Tatyana Lakhtina
Forms of interaction of the teacher and speech therapist

Forms of interaction of the teacher and speech therapist

Introduction 3.

1. Remuneration of functions speech therapist and caregiver 4

2. Functions speech therapist and tutor 7

Conclusion 15.

List of references 16.

Introduction

Recently in pre-school educational institutions reconciliation and continuity in the work of all specialists is given special attention to what is relevant for speech therapy groups. Only with close cooperation and the unity of the requirements of teachers can be overcome by children of speech development in children. IN logopedic The group is especially important how closely the teachers cooperate speech therapist and educators.

An important direction of the modernization of education is to ensure the state guarantee of the availability and equal opportunities for obtaining full-fledged education with children with limited features Health. In a consequence, it follows that children with speech development violations should be provided with special conditions for education and training in pre-school educational institutions. Proper speech is one of the readiness of the child's readiness for school training, the key to the successful mastering of diplomas and reading in the future. If you do not eliminate the violations of sound readings, vocabulary, grammar, phonemematic processes, etc., then in preschool children there are difficulties of communication with others, and in the future certain changes in the personality on the development of the "child - adolescent - adult" when a person will interfere with He learn and fully disclose its natural abilities and intellectual opportunities. The search for effective techniques and methods of speech correction did not lose their relevance.

1. Remuneration of functions speech therapist and teacher

Educatorfirst of all have to deal with natural for a child age features speeches, in other words, phonetic (pronunciation of individual sounds and their combinations) and musical (rhythm, pace, intonation, modulation, power, purity of voices) Uniqueness of children's speech. Overcoming such shortcomings does not represent special difficulties, since educator The correct methods of training only helps the natural process of the normal development of children's speech, speeding up. By this, he facilitates the child mastering such complex activities, as it spent, and contributes to the earlier mental development of it.

Classes educator taking into account the next topic, and their tasks relate to the tasks speech therapy classes. Main vocabulary conducts speech therapist, the educator forms In children, the necessary level of knowledge according to the dictionary topic during walks, on drawing lessons, modeling and designing.

Educator Teaches children to clearly express their requests, desires, to answer questions with a beautiful complete proposal.

When observing objects of reality educator introduces children with new words, clarifies their meaning, contributes to their repetition in different situations, activate them in their own speech of children. This work is simultaneously and the main for speech exercises on logopedic Classes and contribute to the improvement of speech skills in children.

Educator Be sure to encourage the child in the initiative to speak. Do not stop children, overwhelming their desire to speak, but on the contrary, to support the initiative, to expand the content of the conversation issues, to create interest in the topic of conversation in other children.

Speech therapist in close relationship with educators It works on familiarizing children with new words, clarifying their values \u200b\u200band activation, selects lexical material on the topic.

On subgroup classes speech therapist enshrines technical skills and visual skills, educator formed in children. Classes for fine activitiesconducted logopedhave a goal in the future form such complex forms of speechas planning speech. Thanks to this, the speech in classes becomes the regulator of their behavior and activity.

Educator It should conduct classes to clarify the movements of the articulation apparatus organs every day with the help of a complex of articulation exercises provided by logoped. Educator Must assist speech therapist In the introduction set logoped Sounds in the speech of the child. This work is carried out with the help of drills, patter prepared logoped.

Educator must fix the skills on connected speech using poems, etc., prepared logoped.

Educator All content of its work provides complete practical acquaintance with objects, using them in everyday life. Speech therapist in their classes deepens the vocabulary work, formation in children lexico- grammatical categoriesAnd in the course of special exercises ensures their conscious use in speech communication.

Team work speech therapist and teacher Organized in accordance with the following targets:

- improving the effectiveness of correctional and educational work;

- Exception of duplication teacher lessons of speech therapist;

- Optimization of organizational and meaningful aspects of correctional and pedagogical activities speech therapist and educatorsboth to the whole group of children and for every child.

In pre-school educational institutions of a compensatory type and logopedic Groups There are a number of problems that make joint activities. speech therapist and teacher:

- combining the program "Correction education and teaching children with a general underdevelopment of speech (5-6 years)"T. B. Filichova, G. V. Chirkina with the main general educational program of the MDOU;

- no requirements for organizing joint activities speech therapist and educators in regulatory documents and methodical literature available today;

- complexity in the distribution of the planned correctional work within the framework of working time and the requirements of Sanpina;

- lack of clear division of functions between as an educator and speech therapist;

- Impossible cOMMUNICATION OF COMMUNICATIONS Logoped and Educator in multi-time groups.

Joint correctional work in the speech group provides for the decision of the following tasks:

– the speech therapist forms Primary speech skills in children logopaths;

– educator fixes formed speech skills.

Main types of joint activities speech therapist and teacher: Joint study of the content of the training program and education In a special pre-school institution and drafting a joint work plan. Educator It is necessary to know the content of not only those partitions of the program for which it directly conducts classes, but also those that conduct speech therapist, since the right planning of classes educator provides the necessary fixing of the material in different types of children; Discussion of the results of a joint study of children, which was conducted in classes and in everyday life; Joint preparation for all child holidays ( speech therapist Selects speech material, and the educator fastens it); Development general recommendations for parents.

Based on these tasks, functions are separated. speech therapist and educators as follows.

2. Functions speech therapist and teacher

Studying the level of speech, cognitive and individual-typological features of children, identifying the main directions and content of working with each of them.

Formation Right speech breathing, the feelings of the rhythm and expressiveness of speech, work on the prosodic side of speech.

Work on the correction of sound suspension.

Improving phonematics perception and sound analysis and synthesis skills.

Correction work syllated structure word.

Formation of a story reading.

Acquaintance and assimilation of new lexico-grammatical categories.

TRAINING CONTRACT SPENYMENT: A detailed semantic statement consisting of logically combined grammatically proposals.

Warning of letters and reading violations.

Development of mental functions, closely related to speech: Vite-logical thinking, memory, attention, imagination.

Functions educator:

Accounting for a lexical topic when conducting all classes in the group during the week.

Replenishment, clarification and activation of the vocabulary of children on the current lexical subject in the process of all moderate moments.

Continuous improvement of articulation, fine and common motility.

System control over the sounds and grammatical correctness of the speech of children in the process of all moderate moments.

The inclusion of spent grammatical structures in the situation of natural communication in children.

Formation of connected speech(memorizing poems, flies, texts, familiarity with fiction, work on the retelling and compilation of all types of telling).

Fastening reading and writing skills.

Consolidation in children of speech skills on individual classes on the task speech therapist.

Development of understanding, attention, memory, logical thinking, imagination B. gaming exercises on a dark-minded speech material.

Educator Conducted speech development classes, familiarize yourself with the surroundings (cognitive development) on a special system, taking into account lexical topics; replenishes, clarifies and activates the vocabulary of children using regime moments for this; Controls the soundlessness and grammatical correctness of the speech of children throughout the entire communication time with them.

Speech therapist on front occupations forms Topics and working out with children the material for pronunciation, sound analysis, teaches elements of diplomas, at the same time introduces children with certain lexico-grammatical categories. The speech therapist manages the work of the educator on expansion, clarification and activation of the vocabulary, the assimilation of grammatical categories, the development of connected speech. Educator When planning classes in writing and formation Graphic skills are also guided by methodical instructions. speech therapist.

Need to remind educators On the rules and conditions of the articulation gymnastics

The need for daily activities

Individual work with subgroups of children having the same defects

Automation of already set sounds (progress slogs, words, phrases, memorizing poems)

Control the pronunciation of children already set at the time of regime

Work educator and work speech therapist Different when corrected and formation Soundlessness on the organization, techniques, by duration. It requires various knowledge, skills, skills. Basic difference: speech therapist corrects violations of speech, and educator under the direction of the speech therapist Actively participates in the correctional work.

Educator Actively participates in the correctional process, contributing to the elimination of a speech defect and normalizing the psyche of the problem child as a whole. In his work, he is guided by the general didactic principles, while some of them are filled with new content. These are the principles of systemic and sequence, the principle of an individual approach.

The principle of systemism and sequence involves adaptation of the content, methods and techniques of activity educator to the requirementspresented to the tasks of a specific stage speech therapy effect. Pages in work speech therapist due to the idea of \u200b\u200bspeech as a system, the assimilation of the elements of which proceeds interconnected and in a certain sequence.

Given the sequence by mastering these sides of speech on speech therapy occupations, educator He picks up for their activities accessible to children's speech material, which contains the sounds already learned and, if possible, are excluded not yet studied.

In connection with correctional requirements, methods and techniques of work educator. So, on initial stage Visual and practical methods and techniques, as the most accessible children with a violated speech, are visible. Slible methods (story, conversation) Entered later.

The principle of an individual approach involves accounting for individual-speech features of children. This is due to the presence of various in the structure and severity of speech disorders in children and the urgency of their overcoming speech therapy occupations. In such an interpretation, the principle of approach requires educator: deep awareness of the original state of the speech of each child and the level of its current speech development; Use of these knowledge in your work.

Distinctive feature of frontal classes the teacher in the speech therapy group isthat, besides training, developing, educational tasksThe correctional tasks are also facing.

Educator necessarily present at all frontal classes speech therapist, makes records; Separate elements logopedic Classes, he includes speech development and evening work.

Speech therapist Consides the features and abilities of children. If a child has a good time in some kind of classes, then speech therapist may in coordination with educator take it on an individual speech therapy occupation.

Similar speech therapist He tries to take children from a walk without prejudice to the health of the child for 15 - 20 minutes for individual work.

After noon educator is working, consistent with its grid of classes, to consolidate the pronounced skills and development of speech. It is advisable to plan frontal classes On the development of speech and cognitive development in the afternoon.

During regime moments, self-service, walking, excursions, games and entertainment educator It also provides correctional work, the significance of which is that it provides the ability to practice speech communication of children and consolidate speech skills in their livelihoods.

Educators Must create conditions for the development of speech activities and speech communication children:

Organize and maintain the speech communication of children in classes, out of occupation, encourage carefully, listen to other children and listen to the content of statements; create a situation of communication; form Self-monitoring skills and critical speech relationship; organize games for the development of sound culture of speech;

Attract attention to the duration of the word, sequences and the place of sounds in the word; carry out work on the development of auditory and speech attention, lubber memory, auditory control, verbal memory; Attract attention to the intonation side of speech.

Work educator On the development of speech in many cases precedes speech therapy occupation, creating the necessary cognitive and motivational database for forming speech skills. For example, if the topic is planned "Wild animals"T. educator Conduct cognitive occupation, modeling or drawing on this topic, didactic, desktop, plot-role, moving games, conversations, observations, introduces children with works fiction on this topic.

Special studies have established that the level of development of children is directly dependent on degree formed Thin differentiated hands. Therefore, speech development is recommended to stimulate the workout of the movements of the fingers of the hands, especially in children with speech pathology. Interesting forms Works in this direction conducts a specialist in folklore. After all, folk games with fingers and teaching children manual work (embroidery, beading, making simple toys, etc.) Provide a good finger training, create a favorable emotional background. Publications classes contribute to the development of the ability to listen and understand the content of flowes, capture their rhythm, increase the speech activity of children. In addition, knowledge of folklore children (Pleeshek, Russian folk fairy tales) You can use on individual sessions to consolidate the correct pronunciation of sounds. for example: "Ladushki - Ladushki" - To secure the sound [sh], the song of a river from the same name is a fairy tale - to fasten the sound [l].

The teacher thinks in advancewhich correction and speech tasks can be solved: In the course of specially organized teaching of children in shape form; in joint activities adult with children; In the free independent activities of children.

Aesthetic cycle classes (modeling, drawing, design and applique) Create conditions for the development of skills communication: With a joint execution of any crafts, images, etc., lively dialogues are usually arising, which is especially valuable for children with a reduced speech initiative. But sometimes educators Do not realize the pedagogical significance of the current situation and in disciplinary purposes prohibit children to communicate. The task of a professional, on the contrary, is to support and all kinds of promoting the speech activity of preschoolers, the direction of it in the right channel and use to solve correctional and developing tasks.

Another great potential in terms of speech correction has an unrepalated classes of classes and the prevailing duration (up to 5/6 of all time staying in Dow) Children's activities (under the guidance of the teacher or independent). Individual and subgroups Corrugated oriented can be organized here. teacher's interaction forms with pupils: Special didactic and educational games; entertaining exercises; conversations; joint practical actions; observations; excursions; Methodically thoughtful orders and labor tasks, etc.

Speech therapist Carries out work with children daily from 9.00 to 13.00. Frontal speech therapy Classes are organized from 9.00 to 9.20, individual and subgroups speech therapy classes - from 9.30 to 12.30, classes educator-S 9.30 to 9.50. From 10.10 to 12.30, children are on a walk. After afternoon educator 30 min engaged with children on the task speech therapist and conducts evening classes according to one of the types of training activities.

Together with the teacher draws up the parent corner, prepares and conducts the Pedagogical Council and parental meetings. The speech therapist discusses with the educator Approximate course of children's day and an approximate list of classes for a week. Speech therapist and educatorseach in his lesson decide the following correctional tasks: education of the amp, attention, imitativeness; learning to fulfill the rules of games; education of smoothness, duration of exhalation, soft voice feed, feeling of relaxation of muscles of limbs, neck, torso, faces; Element learning speech therapy rhythm; - correction of sound impact disorders, the development of the lexic-grammatical side of speech, phonderatic processes.

Requirements for the organization of work educator: Permanent stimulation to speech communication. All workers d / garden and parents are obliged to constantly demand from children complied with speech respiration and proper pronunciation; Educators Doe must know the scheme of normal development of the child's speech (A. nail) and issue memo for parents; Educators speech therapy Groups must have a speech profile of children - logopathsknowing them logopedic Conclusion and state of speech development; Educators of speech therapy groups should lead the speech therapy Work in front of the mirror, perform the task. speech therapist According to individual notebooks and albums, notebooks for classes.

The teacher of the speech therapy group should not: Toril the child with the answer; interrupt speech and roughly shook, and tactfully give a sample of the right speech; Make a child to pronounce the phrase saturated with his sounds yet; give to memorize the texts and poems that the child can not yet pronounce; Release on the scene (Matinee) Baby girl with the wrong speech.

Work speech therapist The mass preschool institution in its structure and functional duties is significantly different from work. speech therapist speech garden. This is primarily due to the fact that speech therapist on the logopunk Embed into the general education process, and does not go with it in parallel as accepted in speech gardens. Work speech therapist Circuits taking into account the internal schedule of Dow. Work schedule and grid is approved by the head of the Dow. Since currently there is no correctional program for work. logopunksT. speech therapist in his work should rely on and possess modern technologies. In connection with the tendency to deteriorate the speech of children in preschool age, with lack of places in logopedic Gardens in mass preschool institutions children began to fall with more complex speech defects, overcoming which is difficult in conditions logopunkt.. Educators deprived of a specialized correction hour to work with "Difficult" Children, and have to paint the time in their work or include the components of correctional assistance in the general education process of their group.

Plan a speech development classes, discuss the goals, objectives and the desired results of each speech development.

Conclusion

Educator together with a speech therapist Participates in correction in children of speech violations, as well as related non-mental processes related to them. In addition, he should not only know the nature of these violations, but also to own the main techniques of corrective impact to correct some of them.

At the beginning of the school year the speech therapist introduces educators With the results of the survey of children, they draw their attention to the behavioral characteristics, the nature of children, determines the training program, explaining treasurs of goal, Program's tasks, its implementation methods, reporting deadlines and duration of the stages of correctional work, planning the results to achieve by the end of a period of or another training period.

When determining the content the speech therapist can introduce educators with a perspective work plan, and during the entire school year systematically inform They are about changing the requirements imposed on the speech development of children at different stages of training.

Educators are obliged to promote the development of all saved children analyzers, strengthening and expanding the compensatory capabilities of children, carrying out correctional work in various directions depending on the tasks set logoped At a certain period of training. This option is possible. interactionin which educators Enchant educational material speech therapy occupation , developing in children the ability to apply the knowledge gained and formed skills and skills.

Bibliography

1. Beilinson L. S. Professional speech speech therapist: Educational and methodical manual. - M.: TC Sphere, 2005. - 160 s.

2. Speech therapy / ed. L. S. Volkov, S. N. Shakhovskaya. - M., 2003.

3. Logopedia.: Methodical traditions and innovation / Ed. S. N. Shakhovskaya, T. V. Volozovets. - M.: Moscow Publishing House psychological-Social institution; Voronezh: NGO publishing house "Fashion", 2003. - 336 p.

4. Basics speech therapy work with children: Tutorial for logopedov, educators kindergartens / under the general edition of the village of P., Professor G. V. Chirkina. - M.: Arcta, 2002. - 240 p.

5. Basics logopedia With workshop in soundlessness: Studies. Manual for studies environments Ped. studies. establishments / T. V. Volovovets, N. V. Gorina, N. I. Zvereva et al.; Under Red T. V. Volochovets. - M.: Publishing Center "Academy", 2000.- 200 p.

6. Overcoming the general underdevelopment of the speech of preschoolers. Educational and methodical manual / Ed. T. V. Volosovy. M.: Institute of General Research, V. Sekchev, 2002.- 256 p.

7. Stepanova O. A. Organization logopedic Work in a preschool educational institution. M.: TC Sphere, 2003. - 112 p.

8. Phileeva T. B. Features formation Speech in children of preschool age. M., 2003.

9. Cheveleva N. A. Overcoming stuttering in children. Allowance for speech therapists and educators log agroups. M.: Publishing Gnome and D, 2001. -128 p.

The success of correctional and developing work in the speech therapy group is determined by a strict, thoughtful system, the essence of which is to integrate the speech therapy in the teaching educational process Life of children. The natural way to implement successful correctional work is the relationship, the interaction of speech therapist and educators

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Organization of the correction and educational process in the speech therapy group.

Interaction in the work of the speech therapist and the educator.

1 Principles and objectives of building a correctional educational process.

The success of correctional and developing work in the speech therapy group is determined by a strict, well-thought-out system, the essence of which is to integrate the speech therapy in the educational process of children's life.

The natural way to implement speech therapy is the relationship, the interaction of speech therapist and educators (with different functional problems and methods of correctional work, which we will talk later).

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

Final goal correctional group: Education of a humane personality, comprehensively and harmoniously happy child; Social adaptation and integration of the child on Wednesday normally developing peers.

Work in the speech therapy group is built, taking into account the age, group profile and individual manifestations of the speech defect (from the situation - the principle of age and differential diagnosis)

When working with children with FFN speech, the main tasks:

The formulation and consolidation of sounds in speech, if necessary, differentiation on similar features.

Development of phonderatic processes and skills of full-fledged sound analysis and synthesis.

When working with children with ONR Tasks:

Development of lexico-grammatical means of speech.

The formation of proper sound.

Development of phonderatic processes and sound accounting skills.

Development of connected speech in accordance with age standards.

Preparation for literacy training.

2. The function of the speech therapist and the educator during the work.

What are the functions of the speech therapist and educators in the process of working on lexical themes:

The work of the educator and speech therapist when correction of sound suspension

3 \\ Development small Motoriki (lacing, mosaic, weaving, etc.)

4 \\ Development of graphic skills (stroke, hatching)

5 \\ Formation of spatial representations (right, left, narrow - wide ... ..)

6 \\ Correction of lexico-grammatical categories.

At the end of the school year, the speech therapist conducts a final lesson. The educator is a final comprehensive occupation with the invitation of parents, administration, colleagues of educators of speech therapy groups or the leader of MO.

Explore the poem

Features:

1 \\ Preliminary dictionary work (as in the mass group);

2 \\ The teacher reads by heart with clarity;

3 \\ conversation;

4 \\ reading poem;

5 \\ Examination on Quarters and Stitching;

By holidays, all speech material are worked out with the speech therapist. There should be no wrong speech!

In the preparatory speech therapy group, classes for the preparation of children for writing, one occupation per week (from October to April, inclusive, 30 classes)

Each occupation includes:

Letter of those or other elements;

Visual or auditory dictation;

Sketch of sketches, alternating with sketch or stroke, followed by hatching patterns included in the auditory or visual dictation.

For 30 classes, 6 elements are mastered, 20 visual and 5 hearing dictations are carried out.

Grebenshchikova Olga
Interaction of a teacher-speech therapist with educators OU in the correctional and developing work with the children-logs

Teacher's interaction - speech therapist with teachers educational institution in correctional - developing work with children

In "The World Declaration on Ensuring the Protection and Development of Children" say: "The children of the world are innocent, vulnerable and dependent. Their future should be based on harmony and cooperation ... ". On harmony and collaboration should build their relations and all pedagogues, especially pedagogues, working with children with OVD.

Successful work In overcoming speech violations of children is possible when creating personal-oriented interaction All specialists in an integrative basis.

Model of this interaction In our educational institution is a holistic system, this is shown in the following scheme.

Given the features of correctional - Developing activities with children - Logopatami, the team is asked the following tasks:

Creating a team of like-minded people where the whole pedagogical Collective of the school - boarding school and medical personnel;

Improving the professional level of all specialists;

Organization correctional-developing mediumstimulating the speech and personal development of the child;

development The plan for the joint activity of specialists based on the complex diagnostics of the child (the results of the survey are discussed, joint planning is being developed, the annual plan is approved work with children).

Thus, around the child with joint actions of various specialists creates a single correctional-Food space and a certain object-developing environment. Comprehensive approach to B. work specialists to overcome speech violations in children involves a combination of correctional-pedagogicaland therapeutic and recreational work.

Medical impact aimed at strengthening the nervous system creates a favorable background for psychotherapy and active speech therapy work. Psychotherapeutic impact is carried out throughout the speech therapy work. The child constantly improve confidence that he can, and will speak beautifully and right; Fix his attention on success in speech, necessarily in the presence of children and adults.

No less important teacher's relationship - speech therapist and teacher - psychologistbecause it is not limited to using correctional Psychological and speech therapy forms and methods works in class, mutual Integration is much deeper. Interaction begins with psychological pedagogical examination. The task of the survey is to determine the level of the overall and speech development of each child. In the first two weeks of September logoped teachers, pedagogues-Shologists and other specialists carry out a comprehensive examination of children's development and joint meetings discuss the results of diagnosis.

In the future, this implies joint planning of classes, drawing up general plans requiring increased pedagogical attention, joint monitoring on the results of the survey and correctional- development, development of recommendations for teachers, conducting seminars and consultations on the mental and speech development of children, clearing visual agitation for pedagogues, selection of literature for their self-education.

Most closely teacher - a speech therapist in his work interacts with teachers subjects and primary school teachers. Mutual Integration passes through all activities pedagogues: Co-planning of classes, drawing up general plans correctional work with children, Consiliums, seminars, meetings methodical associations According to the results of the survey and correctional-what activities, registration of recommendations for pedagogues.

Main directions work these specialists can be presented in the following video:

In order to cooperate between the speaker and the teacher took place, I need to spend the spellope work, tell about the methods and receptions of the speech therapy workthat teacher Can take up and successfully use them in the lessons, to give a concept about the types of speech violations that are found in schoolchildren on how these speech violations affect the assimilation of training programs not only in Russian language and reading, but also by other subjects.

Especially essential is the understanding teacher need to very carefully and carefully assess work A student with a violation of writing and reading, since such children are not able to perform tasks in accordance with the norm. Knowing that on their occupations the speech therapist very specific evaluates the work of students will help the teacher Avoid misunderstandings.

Cooperation teacher-logopes and teachers will not be full if the speech therapist, for its part, does not understand all subtleties school programwill not know the content and learning methods used teachers. And they (pedagogues) For its part, the qualitative and systematic consolidation and control of speech skills and skills learned in classes with teacher - Logoped. Forms interactions with teachers Include a variety of aspects, some of them are presented below.

Interaction

teachers carried out in form:

development of a joint work plan In all directions for the current period, based on the integrated diagnosis of the child (the survey results are discussed, joint planning is being developed, the annual plan is approved. work with children);

discussions and choosing methods and techniques correctional - Development Work;

holding joint, seminars - workshops, round tables, individual consultations etc. ;

equipping the developing subject space in group premises;

mutual action Classes and joint conduct of integrated complex classes.

(While those present read information on the slide, as an example, I call the topic of joint meetings of MO with primary school teachers) Speech by Davydova I. V. "Intermediate diagnostics. Analysis of changes in the speech and general development of pupils ", Grebenshchikova O. A." Definition of psychological measures - pedagogical The impact on the children of the logos, in which in the first half of the development deficiency of development dynamics ( development Practical recommendations, Kuznetsova L. V. "Directions correctional work On the development of connected speech in younger students with intellectual insufficiency. "

The most important cooperation for successful cooperation is to establish equal relations. Both parties: and speech therapist, and teacher; are equally competent in matters relating to the organization of assistance to the child, and the other must be partners in the process correctional work.

The same partners should be teacher - speech therapists and educators. Practice shows that in extracurricular time pupils allow speech errors more than in class. Children often appeal to each other with short requests, replicas, speech is very simple in lexical and grammatical terms.

Built system interaction between school speakers and educators makes the system correctional work Upon overcoming specific disorders of oral and written speech in students more efficiently, which allows children to adequately perceive the educational material and turn on in the learning process.

Work The educator within the framework of integration lies in next:

Enrichment of knowledge and ideas about the world;

Formation and development of the vocabulary stock;

Consolidation of the correct sound and development of the proper side of speech;

Formation of cognitive interest, curiosity;

Development of connected speech;

Development of hearing perception, attention and memory;

Formation of training knowledge, skills and skills.

In turn teacher's work - speech therapist As part of integration has the following directions:

Selection of speech material for correction various components of speech activity;

Monitoring the dynamics of sounding sounds in children;

Speech therapy memo and booklets to help pedagogues;

Individual consultations of educators.

Thus, the speech therapist and the educator, each with his vision of the situation, should come to interconnecting for generation A single approach to learning students in need of specialized assistance.

When organizing complex correctional work with the childhaving systemic underdevelopment of speech, you need to adhere to the principle "Diversified effort"in which a special role is assigned complementary work of the teacher - speech therapist and music teachers. In his classes he spends work According to the development of phonderatic hearing, the development of articulation motility and shallow motility of the hands, intensifying attention, upbringing musical rhythm, orientation in space, which favorably affects the formation of non-rich functions in children with speech pathology. In class, musical and didactic games are actively used, exercises for the distinction of musical sounds in height, to adjust the votes to a specific musical sound, the deposit on the automation of those sounds that children are studying on speech therapy classes, taking into account the stage work. Each lesson includes mobile games, songs and verses, accompanied by movements, motor exercises, on which children learn to coordinate movement with the word, which contributes primarily to the speech development of children.

Classes on physical education are one of the favorite activities of children. In this regard, they usually pass on a high emotional lift, and this contributes to more efficient achievement of the tasks, because children with a violation of speech are somatically weakened, physically unbearable, are quickly tired. Negatively affects the health of the long stay of children in a sitting position. Teacher Physical education conducts in class exercises for the development of proper physiological and speech breathing, improves the prosodic elements of speech. To remove the muscle tone of the articulation apparatus teaches Children to self-massage techniques. Pedagogue Organizes and conducts exercises to coordinate speech with movement with moving games of different complexity, learn Play and understand the multi-stage instruction, carries out control over the speech of children. In physical education classes, a variety of exercises and games are used, aimed at developing the rhythmization of movements, the ability to control themselves, to remove the total stiffness, voltage.

Wide Possibilities B. correction work Speech children are available teacher iso. After all, research has long been established that the level of development of children is directly dependent on the degree of formation of subtle differentiated movements of the hands. Concerning teacher isoAccording to the councils speech therapist and guided by software requirements, includes classes: finching gymnastics, exercises for speech and movement coordination, oral exercises for the development of lexic grammatical building Speeches that contribute to the formation of Svyagnoy Skills. In class lessons are used and non-traditional forms Artistic graphic techniques: Drawing with fingers, printing on stencils, folding origami, etc. To ensure and maintain interest in classes, poems are used, riddles, exercises for the development of speech coordination with movement.

In conclusion, I would like to show how in practice is carried out interaction specialists on the example of studying the topic "Migratory birds":

primary school teacher: lesson on the topic "Migratory birds";

teacher speech therapist: Didactic game "Where the fleeting bird hid" (overbid the correct use of predictions for, before, above, about, under);

Educator: view illustrations of flight birds, conversation about flight birds;

music teacher: Speech therapy manpower "Geese" (Music L. B. Gavrishva, Sl. N. N. Nishcheva);

physical education teacher: Movable game "Duck";

teacher iso: fingering gymnastics "Swallow, swallow".

On this example we see that the purpose of the system work All specialists are a rational organization of joint activities for the formation and consolidation of the right speech skills in children, the development of a sensorotor sphere, higher mental processes and health promotion, as well as building an integrated correctional- development process work with children with systemic underdevelopment of speech.

Only in close interaction of all participants in pedagogical The process is possible to successfully form the personal readiness of children with developmental violations to training, socialization and adapting them in society.

Literature:

1. Babichina O. V., Norzorovova L. N. The interaction of the speech therapist And the family of the child with the shortcomings of speech. - M., 2009.

2. Boytseva M. B., Denisova O. A. Interaction specialists dows compensating species. - M., 2012.

3. Spearova L. F., Yastrebova A. V. Teacher About children with violations of speech. - M., 1985.

Sections: Work with preschoolers

The problem of the Commonwealth of the kindergarten and family is not Nova, today it is creative thanks to a differentiated approach.

The best results of the full-fledged speech development of preschoolers are marked where the teacher and parents act agreed.

An integrated approach to overcoming the speech defect involves an active part in it by parents who are able to all knowledge, speech skills, the ability of children received during classes with speech therapist and educators, consolidate in everyday life (for walks, excursions, while visiting the theater, care Behind plants and animals, help adults at home and in the country).

Problems of a family having a child with violations in speech development, lit in the works of this year. Bogdanova, V.A. Vishnevsky, B.A. Resurrection, TA Dobrovolskaya, A.I. Zakharova, I.Yu. Levchenko, E.M. Mastyukova, A.R. Sharipova, A.G. Moscow. The involvement of parents in the orbit of pedagogical activity, their interested participation in the correctional and pedagogical process is important for the development of their own children. Problems of special help of a family raising a child with speech violations have not yet found a broad sanctification in the scientific literature. Among the domestic authors, the leading place in the development of this problem belongs to N.I. Belopolskaya and V.V. Tkacheva, determined the principal approaches to the organization and content joint work Pedagogues and parents.

The relevance of the problem of family education of children with speech violations is in our opinion, in difference in the position of teachers and parents. The latter are often removed from the work on the correction of speech deficiencies in children, do not own the necessary pedagogical knowledge and skills. Often they believe that everything will be done in children's gardenand it's hard to find free time For classes with children at home.

The conscious inclusion of parents into a joint-up-legged teacher, the educator, the correctional process allows to significantly increase the efficiency of work. The creation of a single space of the child's voice development is impossible if the efforts of teachers and parents will be carried out independently of each other, and both parties will remain in ignorance regarding their plans and intentions.

The main areas of joint activities of the speech therapist, an educator and parents can be attributed to:

- the formation of a motivated parental relationship to correctional classes preschoolers with violations of speech;
- development and testing of various content and structural variants of the interaction of the family, speech therapist, an educator as a method for improving the effectiveness of the correction and educational potential of the educational process;
- establishing partnerships with each pupil family;
- Association of efforts of teachers and parents for the development and raising of children;
- creating an atmosphere of community, emotional interfactancy and interpenetration in each other's problems;
- increasing the psychological and pedagogical competence of parents in the processes of the child's speech development;
- assisting parents in the fulfillment of educational and corrective functions, support in them confidence in their own pedagogical capabilities;
- Training of parents with specific techniques of speech therapy work.

Thus, the modernization of Russian education actualizes the problems of DOU, family, society. Cooperation of the family, teacher-speech therapist, the educators are becoming more and more popular. Teachers are looking for new forms of work with parents. All this is the basis of family education of children with speech impairment.

The concept of the developing interactions of a kindergarten and family, where everyone does not only contribute to the development of another, but also finds conditions for their own personal development, easy to work with parents.

Interaction with parents in our preschool institution is built on a specific system, which includes:

– group parent meetings- Help to unite parents, aiming them to help the kindergarten, their group, actively engage in the process of raising children;
– consultations, seminars- We are trying to carry out that they, if possible, attracted parents to solve problems. For the awareness of the parents of all the information proposed information, they are offered various memos, which reflect the key points of consultation.

Some consultations specifically with the topic of the game and exercises are selected, exhibitions of benefits are organized. For example, from the materials of the exhibition "Like fingers, the tongue helped" with the demonstration of exhibits that were made by children with parents, it can be studied how parents ordered information on the topic "Development of shallow motility".

– Open classes Parents attend with great interest. We try to conduct integrated classes on which parents can see different types Correctional work, to rejoice at the achievements of your child, pay attention to the problems in the knowledge of your children. After such classes, the activity of parents in cooperation with the teachers of the group is increased.
- Information exhibitions In the group and in the corner for parents in the Cabinet of the Logoped Teacher. Visual information for parents is presented in the form of various folding folders, thematic folders, inserts with recommendations for familiarizing the house and consolidate the data obtained, for example, games and speech development exercises for senior pre-school children; Lists are highlighted for reading preschoolers of literature.

Periodically, we prepare for information price lists that help orient parents in a wide variety of educational games, toys, literature filling the market. The text is compiled by the teachers of the group, taking into account the need and usefulness for the child. Specifying addresses of stores and prices to save parents time, which they successfully can use to communicate with their child.

Individual work allows you to establish closer contact with your parents. A significant role in the joint work of teachers and family playing the questionnaires: "Identify the ideas of parents about the degree of emotional well-being of a child in a kindergarten group", "Is your child ready to study at school", "formation of speech culture in the family", questionnaire "information about the child ". Memo: "Flu and ORVI" prevention, "feed the birds in winter!" (All-Russian Ecological and Cultural Promotion), "Every parent is an example for imitation" (a memo for parents for the upbringing of a competent pedestrian), "take care of our Christmas tree!".

We pay a lot of attention to individual conversations with parents who are trying to establish emotional control, trusting relationships, to convey an understanding of the importance and necessity of assisting the educator, a teacher-spedown in achieving the results of the correctional work.

A very effective form of interaction is the joint activity of parents and children, stimulating the speech and cognitive activity of pupils. So, when holding a "book week", parents helped the children to arrange and compose a book-homemade. Then the exhibition of these was organized in the group. creative work. Parents and children from other groups were invited to the exhibition, the parents were invited. Children were happy to demonstrate their work and told - "read" books. I like the guys "Letters-Self-Line", which are performed jointly with teachers and parents. Educators prepare the stencils of the first letters named after the child, parents draw them in the form of appliqués using plasticine, buttons, cereals, beads.

The involvement of parents in the correctional process helps to increase their level of self-consciousness and interest they acquire thanks to the work of the pedagogical team of the speech therapy group. Partnership of teachers and parents in the creation of a single correctional-developing space provides a child successful socialization in kindergarten among peers, and subsequently implies easy adaptation to the school environment and the surrounding life of adults.

Literature:

1. Batchy, O.V., Norzorovova L.N. The interaction of the speech therapist and family of the child with the lack of speech. M.: TC Sphere, 2009. - 64 p.
2. Perechakta, E. V.Sotrudnochea speech therapist and parents. // Pre-school education, 1998, №11.
3. Stepanova, O. L. Organization of speech therapy work in Dow / O. L. Stepanova, - M., 2007.
4. Shchederova, E.A. The interaction of speech therapist and family development. // preschool education 2000. №6.
5. Karpova, S.I., Mamaeva V.V., Nikitina A.V. Interaction in the work of speech group specialists. Speech therapist in kindergarten, 2007, number 9.

Municipal preschool educational institution Kindergarten № 6

Cooperation of the speech therapist with an educator in working with children who have deviations in the development of speech

TA Balkykova,

teacher speech therapist

krasnovishersk

Recently, an increase in the number of children with various development deviations is noted, including(SLIDE) With violations of speech development of different gravity.The most common speech disorder is the general underdevelopment of speech, in which children have violated all components of the speech system, both language and semantic.

The work of a speech therapist in a mass preschool institution in its structure and functional duties is significantly different from the work of the speech therapists. speech Group. This is primarily due to the fact that the speech therapist on the Logopunk(SLIDE) embed into the general education process, and does not go with it in parallel as accepted in speech gardens. In connection with the tendency to deteriorate the speech of children in preschool age, (SLIDE) The lack of speech therapy gardens into mass preschool institutions are children with complex speech defects, overcoming which is difficult in the conditions of the logopunk.That is why today, speaking of working with children-logos, you can not consideronly activity Logoped teachers. In order to eliminate speech disorders and form an oral-speech base, you need a deep interaction of all participants in the pedagogical process, where the leading and coordinating role belongs to the teacher-speech therapist.

(SLIDE) At this time, there is a rethinking and thoughtfulness of the correctional program, taking into account the federal state educational standard for pre-school education. The success of the correctional work in groups of the mass preschool educational institution is determined by a strict, well-thought out system, the essence of which is to spend the whole educational process, the whole life and activity of children.(SLIDE) Namely, the creation of the creative union of teachers, united by common objectives, the development of an integrated correctional and developing calendar-thematic work plan, built on the basis of comprehensive diagnostics and the organization of a correctional and educational environment that stimulates the development of the child.

Successful overcoming of the general underdevelopment of speech in children in mass groups is possible subject to the creation of a personally-oriented interaction of all specialists of the DOU on an integrative basis.(SLIDE) For this, teachers must comply with unity in the requirements for children when solving tasks correctional learning:

The formation of proper sound.

Formation of phondematic representations.

Preparation for learning to elements of diplomas, sound analysis skills and synthesis.

The practical assimilation of lexical and grammatical means of language.

Development of Svyagnoy Skills.

Additional tasks are determined by features mental Development Preschoolers with ONR (features of attention, memory, auditory and visual perception, motility, temporary and spatial orientation, difficulties in arbitrary activities and other secondary deviations), the correction of which is necessary for the successful development of the program and the versatile development of children.

It is clear that it is possible to realize the tasks only, clearly coordinating the work of the teacher-speech therapist and educators, positive results are achieved by close cooperation.

(SLIDE) In working on the speech of children to the educator and teacher - a common goal is a logopian:

To form the right speech as a means of communication required for the full development of the child and its positive social adaptation.

- to ensure the continuity of specialists of the DOU in the correctional and speech therapy work with children with severe violations of speech.

At the same time, the function of the educator and teacher-speech therapist should be clearly defined and delimited. The leading role in the correctional work is definitely belongs to the teacher-speech therapist.

(SLIDE) The work of the teacher-speech therapist provides.

Diagnosis of the level of speech development of children, determining the direction of work.

Development of thinking, memory, attention of preschoolers.

Correction of sound proof.

Development of phonderatic hearing.

The assimilation of the norms of lexico-grammatical categories.

Training of connected speech, free semantic statement.

The formation of speech breathing, the feelings of the rhythm and expressiveness of speech.

Correction of disorders of the syllated structure.

Development of the proper side of speech.

Prevention of letters and reading violations.

Formation of post reading skills.

Improving overall and shallow motility.

(SLIDE) The tasks over which educators work.

Continuous improvement of articulation, fine and common motility.

Fixing the pronunciation of the spent sounds.

Enrichment, clarification and activation of spent vocabulary in accordance with the lexical topics of the program.

Exercise in the correct use of formed grammatical categories.

Development of attention, memory, logical thinking in games and exercises on a dark-free speech material.

Formation of connected speech.

Fixing the emerging sound-sound analysis and synthesis skills (fixing reading and writing skills).

Since the tutor is located with children in the most different setting: in the locker room, bedroom, playing corner, etc. It works with children all day and has the ability to repeated exercises, consolidate the correct sound testing, at the same time summarize the knowledge of children about the passable lexical theme.

(SLIDE) As well as B. The basis of the coordinated work of the teacher-speech therapist and educators lie the following principles:

The principle of an integrated approach to the organization of a correctional-pedagogical process.

The principle of unity of diagnosis and immediate correctional-pedagogical process.

The principle of cooperation between the speaker teacher, educators and children.

The principle of accounting for the interests of all participants in the correctional and pedagogical process.

The principle of the differentiated approach to the logs in the process of education they have the right speech.

And also the complex-thematic principle of building the educational process is successfully implemented in a special correctional pedagogy. And in mass kindergartens, this principle will contribute to the association and interrelation of all participants in this process.

For convenience, work is developed:

1. Perspective plan Interaction with specialists.

2. Notebooks of the relationship with educators of groups for organizing correctional and developing work in the afternoon.

3. Sound screen, which displays the stages of working on speech sounds from each child.

(SLIDE) Such a comprehensive examination asspeech therapy examination during which the speech therapist establishes the level of the child's speech violation, identifies character and severity, the potential and prospects for mastering the native language are determined, andpedagogical examination In the course of which the educators, in turn, identify the level of knowledge and skills necessary for the implementation of various activities, and also determine the characteristic features of the child, helps to take into account the individual features and capabilities of children when planning and conducting correctional-educational work.

(SLIDE) Educators make upperspective planning According to educational areas "Social and communicative development", namely in the field of knowledge and "speech development" based on perspective planning speech therapist and taking into account his recommendations.

Educator organizes educational activities According to cognitive development in such a way that it is a preceding speech therapy occupation (in other words, leading or preparing), and "speech development" is fixing.

To correct speech disadvantages, individual classes of the teacher on the task of the speech therapist are equally significant. Daily educators fulfill the recommendations of the speech therapist for the correction of speech and non-violations with each child during direct-educational activities with a subgroup of children and individually.(SLIDE) Material for individual and subgroup work is recorded in"Notebook relationship "Which is filled in the eve of the study new topic. All types of tasks are familiar with children and explained in detail to educators. Next, as a result of speech therapy occupations, it is necessary to make add-ons daily: a material that requires repeat or is not sufficiently learned by children.

(SLIDE) In the notebook interconnection can be detected speech therapy five minutes. Speech therapy five minutes can be used by educators in different situations and other activities. Five minutes should be short enough, you should not turn them into a long process. It should be carried out in a gaming and entertaining form on a good emotional background. Five minutes must comply with the lexical topic under week and contribute to the development of all components of speech in children. The speaker's teacher, in turn, should specify the goals, tasks that are prosecuted when performing each task, and give a detailed description of their description.

(SLIDE) Games and exercises Recommended by the speaker teacher in the notebook of the relationship can be carried out by educators in the afternoon or used during dynamic pauses. Preschoolers offer games and exercises of various levels of difficulty depending on the severity of the speech defect and the individual features of the child's capabilities.

(SLIDE) And also in the notebook is submitted toorpericual development in individual form. A daily teacher is engaged in 2-3 children and conducts articulating gymnastics, tasks for automation and differentiation of sounds, as well as tasks for those partitions of the program that children are absorbed with the greatest labor.

From my observation, I do not know, you will agree with me or not, one of the most difficult directions in correctional and educational activities for educators iscontrol over the automation of the set sounds . After all, E.the effectiveness of the correctional work of the speaker's teacher depends on the ability of educators to hear and differentiate a defective pronounced sound from clean, from the ability to listen to children's speech, to correctly correct it, remind the child the right articulation of the spentsound.Can be useddifferent work techniques .

(SLIDE) For example, to attach each child in the groupbajik or stickers-reminders with the image of the letter denoting the sound over which the teacher-speech therapist is currently running. This will allow the educator to control the sound supplied by each child and correct the sound in the spontaneous speech of the child.

As a variant of one of the techniques for the automation of the right pronunciation, you cansecure the group of children with similar shortcomings . One follows the automation of whistling and hissing sounds from preschoolers, the other - Sonor. Although it is impossible to call this technique efficient.

Use another such reception whenthe sound-proof profile of children is located on the mirror in the working area of \u200b\u200bthe group And is in the constant field of view of the educator, as well as those children who already know how to read and can correct the speech of their peers.

A special place in the system of raising children with speech disorders is occupied by matinees and entertainment. In preparing for holidays with preschoolers with severe speech violations there is its own specificity.

Planning and selection of speech material must be carried out in conjunction with the music director, the speaker and the educator, while considering the age of children, the level of speech development and the individual features of each child.

(SLIDE) The effectiveness of correctional and educational work in the group largely depends on the organization of the subject-spatial environment.(SLIDE) L.S. Vygotsky wrote: "Watching children, ultimately, we see that the path to the right upbringing lies through the organization of the environment ..."

When creating a developing space, both in the group room and in the Cabinet of the Logopeda Teacher, it is necessary to take into account the leading role of gaming activities in the development of preschoolers. Educators take an active part in creating a correctional development environment in a group. In the senior and preparatory groups it is recommended to create(SLIDE) speech corner in orc. entr "We will talk correctly" which will beserve as a correctional goal and will be a system in the process. In the group room you can use(SLIDE) The "lexical tree", where attributes are placed to the lexical theme studied (cards, pictures, games, etc.).

Weekly, the teacher selects the speech material for each child in accordance with the recommendation of the speech therapist teacher.He advises which didactic games and exercises to use at this stage.

Specially organized living space should stimulate the activity of the child, to create an opportunity to successfully eliminate the speech defect, overcoming the backlog in speech development, which allows the child to show their abilities not only in classes, but also in free activities, helps to establish themselves in sense of self-confidence, and therefore , promotes comprehensive harmonious personality development.

(Slide + 2) The interaction between DOU specialists is also carried out in such forms of work as consulting, workshops, joint conversations to summarize correctional and developing work and the definition of further activities. The teacher-speech therapist needs not only to teach educators how to work with each child, but also to control the fulfillment of their recommendations.

(SLIDE) The speaker's teacher watches the work of the teacher with children, visiting directly educational activities, noting positive momentsAnd also analyzes those types of work that were unsuccessful and did not give the expected result. Such visits show the teacher-speech therapist full picture of correctional development work.

(SLIDE) Integrated interaction of experts is one of the conditions in overcoming UNR in preschoolers, which allows in most cases to eliminate the general underdevelopment of speech in children, and in severe cases to achieve significant positive dynamics not only in the development of speech, but also in the correction of secondary deviations.(SLIDE) Timely and integrated support of preschoolers with TNR opens equal opportunities for children with speech pathology and with normal psychophysical development in the formation of prerequisites for training activities, their successful socialization and adaptation in society, personal and creative development.

1. The center "We will talk correctly" .

Purpose: Education of the right physiological and speech breathing, the development of articulation motility, consolidating the right way of sounding the pronunciation of sound, the preparation of the articulation apparatus to the sound formulation, differentiation and automation of sounds, the development of lexico-grammatical categories, fixing the skills of sound-lettering and synthesis, connected speech.

Equipment:

For collaboration of adult and child:

Mirror with lamp and shelf for benefits.

A card file of subject and plot pictures on the lectured topics.

Card file of object pictures and didactic games To automate and differentiate whistling, hissing, sonorn, yotatated sounds and affrust.

Material for sound and sludge analysis and synthesis, analysis and synthesis of proposals (multi-colored chips, magnets, sound houses, etc.)

For independent activities of children:

A series of plot pictures. For example:"How caught worm", "work in the garden."

Schemes, algorithms and mnemotabilities for compiling stories about objects and objects.

Didactic games for the development of sound and syllable and synthesis skills, the analysis of proposals."Lotto","Slave lotto", etc.

Didactic games for the formation of the grammatical system of speech ("one or a lot", "butterfly and flower", "who is behind the tree","My, mine, mine,""Whose, whose, whose?", "Who is that big?").

Wall alphabet, various types of alphabet(knitted alphabet, alphabet, carved from sandpaper, etc.).

Games for dating children with the concepts of "sound", "Letter".

Games for the development of physiological and speech breathing.

Games for the development of phonderatic perception."Find a place."

Games for improving the lexico-grammatical system and connected speech.

Literature:

1. Bachina O.V. The interaction of the speech therapist and family of the child with the lack of speech. - M.: Sphere, 2009.-64 with

2. Interaction of specialists of the Compensation Time / Ed. O.A. Denisova. - M.: Sphere, 2012.-64 with

3. Mikheeva I.A., Cchemeva S.V. Interaction in the work of the teacher and teacher-speech therapist: a certificate of tasks for children 5-7 years old with a common underdevelopment of speech. Ed: Caro, 2009.- 256 with