softness of consonants, replacement of t-ch.

Speech therapy conclusion: ONR-2. Motor alalia.

Date Speech therapist

multiurok.ru

How to write

When filling out the document, you can rely on the data of a psychologist on the staff of the educational institution. The characteristics can be drawn up on plain paper or on a form. It must be objective, information is displayed clearly and correctly, and errors are unacceptable. The main points of the characteristics are universal, deviation from them is minimal and depends on the purpose of the document.

Required items:

• personal data;
• family composition;
• accommodations;
• physical condition (special attention to vision and hearing);
• character traits;
• degree of mastery of subjects;
• conclusion (brief summary);
• teacher's recommendations.

The characteristic can be psychological or pedagogical. The best option is a combination of both components (psychological - pedagogical).

Representation of a speech therapist teacher for a child (for PMPK)

Characteristics of a speech therapist teacher for a child (for primary care consultations)

Child's full name

Date of Birth

Address

No. DOW

Group

• Purpose of contacting PMPK

• Speech environment (speech deficiencies in adult family members, bilingualism)

• Early speech development (humming, babbling, first words, phrases, developmental development, whether speech development was interrupted)

• Was speech therapy assistance provided to the child (where, when?)

• Features of the structure and mobility of the articulatory apparatus
• State of respiratory and vocal function

• Sound pronunciation (isolated pronunciation, in words, phrases; substitutions, confusion, omissions, distortion of sounds - examples of speech)

• Phonemic perception (which sounds are not differentiated by acoustic characteristics, at the level of syllables, words; the state of phonemic analysis and synthesis)

• State of the dictionary (understanding of spoken speech, whether passive and active vocabulary is age-appropriate, there is no exact meaning of words, adjectives, pronouns are rarely used, etc.)

• The grammatical structure of speech (how it handles the function of inflection, word formation - examples of speech)
• Coherent speech (what phrases are used, the nature of the story, the presence of linguistic and expressive means)
• Symptoms of stuttering

Conclusion: Date: Speech therapist teacher: ( )

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For a student chef, following the basics of writing

Basically, the characteristics are provided from the place of internship (industrial, pre-graduation). It is drawn up on the organization’s letterhead and reflects the student’s level of preparation and ability to use the acquired knowledge in the process of activity.

The characteristics of a chef apprentice consist of the following points:

1. The title contains the details of the organization.
2. The student’s details are indicated (full name, type of internship, name of organization, time of completion).
3. The duties performed are listed (washing and preparing food, preparing dishes).
4. Acquired skills are indicated (mastered new cooking technologies).
5. Personal characteristics (attitude to work, degree of desire for knowledge, attitude to criticism, ability to work in a team).
6. Conclusion (the result of the internship is assessed).
7. The official, his signature, and the seal of the organization are indicated.

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Self-esteem:

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Psychological and pedagogical features

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• attitude towards educational activities;
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• academic success and achievements;
• discipline;
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• communication skills, leadership abilities and the nature of communication with others;
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