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Presentation speech therapy group in the dow. Presentation on the topic: Organization of work. Zone of individual correctional work

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To begin with, let's figure out what is a speech therapy group? In speech therapy groups, they put sounds that were not there and correct the incorrectly pronounced ones (correction of speech defects), enrich the dictionary, develop phonemic perception, coherent speech, and teach correct grammatical design. In the senior and in the preparatory group, they prepare for literacy. a speech therapy group in our time is not a punishment, but most likely a reward, because it has become more difficult to get there, and the general underdevelopment of speech is easier to correct in a group where all work is aimed at eliminating this problem. Perhaps it is no longer a secret to anyone that in speech therapy groups, the preparation of children, no offense to anyone, will be said, sometimes much stronger than in mass kindergartens. Because children from the speech therapy group come to school with a much better vocabulary than children from a regular kindergarten. They know more, they have a wider vocabulary, many skills are better formed, starting with graphic skills, sound-letter analysis and ending with stories from pictures, generalizing concepts are better formed.

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Organization of activities in speech therapy groups 1. Children with speech disorders and requiring corrective assistance from a speech therapist are sent to speech therapy groups based on the decision of the PMPK with the consent of their parents (legal representatives). 2. Pupils with the following diagnoses are enrolled in the speech therapy group: - phonetic-phonemic underdevelopment of speech (FFN); - general underdevelopment of speech (ONR) 2 and 3 levels; 3. The duration of stay of pupils in a speech therapy group depends on the severity of the speech defect and the dynamics of the correction of speech impairment and can be 1-2 years. 4. To identify a child in a speech therapy group, the following documents are provided: - referral for this child; - the conclusion of the PMPK - the statement of the parents. 5. Children from the age of five are admitted to speech therapy groups. 6. Children who have: - underdevelopment of speech due to mental retardation are not subject to admission to the speech therapy group of a preschool educational institution; - gross violations of vision, hearing, motor sphere; - communication disorders in the form of early childhood autism; - mental retardation.

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The main form of organization of correctional and developmental work is group (frontal), subgroup and individual speech therapy classes. 1. Group speech therapy classes are conducted in accordance with the training program for children with speech disorders. 2. Subgroup and individual speech therapy classes are held outside the classes provided for curriculum Preschool educational institution, taking into account the mode of operation of the educational institution and the psychophysical characteristics of the development of children preschool age. 3. The frequency of subgroup and individual lessons is determined by the severity of the violation of the speech development of children. 4. Individual lessons are held at least twice a week: - with children with phonetic and phonemic underdevelopment of speech; - with children with general underdevelopment of speech; - with children with speech defects caused by a violation of the structure and mobility of the organs of the speech apparatus (dysarthria, rhinolalia, alalia). 5. If there are similar speech disorders in children, the teacher-speech therapist forms subgroups. Subgroup classes are held: - with children with general underdevelopment of speech - at least three times a week; - with children with phonetic and phonemic underdevelopment of speech at least two to three times a week. 6. Duration of a group speech therapy lesson: in senior group- 20-25 minutes; - in the preparatory school group - 25-30 minutes. 7. Every afternoon, the educator conducts individual and group remedial classes (“speech therapy hour”) with children on the instructions of a speech therapist teacher.

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OHP - general underdevelopment of speech OHP - this is a speech disorder that, with normal hearing and intelligence, sharply delays the formation of each of the components of the language: phonetics, vocabulary, grammar. All children with general speech underdevelopment (OHP) always have: 1. Violation of sound pronunciation; 2. Underdevelopment of phonemic hearing (phonemic hearing differs from ordinary, physical hearing by the ability to perceive, differentiate and distinguish phonemes of the native language), 3. Lag in the formation vocabulary and grammatical structure of speech. The combination of these violations is a serious obstacle to mastering the kindergarten program. general type, and in the future, the program of a comprehensive school. Timely and long-term speech therapy assistance in end result allows you to prepare a child for education in a general education or special (speech) school.

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The organic causes of speech disorders are injuries and disease processes that affect various parts of both the actual speech apparatus and the parts of the nervous system related to speech function. Central: underdevelopment and damage to the brain in the prenatal period, at the time of childbirth or after birth craniocerebral trauma infectious diseases cerebrovascular accident Peripheral: changes in the articulatory apparatus (malocclusion, anomalies of the dento-jaw row, short hyoid frenulum, etc.). hearing loss, cleft palate

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Causes of speech disorders - Various intrauterine adverse factors(toxicosis during pregnancy, viral and endocrine diseases, injuries, blood incompatibility for the Rh factor, etc.). - Birth trauma and asphyxia (lack of oxygen to the brain due to respiratory failure) during childbirth, which lead to intracranial hemorrhages. - Various diseases in the first years of a child's life. - Injuries of the skull, accompanied by a concussion. hereditary factors. Various mental traumas; violations of the emotional-volitional sphere and deficit in the development of speech. Bilingualism in the family. Hyperopeka (lisping with children). - Unfavorable social and living conditions leading to pedagogical neglect.

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The main stages of the work of a speech therapist 1. Preparatory stage. The main task is a thorough and comprehensive preparation of the child for painstaking and lengthy correctional work. Main goals - To form interest and motivation for speech therapy classes. -Develop auditory attention, memory, phonemic perception through games and special exercises. -To form and develop articulatory motor skills to the level of minimum sufficiency for staging sounds. -Develop speech breathing -Form and develop finger motor skills in the process of systematic training.

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2. Formation of pronunciation skills and abilities. Main goals Eliminate defective sound pronunciation. Develop skills and abilities to differentiate sounds that are similar articulatory and acoustically. To form the skills of using phonetically developed, grammatically correct speech. Types of corrective work at this stage. Setting sounds Automation of delivered sounds in syllables, Automation of sounds in words, Automation of delivered sounds in sentences, Differentiation of delivered and automated sounds, Automation of sounds in spontaneous speech: in monologues and dialogues, games, entertainment, on walks, work and other forms of children's life.

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3. Improvement of phonemic processes and sound analytical and synthetic activity in parallel with the correction of sound pronunciation in a child. 4. Development (improvement) of the psychological base of the child's speech on the lexical material worked out in the correct pronunciation. 5. The development of coherent expressive speech on the basis of sounds correctly pronounced by the child on the basis of lexical and grammatical exercises, tasks for the development of the prosodic side of speech, when teaching storytelling, etc.

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Equipment of speech therapy group. -Corner of fine motor skills (matryoshka dolls, lacing, mosaic, labyrinths, puzzles, constructors, etc.); - A corner for the development of the HMF (NI for the development of thinking, attention, memory); - Speech games (speech therapy loto, speech puzzles and speech simulators); - Corner for the development of communicative functions and coherent speech (puppet, finger theater); -Mini-library of books for the development of speech (Primers, alphabet, tongue twisters, etc.) -Interactive whiteboard for group classes.

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They wrote to me in a notebook Difficult task. Dad and mom said: - What kind of punishment? Often parents believe that if the child is in a speech therapy group, then all problems are solved. A speech therapist and educators will teach him to speak correctly, prepare him for school. What else is needed?? Parents are increasingly surprised by the fact that the speech therapist asks to have a notebook for completing assignments, writes assignments in it and asks to take this notebook home every week and follow all the recommendations with the child. Why, if a speech therapist already deals with children almost daily, and educators work out speech skills and skills during a speech therapy hour? Let's see... The success of remedial education for children with speech disorders is largely determined by the participation of parents in a complex of psychological and pedagogical activities. Only with the regular performance of the tasks recommended by the speech therapist, it is possible to achieve positive dynamics and consolidate the material studied in the classroom. Only with the systematic work of a speech therapist and parents will a child learn to use the delivered sound in independent speech and stop making grammatical errors.

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The family and the kindergarten must work TOGETHER, because even the best speech therapist alone cannot cope with a speech disorder! Classes with parents have another positive point: they become part of the daily routine, the child gets used to systematic classes, and, therefore, at school, parents will not have to force him to take lessons. All tasks are based on the material of the lexical topic studied in the group in group, subgroup and individual sessions of a speech therapist. This material is also fixed by educators - in the classroom for the development of speech, design, modeling, fine arts, at the daily "speech therapy hours" held in the afternoon, and outside of classes - on walks, in games, in the free activities of children.

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Sources: E.F. Arkhipova Correctional and speech therapy work to overcome erased dysarthria in children, M .: AST: Astrel, 2008. - 254 p.: ill. Filicheva T.B., Chirkina G.V., Tumanova T.V. Programs of preschool educational institutions of a compensating type for children with speech disorders, M .: Education, 2009 http://logopedy.ru/portal/ www.logolife.ru

The purpose of the game is to develop word formation skills in children. The game is used in individual work with a child or in work in small groups. Children are 5-6 years old. The game is aimed at consolidating the ability of children to form relative adjectives on various topics, to activate the vocabulary of children and to develop coherent speech.

The target audience: for preschoolers

The presentation was created for children with severe speech disorders in order to practice the use of nouns singular in indirect cases (dative / genitive) or practicing the use of possessive adjectives. Depending on the goal-setting of the lesson, you can change the questions: To whom will we give the tail? / Who is the tail? / Whose tail?
Animation when you click the desired picture, change slides by clicking the trigger button.
The last slides are a surprise moment and resources used.

In a playful way, children learn to distinguish the first sound from the names of pictures and determine its softness. Bunnies help to determine the correctness of the tasks.
This simulator can be used both in the classroom, when passing the topic "designation of the softness of consonants by vowels of the second row", and in speech therapy classes. The resource can be used for frontal work, for group and individual lessons. This type work develops phonemic hearing, sound analysis, and if given the task, write down the names of the pictures, then it consolidates the skill of indicating the softness of consonants in writing.

This work can be used in a group lesson or in individual work with students who have observed substitutions of paired consonants in writing.
In an entertaining and interesting form for children, work is being done to develop phonemic hearing (distinguishing P-B by ear). Then written exercises are given for the correct spelling of these letters in words.
All tasks are given in stages: first, paired consonants are given in words in a strong position, then in a weak position, when you need to use the rule for the correct spelling of consonants in words.
This work can also be used to work with preschoolers who have a phonemic hearing impairment.

Target audience: for a speech therapist

This interactive didactic game is intended for both individual and subgroup classes on the formation and development of phonemic hearing, sound analysis and synthesis skills. Can be used on interactive whiteboard and computer.

The child identifies the first sound in the name of the object and characterizes this sound.
The consonant solid sound is indicated in blue by clicking on the corresponding circle.
Consonant soft sound - in green by clicking on the corresponding circle.
The vowel sound is in red by clicking on the corresponding circle.
If the answer is correct, the bell sounds, the corresponding circle remains on the screen, the rest disappear.
If the answer is wrong, a hammer sounds.
When you click on the picture - a letter appears, denoting the 1st sound in the word.
From the 1st sounds of the names of objects we make a word.

Target audience: for a speech therapist

In recent years, there has been a sharp increase in the number of children with various speech disorders. Especially common are writing and reading disorders. Reading disorders in children have been studied for a long time, but even today it is one of the most actual problems speech therapy. Correction of these types of disorders requires purposeful and painstaking work of teachers, speech therapists, and parents. To make this process interesting, informative and not boring for students, it is necessary to diversify the work with various games and exercises that would break the stereotypical idea of reading as a boring activity.

Target audience: for a speech therapist

It can be very difficult for children with a violation of phonemic processes to distinguish the same sounds in words. This material is intended for the stage when students can not only divide words into syllables, but also find a common syllable in two words. When all the syllables are highlighted, you need to make a sentence out of them, writing it down correctly.

To determine the correct answer, you need to click on the envelope. If the child is having difficulty, then you can take help by pressing the button. In the creation of this simulator, the technological method "Magic Envelope" was used.

Target audience: for grade 1

Presentation on the topic: "Prevention of Dysgraphia".
The Problem of Violations writing for schoolchildren, one of the most relevant, since writing and reading become the basis and means of further education. I.N. Sadovnikova
The development presents exercises aimed at correcting dysgraphia.

The selection and recruitment of children with speech disorders in the speech therapy groups of the kindergarten is carried out at meetings of the medical-psychological-pedagogical commissions. The PMPK for the selection of children and the recruitment of groups with speech disorders is organized and operates under the Education Department of the KGO. At the end of the PMPK meetings, based on the completed protocols, lists of children enrolled in speech groups are compiled. Based on the list in the Department of Education, vouchers and directions to the indicated preschool institutions. Selection and staffing of children with speech disorders

Parents do not always hear all the defects in the speech of the child. There is no such area of human activity where speech would not be needed. Correct speech makes it easier for a child to achieve success in society. Speech is an element of social adaptation. Pure speech removes restrictions in the chosen profession Parents believe that bad speech will pass by itself. Unfortunately this is not always the case. People with speech disorders often develop inferiority complexes. If a child mixes sounds in pronunciation, then he will also write, because he first pronounces what he is going to write. Why do I need a speech pathologist?

The system of work of the correctional service of MDOU d / s 8 MOU PMSTSDK KGO MEDICAL SERVICE MDOU d / s 8 CORRECTIONAL SERVICE MDOU d / s 8 PMPK MDOU d / s 8 SPECIALISTS MDOU d / s 8: music director, physical education instructor TEACHERS of the correctional group, logopoint METHODOLOGICAL SERVICE (senior educator) CHILDREN PARENTS METHODOLOGICAL SERVICE (senior educator)

Frontal classes Frontal classes are held in the morning, their number depends on the period of study. Provide for the assimilation of the pronunciation of sounds and their active use in various forms independent speech. At the same time, they provide a further expansion of the speech practice of children in the process of familiarization with the outside world. Provide the child with favorable conditions for familiarization with their native language.

Develop mental processes memory, attention, thinking. Enrich clarify and activate vocabulary on lexical topics. Work on mastering the grammatical means of the language. Develop phonemic processes: phonemic hearing and phonemic perception. Form the correct pronunciation. Develop connected speech. Tasks of remedial education

Interaction of a speech therapist and educator Planning work together with a speech therapist Evening speech therapy classes of the educator Presence of the educator in the evening classes of a speech therapist Corrective work of the educator on the speech of children in the process of classes in fine art and mathematics Classes for the development of speech Control of the educator over the speech of children in their free time Enriching the speech practice of children in the process regime moments Implementation of the educator of communication between the speech therapist and parents Integrated relationship in the work of the speech therapist and the educator

Interaction between a speech therapist and a music director Recommendations of a speech therapist for a music director Assistance in preparing for the holidays Discussing speech material for thematic holidays and concerts Visiting a speech therapist to specialist classes Consulting a speech therapist for a specialist Control of a specialist over children's speech during classes

Interaction between a speech therapist and a physical education instructor Relationship between a speech therapist and a physical education instructor Visiting a speech therapist to a specialist's classes Consulting a speech therapist for a specialist Selection of speech material for physical culture leisure and holidays Assistance in preparing for the holidays

One of the forms of the relationship between a speech therapist and parents is the individual notebooks of children. They start for every child. The speech therapist writes down the date of the lesson and its approximate content. Notebooks are decorated colorfully: a speech therapist, educators or parents stick pictures on assignment, write down poems or stories. On weekends, these notebooks are given to parents so that they repeat the task at home, and during the week, educators work on this notebook. Interaction with parents is the key to success

Of course, a kindergarten is not a school, and there cannot be a strict system of homework here. But there are a number of questions, by asking which you will find out the level of your child's ideas about the life around him. Moreover, the questions themselves are selected taking into account the age capabilities of the child and the knowledge that he must learn in kindergarten. The set of such questions on any topic we will call the task. Of course, these questions are not for everyone, but only for those children whose parents are not indifferent, i.e. parents who want to: Know what the child is studying in kindergarten, Help him or check him; Make up for missed due to illness; Help the child consolidate what has been learned; Understand the unlearned a year or two ago, Prepare the child for school. Remember: the child needs help, and failure to complete tasks for him! Tasks can be for the whole group or specifically for your child - most often to consolidate the set sounds. About tasks

Dear Parents! You are the child's first and most important teacher. Remember: For a child, you are a language and speech model. After all, children learn language by imitating, listening, observing. As a teacher of your own child, you will have to listen to him, talk to him, read to him. Good luck, success in the joint work of our beloved children!

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Organization of speech therapy work in kindergarten Municipal budgetary preschool educational institution"TsRR - Kindergarten No. 1", Troitsk

The selection and recruitment of children with speech disorders in the speech therapy groups of the kindergarten is carried out at meetings of the medical-psychological-pedagogical commissions. The PMPK for the selection of children and the acquisition of groups with speech disorders is organized and works under the Department of Education of Troitsk. At the end of the PMPK meetings, based on the completed protocols, lists of children enrolled in speech groups are compiled. Based on the list in the Department of Education, vouchers and referrals to the indicated preschool institutions are issued. Selection and staffing of children with speech disorders

Conditions for the organization of speech therapy assistance in kindergarten. There are 5 speech therapy groups in our preschool educational institution

Interaction of speech-developing zones in kindergarten CHILD Music hall Sports hall Group Speech therapy room Psychologist's office Fine art studio

The duration of the school week is 5 days. Learning in the classroom is the main form of correctional and educational work with children The program provides for 3 types of classes: frontal subgroup individual Organization of speech therapy work

Individual lessons Tasks: to teach the child to master the correct articulation of each sound being studied and to automate it in various facilitated phonetic conditions, i.e. in isolation, in a syllable, in words.

The main goal of subgroup classes is to develop teamwork skills. The composition of the subgroups changes at the discretion of the speech therapist, depending on the dynamics of preschoolers in correcting pronunciation. Subgroup lessons

Frontal classes Frontal classes are held in the morning, their number depends on the period of study. They provide for the assimilation of the pronunciation of sounds and their active use in various forms of independent speech. At the same time, they provide a further expansion of the speech practice of children in the process of familiarization with the outside world. Provide the child with favorable conditions for familiarization with their native language.

Thank you for your attention!

Modeling is an effective technique for the development of coherent speech of preschoolers with general underdevelopment of speech

From the experience of the teacher - speech therapist MADOU No. 77 Napolova Vera Nikolaevna.
Development of coherent speech and the formation of communication skills is one of the main tasks of the kindergarten. Coherent speech is a detailed statement that is in semantic and structural unity. Psychological and pedagogical research in pedagogy shows that at present there is a steady trend towards an increase in the number of children with complex disorders of mental and speech activity.
The mass phenomenon associated with a low level of speech development in children is due to serious reasons. The computer has become a part of our daily speech. Students get all the information they need from the internet. Children communicate little, speech experience is limited, language means are imperfect. The need for verbal communication is not satisfied enough. Speaking poor, taciturn. Children's interest in reading has sharply decreased. Social problems societies often do not allow parents to pay sufficient attention to the all-round development of their children. Toys, television, computers have replaced live speech communication.
Working as a teacher-speech therapist in groups for children with speech disorders, examining the speech of speech pathologists, I reveal that, along with defects in sound pronunciation, violations of the lexical and grammatical side of speech, coherent speech is at a low level. Usually, children with OHP levels 2-3 fall into the senior speech therapy group.
At the beginning school year I conduct a survey of the state of coherent speech according to the method of V.P. Glukhov. The purpose of diagnostics is to study the level of proficiency in the skills of consistent, logical and coherent narration.
The following tasks are given:
Retelling of the story. Drawing up a story based on a series of plot pictures.
Drawing up a story based on a picture. Descriptive story.
In the methodology there is a score assessment of the coherent speech of children, it displays the level of proficiency in the skills of coherent narration. Usually in the senior speech therapy group at the beginning of the year, 60-70% of children with a low level of development of coherent speech,
The survey shows that:
- The stories are poor in content and composition.
- The stories are of the same type, because there are no comparisons, epithets.
- The phrase is short, there is no complex prepositional construction.
- Children do not know how to start and finish a story, the structure is broken.
- Children need stimulus material, adult help.
- But most children do not accept help at all and give
monosyllabic answers to the teacher's questions.
After analyzing all the problems and causes of underdevelopment of coherent speech, she outlined a system of corrective measures:
1 Formation of speech communication skills in the classroom and in the daily life of children.
2 Teaching text analysis, highlighting semantic links, drawing up a plan and retelling according to plan.
3 Learn to correctly lexically and grammatically formulate speech statements.
4 Teach analysis, planning, construction of independent speech statements.
In solving these problems, modern educational technologies help, which provide for new methods, techniques for the development of children's speech. One of the techniques I use in my classes is the modeling technique, which I include in the work on all types of coherent statements: retelling, compiling a story based on a series of paintings, descriptive story, compiling a plot story, creative story.
Visual modeling is a specific form of mediating the mental activity of a preschooler. Building a model in the educational process is not only the subject of demonstration, study of objects, but also the identification of their properties.
Modeling contributes to the development of skills:
- the ability to isolate and name the features of the object of description or retelling;
- the ability to list the signs in a certain sequence;
- the ability to link words, phrases and periods into a coherent text. The use of simulation in teaching makes it possible to overcome many difficulties and problems. Based on the scheme - model, children can plan their future statement. The effectiveness of training increases. Inclusion in studying proccess modeling creates conditions for correcting mental activity and facilitating the understanding of abstract concepts. Object modeling is the use of substitution real object- an object in a reduced form or its graphic substitute (drawing). At the first stage of training, the role of models is played by specific objects, and then symbolic substitutes can be used. I use the modeling method when retelling stories when working on automation and differentiation of sounds in speech pathologist children. She designed such tables for retelling stories: "Misha is a naughty", "Sonya in the garden", "Live corner", etc. (proposed by Bogomolova).
Using Simulation includes mastering substitution actions, building a model and using it to solve a specific problem. But initially, children should master substitution actions: learn to use various substitutes for objects. Purpose: to train children in simple description subject, name, enumeration of the main external signs(shape, color, size, material, parts and details)
Modeling is especially effective when compiling stories of descriptions on topics: toys, vegetables, fruits, dishes, furniture. The meaning of this technique is that the thought of the next sentence follows from the thought of the previous one. At the beginning, when describing objects, I use the sensory-graphic scheme of V.K. Vorobieva. This scheme helps to determine the methods of sensory examination of objects and to fix the results of the examination in a visual form. Individual and choral repetition of phrases and sentences helps to consolidate patterns of word agreement and various syntactic forms in children's speech. On the next step teaching descriptive speech, children already independently compose stories according to the models recommended by T.A. Tkachenko.
Simulation Reception I also use during the games “Little Teacher”, “Closed Picture”, “Hidden Object”, especially at the first stage, when children learn to ask questions, modeling makes this task easier for them. The purpose of the games: to teach children to ask questions, to formulate them independently, to develop the ability to compose descriptive stories.
Modeling technology is very effective in retelling texts and fairy tales. Tables for retelling fairy tales and stories were developed and compiled by me for all lexical topics for senior and preparatory group. On the topic of wild animals: "The Fox and the Jug", "Hare - Brad", "Three Bears". On the themes of the seasons: “About a snow bun”, “Four wishes” - by K. Ushinsky”, “Autumn” - according to Sokolov - Mikitov”, on the topic - birds”, “House Sparrow” according to M. Bogdanov, etc.
Memorizing poems and tongue twisters also helps with modeling, children quickly memorize rhymed text, easily remember according to the proposed model.
Teachers from St. Petersburg offer the use of mnemonics or mnemotables. A mnemonic table is a scheme, a structure in which you can put various information. Great problems are caused in children of speech therapy groups by compiling stories describing the seasons. The difficulty of choosing words - signs in the stories is obvious. Cards - symbols, different in shape and color, help children build a logical, consistent, from simple to complex, narrative story.
I have been using the work on the development of coherent speech with the help of modeling for a long time. Observations have shown that the introduction of models facilitates the process of children mastering the content, the structure of texts, and their coherence. An analysis of children's stories at the end of the school year revealed their improvement in almost all indicators. Most of the children at the end of the preparatory group independently, without leading questions, compose description stories, retell texts.
Literature:
1 Vorobieva V.K. "Methods of development of coherent speech in children".
2 Glukhov V.P., “Formation of coherent speech of preschool children”
3 Voroshnina L.V., "Teaching creative storytelling for preschool children." Zh-l, Preschool education, 1991, No. 2,3,4.
4 Tkachenko T.A. "The use of schemes in the preparation of descriptive stories." Zh-l "Preschool education", 1991, No. 10
5 Maletina N., “Modeling in the descriptive speech of children with ONR”

Presentation on the topic: Modeling - an effective technique for the development of coherent speech of preschoolers with general underdevelopment of speech

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