Many people simply underestimate the profession of a speech therapist. But this is a very important and necessary craft for society. Everything about the profession of a speech therapist will be discussed in our article.
Speech therapist: who is this?
A speech therapist is a highly qualified specialist whose main job function is to study various speech defects. The speech therapist is obliged to qualitatively study the causes of these defects, as well as prescribe an effective course of treatment. Treatment may include various types of techniques, techniques and training. Contrary to popular belief, a speech therapist is by no means a children's specialist. Despite the fact that the majority of patients with whom this professional works are children, adults are also not averse to seeking qualified help.
A competent speech therapist must master the basics of psychology, pedagogy and medicine. Particularly important in the profession in question is the ability to qualitatively classify groups of people who need help. The approach to children and adults is very different. Thus, recently speech therapists have begun to be divided into children’s and adult specialists.
Speech therapist is a very important, developing and in-demand profession. What else can you tell about her?
Why are speech therapists needed?
As mentioned above, many people greatly underestimate the profession of a speech therapist. Moreover, some individuals do not even understand why this profession is needed. Citizens refer to the specialty in question as “another useless occupation” and “a craft that no one needs.”
They name it until they themselves encounter obvious problems. We are talking about those cases when, for example, a four-year-old child is, in principle, unable to speak clearly. Some people immediately blame this problem on the parents: they say they didn’t work well enough with their children. However, not all so simple. A child may exhibit extremely serious forms of illness, such as dyslexia, dysgraphia and other extremely unpleasant defects. Fixing them is not so easy. This is where you need the qualified help of a competent specialist. A speech therapist is just such a person.
Qualities required for work
Before we begin to analyze the main professional responsibilities and functions of an employee, it is worth talking a little about what important qualities and character traits a speech therapist should have. And this is really important: children often worry and feel awkward when communicating with this specialist. A competent professional must possess certain skills and character traits in order to be able to win over children.
A children's speech therapist must possess such qualities as communication skills, openness and friendliness, tact and observation. Not every person is able to work in such a specialty. Nervous, stressed, tactless people should not even think about becoming a speech therapist. The speech therapist himself is an excellent psychologist who can recognize the temperament and character of a child in a matter of minutes, as well as find the source of speech problems.
Getting a profession
Where can I get training to become a speech therapist? Today, in almost every major city in Russia or other CIS countries, there are many higher educational institutions that are ready to provide their services for quality education of citizens. Work as a speech therapist can be obtained after training in such institutions as:
- MGPU - Moscow State Pedagogical University. Today this university remains one of the best pedagogical institutions in the world. Here you can qualitatively master the profession of a speech therapist, after which you can work in leading clinics, schools and other institutions in the country.
- Sholokhov Moscow State Humanitarian University is the country's leading humanitarian university.
- RGPU named after Herzen is another elite pedagogical university.
- Wallenberg Institute of Pedagogy and Psychology.
Naturally, there are many other universities in the country that are ready to provide a course in speech therapy.
Professional Responsibilities
It is especially important to list the main professional functions and responsibilities of the employee. It is what a speech therapist does that best characterizes the profession itself.
What are the main responsibilities here? Here are the most basic ones:
- qualitative examination of patients, during which the main features of speech development should be identified;
- making a diagnosis, identifying the main problem;
- a set of methods and methods of treatment;
- carrying out the main groups of work - so-called classes with a speech therapist (this includes conducting exercises, issuing “homework”, assistance in the development of basic speech abilities);
- evaluation of results based on the results of classes, comparison of results with initial data.
Thus, a specialist such as a speech therapist has a fairly large and structured number of responsibilities. Reviews of the work of these professionals are, as a rule, entirely positive. And it cannot be otherwise: a person has studied and practiced methods for developing human speech characteristics for at least five years. Of course, this is bearing fruit.
Features of the profession
The profession of a speech therapist has many interesting and surprising features. Some of them are worth talking about separately.
A speech therapist must have incredible patience. It is probably no longer a joke to say that the best speech therapist would be some soulless robot. After all, you need to love your job very much in order to give the same recommendations time after time, in a calm manner, to not the most assiduous children (and even some adults). Excellent speech therapists are people who can convince even a child how important it is to be able to speak beautifully and clearly. But, unfortunately, not everyone can create the necessary motivation in a patient.
A speech therapist must be an excellent psychologist. Each patient must have an individual approach. If this is a child, you need to remember the basics of developmental psychology, critical and lytic periods; if this is an adult, mature person, it is worth remembering that he may have various kinds of complexes and mental disorders.
Income
Another important topic that should be touched upon is the salary of speech therapists. In the Russian Federation, as you can already guess, this is not the best situation. Thus, the average salary of a speech therapist in the country is a little more than 20 thousand rubles. Of course, we are talking about the public sector - schools, kindergartens, hospitals, etc. In private clinics, salaries may be slightly higher.
It becomes somewhat sad if you start comparing the incomes of Russian speech therapists with the incomes of foreign ones. Thus, in European countries, as well as in the USA, a speech therapist is a very important and necessary specialist for society. Accordingly, the income there is many times higher. And this despite the fact that in Russia at the moment there is an acute shortage of this kind of specialists: in many schools and kindergartens there are simply no speech therapists, as a result of which individual speech work with children is not carried out at all.
History of the profession
Logos - speech, Paideia - education. This is how the name of the craft in question can be translated from Greek. Speech education is a short but capacious description of the profession of a speech therapist.
The profession of speech therapist was born not so long ago - in the 17th century. The best teachers in Europe tried to combat hearing impairment in children. Devices of varying degrees of whimsy were developed, and special techniques and methods of treatment appeared. However, over time, speech therapy only grew, absorbing more and more different problems and disorders. As the 20th century approached, speech therapy became relatively similar to what it is today: the work of correcting speech defects.
By the 21st century, speech therapy includes a great variety of different theories, methods and methods of treatment. Any speech therapist in a kindergarten for children, at a school or in a simple clinic has a rich range of knowledge and skills.
First group of job benefits
Like any other work activity, the profession of a speech therapist has a number of “spiritual” and “material” advantages. If we talk about the intangible component, then the only thing worth highlighting is usefulness. The point is that, despite not the smartest opinions, the profession of a speech therapist is still very useful and necessary for society.
Every person wants to speak clearly, competently and clearly. There are probably no people in the world who would like their own speech impediments. A speech therapist comes to the rescue here.
Second group of job benefits
It was not difficult to understand the “spiritual” component of the profession. What if you pay attention to something material? The more “down-to-earth” advantages of the profession include:
- Opportunity to constantly develop. If you establish yourself as a high-quality and competent specialist, about whom many people know, you can try to increase your status (and, accordingly, your income) by moving to private institutions.
- High "geography" of employment. Today, the profession of a speech therapist is considered very important and necessary for society. A speech therapist at school or in kindergarten is not a common occurrence. It's simply not there. A speech therapist should definitely not have problems finding employment.
- Speech therapists do not have the concept of “retirement age”. You can work as much as your health allows.
Disadvantages of the profession
Like any other professional field, the work of a speech therapist also contains a number of certain disadvantages. It is worth noting:
- Huge power costs. A speech therapist spends a lot of energy working with just one patient. It’s good if a professional has significant experience, and therefore experience. In this case, a certain habit and some skills of working with “problem” patients should be developed (certain tasks of a speech therapist, suitable for age, character, etc.). But it will really be difficult for young and inexperienced workers.
- A large amount of documentation. Almost every employee has this problem today. What can we say about doctors: recently, the entire burden of maintaining various kinds of paperwork has fallen on them. And this, as a consequence of the cuts, is a completely abnormal phenomenon.
- Small salary. The income of a specialist has already been discussed above. A speech therapist in a kindergarten, school or other budget institution really receives very little money.
Thus, a speech therapist is a very original, special specialist. His activities cannot be confused with anything.
Nomination " Teacher's methodical piggy bankelementary school"
The implementation of the Federal State Educational Standard for the education of students with mental retardation (intellectual impairment) requires the organization of educational work aimed at correcting, compensating and preventing secondary deviations in development and learning, taking into account the individual capabilities of each child. In this context, a new assessment of the role of the school speech therapist in accompanying students with intellectual disabilities when including them in educational activities and introducing something new into the content of correctional speech therapy work is required.
In the modern educational system, the issue of creating optimal conditions for the successful correction of developmental disorders, training, education, and psychological and pedagogical support for children with disabilities is especially relevant. The implementation of the Federal State Educational Standard for the education of students with mental retardation (intellectual impairment), approved by Order of the Ministry of Education and Science of the Russian Federation No. 1599 on December 19, 2014, requires providing each child with the maximum level of physical, mental and moral development; organize educational work aimed at correcting, compensating and preventing secondary deviations in development and learning, taking into account the individual capabilities of each child.
Our special (correctional) school educates children with varying degrees of mental retardation. Many of them have visual, hearing, musculoskeletal and other severe and multiple developmental disorders. The number of children with autism spectrum disorders admitted to the institution increases every year.
Thus, as a result of a combination of primary and secondary defects in abnormal development, a complex picture of disorders is formed, which, on the one hand, is individual for each child, and on the other, has many similar characteristics within the developmental disorders listed above, which determine the need to create special educational conditions corresponding to the psychophysical characteristics of children.
In this context, a new assessment of the role of the school speech therapist in accompanying students with intellectual disabilities when including them in educational activities and introducing something new into the content of correctional speech therapy work is required.
The purpose of the activity of a speech therapist teacher in a correctional school is is to create conditions that facilitate the identification and overcoming of speech development disorders, as well as the further development of oral and written speech, improvement of student communication, and successful mastery of adapted basic educational programs for students with intellectual disabilities.
All speech therapy work to support students with intellectual disabilities is organized in accordance with the curriculum and correctional work program of the institution and is carried out in the following areas:
- diagnostic work;
- correctional and developmental work;
- advisory work;
- outreach work.
Diagnostic direction The work of a speech therapist teacher includes an in-depth study of a child admitted to an institution: studying documentation, identifying individual characteristics of speech development and the causes of developmental problems. The survey is carried out in the first two weeks of September (from September 1 to 15) and the last two weeks of the school year (from May 15 to 31). The speech therapist teacher presents the results of the speech therapy examination at the school medical, psychological and pedagogical council, which considers the issue of enrolling the student in classes.
Taking into account the individual characteristics and diversity of speech disorders of students, diagnostic material was selected that allows us to assess the level of formation of speech development of both speaking and non-speech children. For this purpose, elements of the diagnostic techniques of the following authors T.A. are used. Fotekova, T.V. Akhutina, O.B. Inshakova, E.V. Kirillova. Based on the results of the examination, groups of students with a similar structure of the defect are formed, or individual speech therapy sessions are prescribed. During the period from May 15 to May 31, monitoring of students’ speech development is carried out. Based on monitoring data, the PMPK makes a decision on the need to continue correctional classes or discontinue them.
The peculiarities of diagnosing children with intellectual disabilities is compliance with the basic principles: an integrated approach, a systemic structural-dynamic study of mental development, a qualitative analysis of the structure of the defect and a holistic analysis of the mental state of the child’s development. The diagnostic process is organized so that each child can respond at the level and with the means that are available to him. Very important when examining speech, especially in children with ASD, is the moment of visualization of the tasks presented.
Correctional and developmental direction involves the implementation of correctional and developmental programs designed taking into account the age, developmental characteristics of students, and the structure of the defect. This direction is implemented through the choice of correctional programs, methods and techniques; organization and conduct of specially organized group and individual classes for the correction of speech disorders, determined for each student based on the recommendations of the territorial psychological, medical and pedagogical commission (TPMPK) and the individual program for rehabilitation or habilitation of a disabled person (IPRA).
The quantitative ratio of individual and group classes is determined by the educational organization in accordance with the curriculum, based on the psychophysical characteristics of students. The institution has developed work programs for speech correction of students with mild, moderate and severe systemic underdevelopment.
The program for the correction of systemic underdevelopment of mild severity is aimed at solving the following main tasks:
- correction of sound pronunciation (staging, automation and differentiation of speech sounds);
- correction of the lexical side of speech;
- correction of the grammatical structure of speech (syntactic structure of speech utterances, inflection and word formation);
- correction of dialogical and formation of monologue forms of speech;
- development of the communicative function of speech;
- correction of reading and writing disorders;
- expansion of ideas about the surrounding reality;
- development of the cognitive sphere (thinking, memory, attention).
The work program for correcting the speech of students with systemic speech underdevelopment of moderate and severe degrees is aimed at developing speech as a means of communication in the context of understanding the world around them, promoting the successful socialization of a speech-language pathologist child. This course is presented for primary school students with moderate or severe mental retardation, severe and multiple developmental disabilities, who have not developed sound pronunciation or have only individual sound complexes. Passive vocabulary is limited to the names of some household items. Understanding speech within the limits of everyday household instructions. Knowledge of the environment is primitive and limited. Facial expressions and gestures are used inactively. Students are characterized by a lack of motivation to communicate, inability to navigate the situation, inflexibility in contacts, and increased emotional exhaustion. They are not prepared for schooling, contact with them is difficult.
This work program is aimed at solving the following main tasks:
- development of understanding of addressed speech and the meaning of available non-verbal graphic signs;
- mastering the ability to make contact, maintain and complete it, using traditional verbal and alternative means of communication, observing generally accepted rules of communication;
- developing the ability to use accessible means of communication in the practice of expressive and impressive speech to solve age-appropriate everyday problems;
- development of prerequisites for meaningful reading and writing.
One of the fundamental requirements of the programs used by a speech therapist is compliance, which contributes to the optimization of corrective education, the communicative orientation of the entire complex of correctional and educational influences, the development of speech as a means of communication in the context of understanding the world around us and the child’s personal experience.
Considering that modern information technologies are becoming an effective means of correctional and developmental work and are increasingly used in special education, in speech therapy classes the teacher-speech therapist uses the computer software and methodological kit “Mersibo Plus”, “Computer workshop for conducting speech therapy classes in primary school”, original training games that allow you to conduct classes in an interesting, rich, and effective way.
Correctional classes using information technology make it possible to defuse the high emotional tension of schoolchildren and revitalize the educational process. The computer is also a powerful stimulus for the creativity of children, including the most infantile or disinhibited.
Practical orientation, playful and creative nature of learning, interactivity, various forms of communication, dialogues, use of knowledge and experience of students, involvement of all senses in the process, activity approach, implemented in the process of using active teaching methods in speech therapy classes, increase the effectiveness of speech therapy correction.
A special feature of working with students with autism spectrum disorders is the replacement of verbal abstract images with visual ones, which greatly facilitates the learning of an autistic child. Building a visual sequence is the main condition for the success of classes in this category. For this purpose, pictograms and visual supports are used in speech therapy classes. The use of elements of the operant approach in the correction of speech disorders contributes to the development of independence in students with autism spectrum disorders.
The full course of speech therapy classes for correctional and developmental education of students continues from September 16 to May 15. The duration of individual and subgroup lessons is 15-25 minutes. Correctional and developmental classes of a speech therapist are attended by students in grades 1-7.
Advisory work conducted by a speech therapist teacher, ensures continuity of special support for children with mental retardation (intellectual impairment) and their families on the implementation of differentiated psychological and pedagogical conditions for training, education, correction and development of speech and socialization of students.
During the entire period of accompanying the child, the teacher-speech therapist constantly maintains contact with parents, periodically informing them about the dynamics of eliminating speech deficiencies, educates them on issues of speech correction, and works in constant cooperation with the administration of the educational institution.
The speech therapist takes an active part in the work of the school psychological-medical-pedagogical council (PMPk). By identifying children with peculiarities of speech development, he gives the necessary recommendations for the further successful development of the child or, if necessary, refers to a specialist doctor (psychoneurologist, neurologist, otolaryngologist, etc.). PMPk is one of the forms of interaction between specialists.
During the analysis, problem areas were identified: not all parents make contact with a speech therapist, they are not sufficiently aware of the importance of timely medication assistance for their child, sometimes ignoring the recommendations of specialists. Many parents do not have a sufficient level of pedagogical knowledge and therefore cannot always provide their child with the necessary help.
Outreach involves the implementation of explanatory activities in relation to teachers and parents on issues related to the peculiarities of the process of training and education of students with mental retardation (intellectual impairment), interaction with teachers and peers, their parents (legal representatives), etc.
Information and educational work includes: conducting thematic presentations for teachers and parents to explain the individual typological characteristics of various categories of children, designing information stands, consulting teachers during teacher councils, seminars, round tables, individual consultations, etc. The publication of methodological and advisory materials in the media, print publications, and the institution’s website also helps to increase the level of pedagogical activity of all participants in educational relations.
Thus, realizing his professional activities in accordance with the set goal, the teacher-speech therapist becomes an important link in the activities of support specialists aimed at creating an integral system that provides optimal conditions for students and pupils with intellectual disabilities.
Becoming a specialist in any area of professional development reveals a number of common features, patterns and similar stages. The works of domestic teachers and psychologists analyze the professional activities of the teacher, his personality, pedagogical communication, and reveal ways to improve pedagogical skills (Yu.K. Babansky, V.A. Kan-Kalik, Ya.L. Kolominsky, S.V. Kondratyeva, N.V. Kuzmina, A.K. Markova, A.V. Mudrik, V.A. Slastenin, etc.).
The formation of professionalism is based on general mental development, which creates a kind of fund of a person’s potential capabilities for performing a particular type of activity. Thus, in early and preschool age, universal human abilities– abilities for cognition, thinking, communication, initial forms of labor. Then these abilities are “specialized” - a person discovers his inclinations and greater success in specific types of work (humanitarian, technical, artistic inclinations, etc.). Later, in adolescence, general professional abilities begin to develop, and as a person works within a narrow sphere of human practice, professional abilities are honed.
Before specifying these abilities in relation to the professional activities of a speech therapist, it should be noted that the formation of a specialist in the field of correctional pedagogy (speech therapy) is closely related to the development of his personality. Such personality traits as responsibility, flexibility, efficiency, creativity, adequate self-esteem and others can have a positive impact on the choice of profession, the course of professional adaptation, the choice of strategy and tactics for carrying out activities, and the establishment of professional aspirations. Some personality traits can hinder the development of professionalism, for example, insufficient development of general abilities, negative accentuations of character, underdevelopment of the emotional-volitional and motivational spheres, etc.
The professional activity of a speech therapist teacher is carried out in a multidimensional space, its main “planes” are personality, activity and communication, therefore, the development of professionalism of a speech therapist teacher directly depends on the new formations that take place in each of these areas. Let's take a closer look at them.
| Sides of professionalism | Signs of professionalism | Signs of unprofessionalism |
| Professional activities | Understanding the purpose of the profession of speech therapist and its social significance | Misunderstanding of the social significance and purpose of the profession of a speech therapist teacher |
| Mastery of legal and deontological norms of professional activity | Violation of legal and deontological standards of the profession | |
| Mastering the components of pedagogical technique and skill | Insufficient knowledge of the components of pedagogical technique and skill | |
| Adequate use of speech therapy technologies, achieving high and stable results of speech therapy correction | Low efficiency of professional activities, failure to fulfill professional functions | |
| Creative actions in a professional environment, awareness of individual responsibility for performance results | Passivity and lack of independence at work, lack of awareness of individual responsibility for performance results | |
| Resistance to professional overload, absence of fatigue, symptoms of “emotional burnout” | High psychological cost of the result, constant overwork, fatigue, apathy | |
| Professional communication | Identifying yourself as a member of a professional community | Lack of self-image in the profession |
| Mastering the norms and culture of pedagogical communication and ethics, communicative culture | Violation of ethical standards of the profession, insufficient knowledge of communicative culture | |
| Friendliness, empathy in professional position, sociability | Incompetence of professional communication, inability to listen and understand interlocutors | |
| Willingness to change, openness to spiritual mutual enrichment, analysis of the effectiveness of one’s own communicative behavior | Inertia, conservatism, closedness in communication, low level of knowledge of the features of one’s communicative potential | |
| Competitiveness, the ability to arouse interest in society in the results of one’s professional activities | Lack of interest in the results of work and responsibility for professional decisions and actions | |
| Professional personality | Sustained professional motivation, interest in the profession, thoughtful behavior | Unstable or low professional motivation, spontaneous professional behavior |
| Having a positive self-concept and adequate self-esteem | Low or high self-esteem, low level of professional aspirations | |
| Flexibility, variability of thinking and speech, desire for creativity | Stereotyping at work, resistance to innovation, rigidity, poor changeability | |
| Conscious spiritual enrichment, changing oneself through the means of the profession | Professional and personal accentuations and personality deformations | |
| Enriching the profession with the help of your creativity | Stopping professional growth, imitation of competence | |
| Accepting yourself as a professional, striving for mastery | Passivity, spontaneity of participation in professional life | |
| The predominance of an emotionally positive attitude towards the profession, satisfaction with it | The predominance of a negative emotional mood, dissatisfaction, negativism | |
| Reliance on past professional experience, continuity in work | Actions without taking into account previous experience, including negative ones, “treading water” | |
| Continuous professional self-education, high professional learning ability | Outdated professional knowledge, low professional learning ability |
The level of professionalism of a speech therapist teacher is determined by the degree of integrity and systematicity of all these features, the development of which does not occur simultaneously or simultaneously. This process lasts for years, and its main indicators relate to the postgraduate period, when a person directly begins to perform professional activities.
Model of professionalism of a modern speech therapist teacher, in our opinion, can be presented in the following form:
| COMPETENCE Methodological competence (understanding of the theoretical foundations of the profession, a holistic vision of correctional and educational processes and trends). Instrumental competence (proficiency in differentiated speech therapy technologies, methods and means of prevention, correction and elimination of speech disorders in children, adolescents and adults). Integral competence (ability to combine theory and practice of speech therapy). Communicative competence (the ability to carry out competent and productive pedagogical communication). Adaptive competence (ability to adapt to changing conditions). | ||
| PERSONAL QUALITIES Humanistic orientation and philanthropy. Sociability, friendliness, sincerity. Passion for the profession, hard work; patience. Purposefulness, endurance and self-control. Social activity, determination, perseverance. Developed self-awareness and adequate self-esteem. PROFESSIONAL QUALITIES Professional calling. Professional thinking. Ethics, tact, general and communicative culture. The need for self-improvement. | ||
| ABILITIES: pedagogical, speech, communication, organizational, creative. | ||
If we consider in more detail the components of the presented model, we can note that the basis professional competence speech therapist teachers are:
¨ the use of legal methods and ethical standards, principles of deontology in organizing the process of correctional and pedagogical interaction with persons suffering from speech disorders;
¨ mastery of speech and communication culture, verbal and non-verbal means of pedagogical communication;
¨ knowledge of methods of psychological, pedagogical and speech therapy examination, differential diagnosis of children and adolescents with deviations in speech development; consulting parents and teachers on problems of learning, development, life and professional self-determination of children and adolescents with speech impairments;
¨ skillful and creative use of differentiated speech therapy technologies, methods and means of prevention, correction and elimination of speech disorders in children, adolescents and adults;
¨ knowledge of methods of education and training, formation of basic types of activities in children with speech pathology;
¨ possession of modern computer technologies for searching and processing information, maintaining speech therapy documentation, and implementing speech therapy correction;
¨ desire for professional improvement.
Among personality traits speech therapist teacher, necessary for the successful implementation of professional tasks, should be highlighted: humanistic orientation, social and moral maturity, passion for the profession, self-control, tact, sincerity, resourcefulness, observation, ability to influence emotionally, sense of humor, etc.
TO organizational qualities speech therapist teachers include the following: organization, initiative, independence, responsibility, mobility and adequacy when making and implementing decisions in professional activities, the ability to organize play and cognitive activities of children and adolescents with speech disorders, the ability to coordinate the efforts of specialists in the implementation of comprehensive correction of speech disorders in children and adults, etc.
TO communication skills A teacher-speech therapist should include the following basic skills as a synthesis of general psychological, socio-psychological and specially professional personality qualities:
1. Interpersonal communication skills: interest in people and working with them; presence of the need and ability to communicate; the ability to adequately use verbal and non-verbal means of communication; ability to organize and maintain dialogue; the ability to use the norms of speech etiquette in communication in accordance with a specific communicative situation; ability to actively listen, etc.
2. Perceptual skills(perception and understanding of each other): the ability to quickly and correctly navigate a communicative situation, in changing communication conditions; the ability to manage your perception; the ability to understand the emotional state, evaluate and predict the emotional and psychological reactions of communication partners; the ability to understand the internal state and personality traits of a child or adolescent with a speech disorder.
3. Interpersonal skills: ability to take an adequate role position; the ability to influence at the level of dialogue, polylogue, intergroup dialogue, etc.; the ability to sense and maintain feedback in communication; the ability to build constructive relationships with children, colleagues, parents, and administration; the ability to constructively resolve conflicts, etc.
Pedagogical skills of a speech therapist teacher consists, in our opinion, of the following interrelated components:
1) high general and moral-aesthetic culture;
2) possession of abilities for pedagogical activity (pedagogical humanism, expressed in trust and respect for children, confidence in their abilities and capabilities; communication skills; empathy; pedagogical intuition; emotional stability, etc.);
3) possession of the personal qualities of a teacher (direction and capabilities of the individual, style of behavior, conviction and self-criticism, sincerity and ability to control oneself, dedication, flexibility, etc.);
4) professional erudition and competence, i.e. mastery of speech therapy technologies, their adequate and creative application in practical activities;
5) impeccable mastery of speech technique, including the mechanisms of breathing, voice formation, and articulation;
6) professional knowledge of linguistic, paralinguistic, non-verbal means of pedagogical communication;
7) communication culture;
8) the desire to improve one’s professional competence.
Communication with people is always creativity, and, like any creativity, it is difficult to master. You can master the basics of professional communicative culture in two ways: by studying and mastering the nature, structure and laws of the communication process; mastering the procedure and technology of pedagogical communication, skills and abilities of professional pedagogical communication, developing communicative abilities, and one’s own experience of communicative activities.
Self-test material
Test and training tasks
1. Explain the meaning of the following statements:
There is nothing in the world more precious than the bonds that connect man to man. By working only for material benefits, we build a prison for ourselves.
A. Saint-Exupery
Talk to people as if they are who you would like to be, and you will help them become that way.
2. Choose synonyms for the words: purposeful, impulsive, hypocritical, qualified.
3. Choose antonyms for the words: hot-tempered, excitable, compliant, superficial.
4. List the main characteristics of “person-to-person” professions.
5. Reveal the structure of humanization of the teacher’s personality.
6. Characterize the culture of communication as a component of a teacher’s professional culture.
7. Compare the structure of teaching abilities and professionally determined properties according to V.A. Krutetsky and V.A. Slastenin.
8. Describe the elements of the structure of pedagogical excellence.
9. Reveal the basics of a teacher’s professional competence from a psychological point of view (according to A.K. Markova).
10. Explain the significance for modern speech therapy of the task of full communicative development of children and adolescents with speech disorders.
11. Characterize the main psychophysiological characteristics of children and adolescents with speech disorders that affect their sociocommunicative compatibility.
12. Expand the content of the components of the pedagogical technique of a speech therapist teacher.
13. Explain why the main “planes” of the professional activity of a speech therapist teacher are personality, activity and communication?
14. List the signs that determine the level of professionalism of a speech therapist teacher.
15. Describe the basic personality qualities, organizational and communication skills of a speech therapist teacher, which he needs for the successful implementation of professional tasks.
Assignments in test form
1. Indicate the correct answer.
The main provisions of humanistic pedagogy include:
a) the principle of subordination
b) the principle of monologism
c) the principle of dialogization
d) all answers are correct
2. Indicate the correct answer.
Communication culture as a component of professional culture consists of:
a) culture of mutual knowledge
b) a culture of mutual understanding
c) culture of interaction between communication partners
d) all answers are correct
3. Indicate the correct answer.
Images of a teacher’s professional culture include:
a) culture of knowledge
b) work culture
c) communication culture
d) culture of self-improvement
d) all answers are correct.
4. Indicate the correct answer.
The teacher’s refusal of the theory and practice of formative influence and its replacement with developmental influence presupposes:
a) culture of beliefs
b) culture of emotional life
c) culture of pedagogical influence
d) the culture of the teacher’s ideas about himself
d) all answers are correct
5. Indicate the correct answer.
The most important thing for every teacher is:
a) pay more attention to educational problems
b) carefully plan any event
c) conduct extracurricular, extracurricular work with students
d) love students, experience joy from communicating with them
6. Indicate the correct answer.
“Effective” teachers typically demonstrate:
a) calm restraint, polite severity, unobtrusive punctuality
b) the ability to speak in a friendly manner, smile sincerely
c) the ability to tolerate the mistakes of their students and calmly explain their mistakes
d) all answers are correct
7. Indicate the correct answer.
Abilities for self-regulation of the emotional sphere and behavior according to V.A. Krutetsky belong to:
b) personal abilities
d) didactic abilities
d) all answers are correct
8. Indicate the correct answer.
Expressive speech abilities according to V.A. Krutetsky belong to:
a) general teaching abilities
b) personal abilities
c) organizational and communication skills
d) didactic abilities
d) all answers are correct
9. Indicate the correct answer.
The professionally determined communicative properties of a teacher include:
a) demanding
b) goodwill
c) professional performance
d) selfless attitude towards the profession
d) all answers are correct
10. Indicate the correct answer.
The elements of pedagogical mastery are:
a) humanistic orientation of the individual
b) professional knowledge
c) teaching abilities
d) pedagogical technique
d) all answers are correct
11. Indicate the correct answer.
Teacher creativity is an indicator of:
a) abilities for teaching activities
b) humanistic orientation of the individual
c) pedagogical technology
d) professional knowledge
d) all answers are correct
12. Indicate the correct answer.
A teacher’s skills to manage his or her behavior include the following:
a) organizational
b) social-perceptual
c) management of pedagogical communication
d) mobilizing students for intensive cognitive activity
d) all answers are correct.
13. Indicate the correct answer.
The means of pedagogical technology are:
b) paralinguistics
c) facial expressions
d) all answers are correct
14. Indicate the correct answer.
The ability to navigate complex pedagogical situations depends on:
a) pedagogical thinking and experience of the teacher
b) knowledge and ability to apply numerous influence techniques
c) the teacher’s tact and ability to select the best ways to communicate with students
d) all answers are correct
15. It is advisable to advance with praise:
a) the best students
b) prosperous students
c) someone who has not yet earned encouragement, but has already begun to show diligence, discipline, and an active attitude towards the life of the class or school
d) any schoolchild
16. Indicate the correct answer.
Systematic threats and punishments, strict control, detailed analysis of each offense...
a) help to establish discipline
b) force students to more sophisticatedly mask the negative aspects of their behavior
d) are an integral part of the educational methodology
17. Indicate the correct answer.
Self-education begins with:
a) self-order
b) self-esteem
c) self-conviction
d) self-encouragement
d) all answers are correct.
18. Indicate the correct answer.
Active methods of teaching communication include:
a) group discussion
b) role-playing game
c) analysis of specific situations
d) all answers are correct
19. Indicate the correct answer.
Productive styles of pedagogical communication include:
a) communication – distance
b) communication based on friendship
c) communication – intimidation
d) communication based on passion for joint creative activities
e) communication - flirting
20. Indicate the correct answer.
The means that increase the effectiveness of pedagogical communicative influence include:
a) initiative
b) a system of techniques chosen to organize the structure of communication adequate to the task and characteristics of the pedagogical situation
d) all answers are correct
21. Indicate the correct answer.
What communication barriers may be observed in children and adolescents with general speech underdevelopment?
a) phonetic
b) semantic
c) lexical
d) all answers are correct
22. Indicate the correct answer.
The main components of the professional competence of a speech therapist teacher are:
a) adequate use of speech therapy technologies
b) mastery of pedagogical technique and skill
c) mastery of communicative culture
d) all answers are correct
23. Indicate the correct answer.
The skills of a speech therapist teacher to interact with children in the process of correctional and developmental education include:
a) communication skills
b) organizational skills
c) the ability to organize dialogic communication
d) stimulate the communicative, speech and cognitive activity of children
d) all answers are correct
24. Indicate the correct answer.
Signs of professionalism of a speech therapist teacher in the field of professional communication are:
a) identifying oneself as a member of a professional community
b) mastering the norms and culture of pedagogical communication and ethics
c) mastery of communicative culture
d) analysis of the effectiveness of one’s own communicative behavior
d) all answers are correct
25. State the error.
Signs of professionalism of a speech therapist teacher are:
a) insufficient effectiveness of professional activities
b) understanding the purpose of the profession, its social significance
c) mastery of the components of pedagogical technique and skill
d) awareness of individual responsibility for performance results
26. Indicate the correct answer.
The model of professionalism of a speech therapist teacher is represented by the following components:
a) professional qualities
b) abilities
c) personal qualities
d) different types of competence
d) all answers are correct
27. Indicate the correct answer.
The components of the pedagogical skill of a speech therapist teacher are:
a) professional competence
b) communicative competence
c) pedagogical competence
d) all answers are correct
Testing
1. 1. Determine your psychological type in relation to others, rating the given statements in points from 0 to 4.
1. I get close to people easily.
2. I have many acquaintances with whom I willingly meet.
3. I am a talkative person.
4. I feel at ease with strangers.
5. I would feel unpleasant if the possibility of communication disappeared for a long time.
6. When I need to know something, I prefer to ask rather than delve into books.
7. I manage to liven up boring company.
8. I speak quickly.
9. When I am away from people for a long time, I really want to talk to someone.
Processing the results
Calculate the total points.
1–12 points. Introvert. Turned inward, he has difficulty making contact, and in company he can make everyone sad. Such a person is focused mainly on his own feelings, is shy, and prefers a book to communication. He is serious in decisions, does not trust emotions, loves order. He is pessimistic, and therefore is unlikely to make a good teacher or organizer. By temperament he is usually phlegmatic or melancholic.
13–24 points. Ambrovert. He is characterized by calm, even relationships with people, and responsibility for his actions. These are the qualities that, as a rule, possess the best leaders, teachers - in short, everyone whose work requires the ability to communicate with people.
25–36 points. Extrovert. Talkative, sociable optimist, loves tricky questions and sharp jokes. Communication with anyone is not a problem for him, and here he is an excellent improviser. He does everything easily and naturally. But he treats his own obligations no less lightly, and therefore he can only be called a master of his word with irony. He is unrestrained because he does not consider it necessary to control emotions and feelings. By temperament, such a person is usually choleric or sanguine.
2. Test yours personal professional qualities, answering questions “yes”, “no”, “sometimes”.
Questions
1. Do you like to analyze your actions?
2. Do you take initiative in solving necessary but unpleasant matters?
3. Do you easily navigate critical circumstances?
4. Do you do sudden, impulsive things?
5. Do you strive to defend your opinion if it differs from the opinion of your colleagues?
6. Can you immediately admit your mistake?
7. Do you think that you need to defend your own opinion on any issue?
8. Does your mood depend on external reasons?
9. Do you exploit a mistake made by your opponent in the heat of debate?
10. Which of the following qualities do you possess (self-assessment must be objective): observation, confidence, artistry, passion, objectivity, resourcefulness, sense of proportion, wit, charm, erudition, concern, tact, optimism?
Processing the results
If you answer “yes”, you get 2 points; “no” – 1 point; in the answer to question No. 10, 1 point is counted for each quality you noted.
It is assumed that the answer to questions 4, 7, 8, 9 will be negative; if the answer is positive, it is scored as “minus 1 point”; the answer “sometimes” means a zero score.
Add up your points. Here's what the diagnostics of your personal professional qualities will look like:
23–20 points– You are close to ideal;
19–14 points– You have chosen the right profession and will be a good teacher, but you should think about stricter self-control;
less than 13 points– You need to work hard on self-improvement or think about changing your profession.
Answers to test tasks
1 in; 2 g; 3 d; 4 in; 5 g; 6 g; 7 b; 8 g; 9 b; 10 d; 11 a; 12 b; 13 d; 14 g; 15 V; 16 b, c; 17 b; 18 g; 19 b; 20 g; 21 g; 22 g; 23 d; 24 d; 25 a; 26 d; 27
Speech therapy is a section of defectology (correctional pedagogy) that studies the issues of establishing correct oral speech, preventing and eliminating its defects in raising children suffering from speech impediments (tongue-tied, stuttering, etc.)
Speech therapist - (gr. Logos word, speech + paideia education, training) - a specialist involved in the production of correct oral speech, the prevention and elimination of its defects.
Correction of oral speech defects is possible at any age. In this profession, we will consider a specialist in pediatric speech therapy.
The profession of speech therapist is relatively new. In the past, speech impediments were not perceived as a disease requiring treatment. For some, these problems went away on their own, while others spoke as best they could. The first attempt to correct the speech of children with poor hearing was made in the 17th century in Europe. If a person had good hearing, but he simply could not pronounce several sounds, then they did not try to correct this, considering it unnecessary. For a long time, it was believed that speech defects had a physical basis and needed to be treated with medications. Only in the middle of the twentieth century did they pay attention to psychological methods.
The peculiarity of the profession of speech therapist is that a specialist in this field must be simultaneously a doctor, psychologist and teacher. After all, speech disorders are often closely related to psychological or even physiological problems of a person. The speech therapist must be prepared for the fact that he may see a mentally retarded child or a child with cerebral palsy. And, of course, like any other self-respecting specialist, a speech therapist needs the skills of competent documentation.
The increased importance of the speech therapist teacher in the organization of psychological and pedagogical support for children contributes to the growth of requirements for the level of his professional competence. First of all, two components are distinguished: professional-practical and social-personal skills of a specialist. Increasing the professional competence of a speech therapist cannot be limited only to expanding special knowledge and techniques for conducting speech therapy work. The social and personal component is of great importance. Only the teacher-speech therapist’s focus on constantly replenishing knowledge, mastering advanced methods and techniques for working with children, and understanding the secrets of communication contribute to the formation of the teacher-speech therapist’s personality as a professionally competent, successful, competitive specialist in the educational space.
Despite the fact that every year a huge number of speech therapists across the country graduate from universities, the need for these specialists is only increasing. This is primarily due to improvements in government social programs aimed at providing free assistance to children with disabilities. After graduating from institutes or universities, young specialists have the opportunity to get a job in various institutions in our city. The most popular of them are kindergartens, clinics, children's development centers with logo groups, schools with a functioning logo center. Specialists in this profile are also required in rehabilitation hospitals for the elderly and, of course, private treatment centers.
CHARACTERISTICS OF THE LABOR PROCESS
A speech therapist can work in special preschool institutions (kindergartens), schools (correctional classes), and in healthcare institutions. The specifics of a speech therapist's professional activity are determined by the specific conditions of the workplace. Let's consider the pedagogical aspect of speech therapy. The content of the work of a speech therapist in an educational institution is to carry out work to identify and correct violations of students’ oral speech. The responsibilities of a speech therapist include: conducting diagnostic, systematic consulting and correctional work with students, teachers and parents; selection of children with deviations in oral speech in special education. groups; determination of the degree of deviations; delivering correct speech; prevention and elimination of speech defects; organizing an advisory network for teachers and parents of students with oral speech disorders.
In his work, the speech therapist uses manual and electrical (telephone) tools. But the main means of his work are competent, clear, persuasive speech, where voice characteristics and business behavior play an important role.
In the work area of the speech therapist teacher there is: a desk; work chair; rack for placing teaching materials, diagnostic instruments, service documentation; shelf for methodological literature; computer; Printer; scanner.
In the training area for group classes: furniture sets (table, chair) for group classes, typesetting cloth; wall alphabet; board; printed board games; didactic material, teaching aids; flannelograph.
In the individual lesson area: a set of furniture; mirrors for individual work; wall mirror; speech therapy instruments (probes, spatulas); individual letter fans; manuals for individual lessons.
Working posture is the main position of the worker’s body in space. A comfortable working posture should ensure: stability of the position of the worker’s body, legs, arms, and head; sufficient visibility of the workplace; freedom of action and rapid change in labor movements; convenience for developing the necessary muscle efforts; minimal energy consumption.
A rational working posture is of great importance for maintaining the health of the employee, since prolonged stay in an uncomfortable and tense position can lead to diseases such as scoliosis, varicose veins, and flat feet. It is known that working in a bent position increases energy costs by 20%. The convenience of the working posture depends on: the position of the center of gravity; support area. The most common postures during labor are “sitting” and “standing”.
The “standing” working position is more tiring than the “sitting” one and requires 10% more energy expenditure for the same work. This is due to a smaller support area and a higher center of gravity. However, a worker’s long stay in an unchanged, even rational, position is tiring, since the same muscle groups are statically tense. Each working position also has a number of advantages. Thus, the “standing” working position provides maximum visibility of the work area, movement, accessibility to distant controls, and the ability to develop greater muscle efforts. The “sitting” working position ensures maximum precision and speed of movement.
When solving practical problems regarding the rationalization of working posture, it is necessary to take into account the following physiological requirements: reduce static muscle tension; distribute static stress so that the bulk of it falls on stronger muscles; use more “sitting” and shift work postures.
Working position “standing”: slightly tilted body (no more than 10-15 degrees); optimal dimensions of the working area (height = 1000-1600 mm, front – 550 mm, depth – 350 mm); It is necessary to provide a seating area for short-term rest during breaks.
Working position “sitting”: optimal dimensions of the working area (height – 600-1200 mm, depth – 500 mm, front – 500 mm from the center of the seat); availability of legroom; availability of hand support; Possibility of adjusting the seat back height.
Changing working positions requires meeting the following requirements: maintaining the same position of the worker relative to the working surface; maintain the same angle of view and hand placement; provide the necessary conditions for the transition from one pose to another.
The physiological assessment of working posture also takes into account the position of the hands during labor. Work with widely spaced elbows and arms extended far forward is excluded as it is impractical, inconvenient and tiring.
In this profession, there is a presence of marriage due to the fault of a specialist. It is important to notice a specialist’s mistake in time and begin work to correct it. Often errors are made due to insufficient knowledge in a given area and to correct these errors it is necessary to eliminate gaps in knowledge. And most importantly, a speech therapist can never be completely confident in the success of his work, since a lot depends not only on the level of his professionalism, but also on the desire and performance of the “patient” himself.
Like any other professional field, the work of a speech therapist also contains a number of certain disadvantages. It is worth noting: Huge power costs. A speech therapist spends a lot of energy working with just one patient. It’s good if a professional has significant experience, and therefore experience. In this case, a certain habit and some skills of working with “problem” patients should be developed (certain tasks of a speech therapist, suitable for age, character, etc.). But it will really be difficult for young and inexperienced workers. A large amount of documentation. Almost every employee has this problem today. What can we say about doctors: recently, the entire burden of maintaining various kinds of paperwork has fallen on them. And this, as a consequence of the cuts, is a completely abnormal phenomenon. Small salary. A speech therapist in a kindergarten, school or other budget institution really receives very little money.
Fatigue is a certain state of the human body, which is characterized by a temporary decrease in performance. It occurs after prolonged mental or physical stress. Types of fatigue: Nervous fatigue. Prolonged nervous tension will cause a person to become tired and weak. Emotional fatigue. In this state, emotional exhaustion occurs; there is no strength to show any feelings. A person can experience neither joy nor grief. Mental fatigue. In this case, working capacity is reduced due to disruption of processes associated with central nervous regulation. It becomes difficult for a person to think, remember, concentrate his attention on something, and the productivity of intellectual work decreases. Physical fatigue. It differs in that muscle dysfunction develops, strength, accuracy, consistency and rhythm of movements decrease. Typically, physical fatigue develops gradually. Overwork is already a pathological state of the body. It develops against the background of constant activity without proper rest, and can manifest itself as neurosis. Its development is based on impaired functioning of the central nervous system, which is expressed in the imbalance of processes such as excitation and inhibition in the brain. Signs of emotional fatigue: sudden mood swings; irritation; tendency to solitude; loss of strength, insomnia, unstable nervous system. Signs of nervous fatigue are manifested by increased irritability and excessive excitement. Fatigue in most cases depends on social and mental factors, so solving this problem is of paramount importance. It would be advisable to take measures to prevent the occurrence of this condition and maintain performance at a high level.
SANITARY AND HYGIENIC WORKING CONDITIONS
Persons at least 18 years of age who have undergone appropriate training, instruction in labor safety, medical examination and have no contraindications due to health conditions are allowed to work independently as a speech therapist (defectologist, educational psychologist).
When working as a speech therapist (speech pathologist, educational psychologist), comply with internal labor regulations and established work and rest schedules.
When working in an office, workers and children may be exposed to the following hazardous factors:
Impaired visual acuity in insufficient lighting in the office;
Poor posture, curvature of the spine, development of myopia in children due to incorrect selection of the size of children's furniture;
Electric shock due to faulty classroom electrical equipment and teaching aids.
Workers are required to comply with fire safety rules, know the location of primary fire extinguishing equipment and the directions of evacuation in case of fire.
In the event of an accident, immediately inform the administration of the institution.
While working, observe the rules of personal hygiene and keep the workplace clean.
Persons who fail to comply with or violate labor safety instructions are subject to disciplinary action in accordance with internal labor regulations and, if necessary, are subject to an extraordinary test of knowledge of labor safety standards and regulations.
Requirements of the profession for the individual characteristics of a specialist:
neuropsychic stability;
good long-term memory;
competent, clear correct speech.
Requirements of the profession for the personal characteristics of a specialist:
ability to manage oneself;
social intelligence (the ability to understand the behavior of other people);
observation;
communication and organizational skills.
Medical contraindications:
neuropsychic;
cardiovascular;
chronic infectious;
auditory analyzer;
The main clinical symptom of an occupational disease of the vocal apparatus is a violation of vocal function - dysphonia. All types of dysphonia are conventionally divided into organic and functional. Organic dysphonias include: hemorrhages in the mucous membrane or muscle of the larynx, acute and chronic (catarrhal, hypertrophic, subatrophic and atrophic) laryngitis, vasomotor chorditis, marginal (marginal) chorditis, nodules, polyps of the vocal folds, contact ulcers. Persistent disability in people of voice-speech professions most often develops with exacerbations of sore throat, chronic laryngitis, with recurrent phonasthenia, chorditis and other diseases of the larynx.
PSYCHOLOGICAL REQUIREMENTS OF A PROFESSION FOR A PERSON
Qualities that ensure the success of the professional activities of a speech therapist:
the ability to competently express one’s thoughts (verbal abilities); communication and interaction skills with people;
oratorical skills;
good hearing (ability to perceive the smallest changes and features
pronunciation of various sounds);
good articulation (ability
correctly show with facial expressions the ways and features of pronunciation of words and sounds);
good development of short-term and
long-term memory;
high level of concentration and switching of attention (the ability to focus on one thing for a long time
subject while simultaneously disconnecting from others and the ability to quickly move from one
type of activity to another);
logical thinking;
high level of development
creative thinking
the ability to listen and understand other people;
tactfulness;
friendliness, ethics;
selflessness;
sensitivity;
tolerance for people's shortcomings;
attentiveness;
responsiveness;
creativity (creativity).
Qualities that hinder the effectiveness of professional activity:
speech and hearing defects in a specialist in this profession;
unsociability;
lack of inclination to work with children;
emotional imbalance;
aggressiveness;
rigidity of thinking (inability to adjust the program of activities in accordance with the requirements of the situation).
A speech therapist must have a system of general theoretical and special professional knowledge, the totality and breadth of which forms his ideas about the typology and structure of abnormal development, about ways to prevent and overcome speech insufficiency, about methods of psychological and pedagogical influence. A speech therapist must be able to recognize speech disorders, possess techniques and methods for their elimination and correction, special methods of teaching children with speech disorders their native language both in preschool and school age, carry out preventive work to prevent academic failure, and have a good knowledge of the psychological characteristics of children with speech pathology , use techniques and methods for their education, correlation and development of their higher cortical functions. The professional competence of a speech therapist includes knowledge of programs, school textbooks, and speech therapy manuals. Of primary importance for the effectiveness of work on training, education, correction and prevention of speech disorders in children is the personality of the speech therapist, which is characterized by the following qualities: humanistic conviction; civic moral maturity; cognitive and pedagogical orientation; passion for the profession; love for children; demanding of oneself and others; fairness, endurance and self-criticism; pedagogical creative imagination and observation; sincerity, modesty, responsibility, firmness and consistency in words and actions, etc. The speech therapist must search for the best means of correcting children's speech, studying and generalizing best practices. The skills that he must possess are wide and varied: educational and cognitive (working with literature, observing the child and the pedagogical process; modeling the pedagogical process, choosing the optimal ways of correctional and educational influence, etc.); educational and organizational (long-term and calendar planning, conducting individual and group classes, creating equipment, ensuring the complexity of the impact and determining one’s real participation in this complex, etc.); educational and pedagogical (analysis of each case, selection of adequate means of correction, etc.). In addition, the work of a speech therapist should be based on strict adherence to the principles of deontology (a system of interactions with a person with a speech disorder, with his relatives and work colleagues). The speech therapist must be patient, tactful and friendly, treat a person with speech pathology and his parents the way a doctor treats a patient and his relatives, be careful in assessing the severity and especially the mechanisms, speech disorders, prognosis, take into account the external manifestations of speech disorders, their essence, since many of them, even not clearly expressed, can be only one of the manifestations of severe neuropsychiatric diseases. An important condition for pedagogical deontology is the establishment of correct relationships between a speech therapist and a doctor at a child care institution, a speech therapist and a teacher, a speech therapist and a teacher. The work of a speech therapist is based on the conclusion of a doctor - a neurologist or psychoneurologist - about the child. Joint discussion with colleagues of the most complex types of speech disorders in an atmosphere of mutual understanding and mutual respect creates a favorable environment for carrying out correctional work. The speech of a speech therapist should be a model for others, not only children, but also adults. Professional knowledge, abilities, habits, skills constitute professional experience, provide qualified professional activity as part of various teams (colleagues, children, parents, managers, etc.) The scope of business competence includes: - prevention - diagnostics - consulting - generalization of best practices , obtaining new knowledge - pedagogical and speech therapy education - psychological and therapeutic assistance - correctional education and training - search for the best means of speech correction.
INFORMATION ABOUT PROFESSIONAL TRAINING
In any pedagogical university. It is better to study at a state higher education institution. Moreover, ideally, get a degree in speech therapy at some well-known university, so that you can then feel confident when looking for a job. At the institutes there are both evening and correspondence forms of education. The duration of training varies - it can be 2-3-4 years. But correspondence education, according to many, unfortunately, does not provide the same knowledge base as full-time education, and to a greater extent involves self-education. What exams do you need to take to become a speech therapist? Subjects that are taken upon admission to the defectology faculty - essay; Russian + oral literature; biology (anatomy and general biology); interview.
Which universities train speech therapists? MOSCOW: MPGU (formerly named after Lenin) MGGU (formerly MGOPU) named after. Sholokhov ST. PETERSBURG: RGPU im. Herzen, ISPiP im. Raoul Wallenberg Leningrad State University. A. S. Pushkin. In our city, SHGPU (Shadrinsk State Pedagogical University) (formerly ShGPI).
There is an opportunity to become a speech therapist after completing specialized courses. If you complete the courses without a higher pedagogical education, then you will not be able to officially work as a speech therapist, since the right to conduct this type of activity only gives a full-fledged higher education. After all, many important disciplines are not taught in speech therapy courses.
If you have a higher education, you can obtain a speech therapist specialty as a second higher education. If you have a higher education (if you don’t want to go for 3-4 years of distance learning), there are year-long courses for training speech therapists and defectologists. In St. Petersburg - at the Wallenberg Institute, in Moscow - at Moscow State Humanitarian University. Sholokhov, in Shadrinsk - at ShGPU. The Moscow State Pedagogical University also has a faculty for retraining specialists. They train teachers of the deaf, speech therapists and teachers working with mentally retarded children (oligophrenopedagogues). The duration of training is one year. On the basis of higher pedagogical education, you receive a second higher education. Nonresident students are provided with a dormitory. At your place of work, as a rule, your position is retained and your salary is paid. Retraining courses last, as a rule, 1000 hours. “Professional retraining under the Speech Therapy program is additional professional education designed for people who already have a secondary or higher pedagogical, psychological or medical education. This form of training was developed by the Ministry of Education of the Russian Federation as a convenient, inexpensive and quick way to get a second education and master a new specialty. In this way, this form of training compares favorably with a second higher education, since it is designed for a shorter period of study, is much cheaper, contains only special subjects and is as close as possible to practice. Goal: training highly qualified specialists with deep knowledge in the field of speech therapy and professional knowledge of research methods of work.”
You can enroll in a pedagogical college after 9th grade, and after that in a university. Some teacher training colleges train special education teachers. But there is no separate specialty “speech therapy” in pedagogical colleges.
In accordance with his job responsibilities, a speech therapist teacher has the right to:
for advanced training at a certain frequency, for which the employer creates the conditions necessary for training employees in educational institutions of higher professional education, as well as in educational institutions of additional professional education (retraining and advanced training systems);
certification for the appropriate qualification category on a voluntary basis and receiving it in case of successful completion of certification;
for reduced working hours, annual basic extended paid leave (in an educational institution up to 56 calendar days), early assignment of an old-age pension, established depending on the position and working conditions;
for additional leave for a period of up to one year at least every ten years of continuous teaching work;
to other labor rights, social support measures established by federal laws and legislative acts of the constituent entities of the Russian Federation;
to provide compensation for expenses for living quarters, heating and lighting;
exercise other rights in accordance with the charter of the educational institution, employment contract, collective agreement, agreements, and legislation of the Russian Federation.
Of course, as in many other professions, the career and salary of a speech therapist depends on where and how long the specialist works. If a speech therapist works in government institutions, then he receives quite a small payment, but in private clinics, on the contrary, the speech therapist’s salary is quite high. Specialists in private practice earn good money. A career as a speech therapist is possible, but it directly depends on experience, professionalism, and determination. Also in this profession it is possible to assign categories: the higher the category, the better.
According to the Letter of the Ministry of General and Professional Education of the Russian Federation dated January 22, 1998. No. 20-58-07in/20-4 The specific list of employees and the amount of increase in wage rates (official salaries) for work in the specified educational institutions (groups, classes) in the range from 15 to 20 percent are determined by the educational institution depending on the degree and duration communication with children with developmental disabilities. For work with children with speech development disorders, the salary rate of speech therapists increases by 15 - 20 percent. If a speech therapist teacher works in a special (correctional) educational institution (or class, group) for children who, in addition to deviations in speech development, have other deviations in physical development (visual defects, hearing defects, musculoskeletal system, etc.) or deviations in mental development, then the wage rate is increased only for working with children with speech development disorders. In accordance with paragraph 57 of the Instruction on the procedure for calculating wages of educators, approved by Order of the Ministry of Education of the USSR of May 16, 1985 N 94, increasing wage rates (official salaries) for work in special (correctional) educational institutions (groups, classes) for children with developmental disabilities, new wage rates are formed for all calculations related to remuneration. https://studfiles.net/preview/1669181/page:33/
BBK 74.3
Reviewers:
Korneva Elena Pavlovna, deputy. Director of MADOU d\s "Zhemchuzhinka", Nizhny Tagil
Evsyukova T.A., senior teacher of the department of methodology and methods of education of children with disabilities and children left without parental care
P 79 Designing the activities of a speech therapist in the context of the Federal State Educational Standard for preschool education / Ministry of General and Professional Education of the Sverdlovsk Region State Autonomous Educational Institution of Additional Professional Education of the Sverdlovsk Region “Institute for Educational Development”, Nizhny Tagil Branch; auto-comp. O. N. Senova, T. V. Lisina, M. V. Umanskaya. – Nizhny Tagil: NTF GAOU DPO SO “IRO”, 2016. – 79 p.
The methodological recommendations reveal approaches to the organization and content of the professional activities of a speech therapist in the context of the implementation of the federal state educational standard for preschool education, and also present software and methodological support for the activities of a speech therapist based on the work experience of the Children's Medical Educational Institution, Nizhny Tagil.
© NTF SAOU DPO SO "Institute for Educational Development", 2016
Introduction……………………………………………………………………………….4
1. General characteristics of the activities of a speech therapist in the context of the implementation of the Federal State Educational Standard for preschool education……………………………………………………….6
2. Designing the content of a speech therapist’s activity in a preschool educational organization……………………………………………………………..20
3. Software and methodological support for the professional activities of a speech therapist (from the experience of the Children's Medical Educational Institution, Nizhny Tagil)………………………………………………………………………………………… ….…..thirty
Conclusion…………………………………………………………………………………..66
References……………………………………………………….67
Appendix 1………………………………………………………………………………70
Appendix 2……………………………………………………………..73
Appendix 3………………………………………………………………………………..77
Introduction
Today, the development of education is undergoing various changes due to the needs of society. The modern approach to training specialists is characterized by a change in the system of their training and a change in direction, allowing specialists to be more flexible, meet the demands of employers and be more successful in later life.
S. A. Druzhilov defines the concept of “professionalism” as a special property of people to systematically, effectively and reliably perform complex activities in a variety of conditions. This concept reflects such a degree of mastery of the human structure of professional activity that corresponds to existing standards and objective requirements in society.
The implementation of the principles and ideas of the Federal State Educational Standard for preschool education poses the task of creating a new paradigm of educational activities with preschoolers, which requires constant professional development from the teacher. Despite the allocation of the educational area “Speech development”, the tasks of speech development are included in all educational areas. The Federal State Educational Standard for Education in the section “Correctional Work” places emphasis not so much on correcting the developmental deficiencies of children with disabilities, but on the socialization of preschoolers with developmental disorders.
The Professional Standard of a Teacher (approved by order of the Ministry of Labor and Social Protection of the Russian Federation dated October 18, 2013 No. 544n) names the ability to learn as the main professional quality that a teacher must constantly demonstrate to his students. The acquisition of such important qualities from the point of view of carrying out professional activities in modern conditions of educational development as readiness for change, mobility, the ability to perform non-standard work actions, responsibility and independence in decision-making, presupposes the expansion of the space of pedagogical creativity. The key conceptual category is professional competence, which is considered, according to the Professional Standard, as the ability to successfully act on the basis of practical experience, skills and knowledge in solving professional problems.
Speech therapy correction in traditional practice often acts as a kind of direction of work with children, isolated from the tasks of developing the educational activities of the kindergarten. Achieving the goal of speech therapy correction is considered, as a rule, through the degree of formation of all aspects of speech, and the content of the work itself is focused on developing speech skills and training speech skills.
Today, there is a need for a speech therapist to include tasks for correcting speech problems in preschoolers in all aspects of educational activities in preschool educational institutions, thereby expanding the context for solving speech therapy problems, and therefore enriching the context of development of a preschooler with speech disorders.
The Federal State Educational Standard of Additional Education orients the speech therapist towards significant changes in the professional paradigm of his own activities, when innovation concerns not only the development of new techniques for correcting various aspects of speech, but to a much greater extent the forms of organizing the correction process, both in general and in relation to its didactic units, for example, classes.
The traditional paradigm of speech therapy correction today has a number of specific problems that, on the one hand, prevent the achievement of the best possible results, and on the other hand, do not allow the speech therapist to integrate his activities into the unified educational space of preschool educational institutions. While focusing on overcoming speech deficiencies (producing sounds, practicing lexical and grammatical categories, etc.), important priorities such as protecting and strengthening psychological and physical health, ensuring emotional well-being, and developing friendly relationships are often missed.
The typology of these problems in the activities of a speech therapist can be conditionally presented in three components (by analogy with the systematics of methodological errors in the work of a kindergarten by L. G. Bogoslavets and O. I. Davydova):
Strategic (the goal is the development of correct speech, and not the normalization of the child’s development or his socialization);
Tactical (the priority is a directed pedagogical position in interaction with children, demonstrating the priority of correction processes set by an adult over the processes of development and self-development of the child in a broad sense);
Technical (organizational failures, expressed in inattention to the emotional, motivational component of the child’s activity, which is organized by the speech therapist).
The solution to this problem is possible through the continuous education of a specialist, which implies professional improvement in the profile, but, nevertheless, the priorities become self-development, self-education and self-design, and as areas for the development of professional competence of a modern speech therapist should be highlighted:
Implementation of a system-activity approach, i.e. moving away from the reproductive method of solving speech therapy problems of the child to the active activity of the child in the process of correcting speech disorders;
The need for the activity of a speech therapist to go beyond the scope of speech therapy classes and the transition to the implementation of speech therapy and/or psychological and pedagogical support for a child with disabilities in the implementation of educational areas;
Development of professional abilities in the field of designing educational conditions, taking into account the individual educational needs of children, the zone of proximal development of each child;
Developing the ability to use different forms of cooperation with parents (legal representatives).
Provided that all the above areas of work are implemented, it will be possible to say that the work of a speech therapist will change qualitatively not only from the point of view of its organization, but also its content will be updated in accordance with modern requirements.
General characteristics of the activities of a speech therapist in the context of the implementation of the Federal State Educational Standard for preschool education
In the context of the implementation of the Federal State Educational Standard for preschool education (hereinafter referred to as the Federal State Educational Standard for Preschool Education), the goals, objectives, and areas of activity of the speech therapist teacher in organizing support for speech-language pathologist children are changing. The purpose of speech therapy support in a preschool educational organization (hereinafter - PEO) is the correction and development of oral speech. In the process of speech therapy support, in accordance with the individual speech profile and personality characteristics of the child, the specialist independently sets a list of tasks. High-quality implementation of tasks ensures the opportunity for children with speech disorders to master the basic general education program of preschool education and their integration into preschool education. The planned final results of mastering the Program are the same for both normally developing children and children with speech impairments.
A speech therapist must organize his work in such a way that the growth of children’s cognitive motives is ensured, so that the child learns to plan, control and evaluate educational activities, is sociable, can work in a group, conduct a dialogue - “ to interact with the teacher and peers in the educational process”, “justify your position, express your opinion.” It is important for speech therapists to focus on the following indicators of the activity approach of the standards:
Making educational results socially and personally significant;
More flexible and durable learning by children;
Significant increase in motivation and interest in learning;
Providing conditions for general cultural and personal development based on the formation of universal educational activities.
According to Part IV of the Federal State Educational Standard for Preschool Education, the requirements for the results of mastering the program are presented in the form of targets for preschool education. In this regard, among the planned results of children mastering the correctional and developmental program, the following characteristics can be noted:
The child is able to meaningfully and expressively use dialogic and monologue forms of speech.
The child is proactive and independent in communication, play, and cognitive and research activities.
The child is observant, capable of experimenting with words and verbal creativity.
The child is inquisitive, able to reason, justify the choice of action and explain the result obtained.
The child is confident in his abilities, open to the outside world, has a positive attitude towards himself and others, is able to negotiate, adequately express his feelings, and tries to resolve conflicts.
The child is capable of volitional efforts, can obey different rules and social norms, and make his own decisions.
The child has basic manual skills and can control and manage his movements.
The indicated planned results are directly reflected in the system of correctional and speech therapy support for children.
Speech therapy diagnostics;
Correction of speech defects;
The content of correctional work in accordance with the federal state requirements of preschool education is aimed at creating a system of comprehensive assistance to children with disabilities in mastering the basic educational program of preschool education, correcting deficiencies in the physical or mental development of students, their social adaptation and assisting children in this category in mastering basic preschool education program.
Speech therapy support is provided in the following areas:
1. Diagnostic examination of speech in order to determine the child’s individual correctional route.
Tasks of the diagnostic direction:
timely detection of speech disorders;
prevention of possible secondary defects caused by primary speech disorders;
Determination of parameters and criteria for speech therapy monitoring.
Based on the diagnostic results, a speech map is compiled. The results of the speech therapy examination must be discussed with an educational psychologist or teacher.
2. Corrective and developmental.
The correctional and developmental direction includes:
Individual and group speech correction classes;
Work as part of a psychological, medical and pedagogical council;
Conducting intermediate corrective diagnostics, monitoring the dynamics of children's development.
Tasks of the correctional and developmental direction:
A) correction and development of the phonetic-phonemic aspect of the speech of children with speech disorders:
Correction of defective sound pronunciation,
Form the sound-syllable structure of a word,
Develop phonemic processes.
B) formation of the lexical component of speech:
Clarification, expansion, enrichment of vocabulary to age standards in parallel with the expansion of ideas about the surrounding reality.
C) formation of the semantic structure of words:
Development of lexical systematicity and semantic fields;
Formation of word formation skills.
D) formation of the grammatical aspect of speech:
Elimination of existing agrammatisms;
Formation of grammatical and morphological generalizations.
D) formation of the syntactic component of speech and coherent speech:
Formation of the syntactic structure of simple and complex sentences;
Expanding the phrase to the required volume;
Development of the skill of constructing a coherent speech statement.
E) development of non-verbal mental functions in conjunction with speech correction:
Thinking – abilities for analysis, synthesis, comparison, generalization on linguistic material, classification operations;
Properties of attention (volume, distribution, concentration, stability, switching);
Visual and speech-auditory memory;
Temporal and spatial representations;
Fine motor skills;
Dynamic organization of a motor act;
Sensorimotor interactions.
G) formation of communication skills:
Independent planning of speech statements;
The ability to accurately express your thoughts in accordance with the situation;
Dialogue and monologue statements;
Skills necessary for effective interaction (make contact, maintain contact, break contact).
The ability to contact a speech therapist or groupmate for clarification;
Fostering tolerance and a culture of verbal communication.
H) formation of tempo-rhythmic organization of speech activity
I) the formation of the child’s moral attitudes through the semantic content of speech material.
3. Methodological. This area of speech therapy support includes:
Consulting teaching staff;
Parent counseling;
Speeches at speech therapists’ seminars;
Conducting open speech therapy classes;
Speeches at parent meetings;
Publication of articles in the media, participation in forums on speech therapy websites;
Work on the topic of self-education;
Implementation of continuity on issues of speech development of children between preschool educational institutions and schools;
Replenishing the office with new teaching literature, updating visual aids.
Components of speech therapy support are:
Prevention of speech disorders;
Speech therapy diagnostics;
Correction of speech defects;
Formation of all sides (components) of speech;
Development of non-verbal mental functions;
Development of the emotional-volitional sphere;
Formation of a child’s moral attitudes.
Correction of speech development disorders in preschool children can be carried out both in a speech therapy group and in a speech therapy center in a preschool educational institution.
In a speech therapy group, the number of children usually does not change during one or several school years; there are up to 12 people per speech therapist, depending on the speech report. Admission and release of children from the speech therapy center to the preschool educational institution is carried out during the school year, while at the same time 20-25 people study with one speech therapist.
It is traditionally believed that in a speech therapy group for children with severe speech impairments (OND I, II, III, complicated forms of FFND, dyslalia, dysarthyria, allalia), children have approximately the same speech conclusion, which determines the lesson program.
In contrast to preschool educational institutions with speech therapy groups, the main task in preschool educational organizations is the implementation of the main educational program, which does not provide time specifically allocated for classes with a speech therapist teacher. In this case, speech therapy classes are an additional service, implemented in compliance with SanPiN standards regarding the maximum permissible number of additional classes per week and their duration. For children of the fifth and sixth year of life (middle and senior groups) no more than 2 times a week, lasting no more than 25 minutes. For children 7 years old, no more than 3 times a week for 30 minutes.
Children from different age groups (5-7 years) are enrolled in the speech therapy center, so there is a need to adapt to the schedule of general developmental classes and routine moments of several groups in such a way as not to interfere with the implementation of the main educational program and not to violate SanPiN standards for duration and maximum permissible number group lessons with children. In this regard, the schedule of classes in preschool educational institutions is drawn up in such a way that the speech therapist can work with children only during their free activity and not at the expense of organized activities. For example, in one of the groups, some of the children are enrolled in a speech center, according to the schedule they go into subgroups. Half of the children engage in free activities with a teacher, the rest - with an assistant teacher. From this second half, the speech therapist recruits children for his individual or subgroup classes. The composition of children in subgroups is agreed upon by teachers with a speech therapist.
The organization of speech correction work depends on the number and age of children with speech pathology, the structure and severity of their speech defects. In case of fairly homogeneous mild speech disorders (dyslalia, mild erased dysarthria), and the absence of pronounced FFND and ONR, speech therapy assistance can be organized at a preschool speech therapy center, staffing temporary groups for the first and then the second half of the year. In these cases, the organizational and content aspects of the activities of the speech therapy center will be identical to the organization of the correctional speech process in compensatory groups for children with NPPD (impaired pronunciation of individual sounds).
When correcting speech disorders in children in a speech therapy center in preschool institutions, frontal speech therapy classes are not conducted; the main organizational forms are individual. In this case, it is possible to conduct subgroup classes with children of the same age, with an identical speech conclusion.
The main organizational forms of correctional and developmental work of a speech therapist in a speech therapy group are individual, subgroup and frontal classes, which relate to organized educational activities. The duration of organized educational activities for children is regulated by SaNPiN and depends on the age of the children. Educational activities are carried out in accordance with the educational activity plan (curriculum).
At the same time, it should be noted that in recent years, one such group may include children with general speech underdevelopment (hereinafter referred to as GSD) level I, and with GSD level III, stuttering, as well as children with disabilities.
This is due to the fact that with the introduction of inclusive education in Russia, a new social order for the education of children with disabilities in mass preschool educational organizations together with typically developing peers began to actively form in society.
Based on the fact that in kindergartens that implement the main educational program from defectological specialists, there are mainly only speech therapists, then, as a rule, they become leading specialists and consultants in organizing work with children with disabilities. It should be taken into account that the practice of speech therapists in preschool educational institutions for a long time was based on working with children whose speech disorders are primary; children with intellectual, hearing and other impairments were not accepted into speech therapy groups; they were sent to specialized educational institutions.
Currently, a speech therapist in any preschool educational institution must be included in the system of psychological and pedagogical support for children with various structures of the defect and provide them with all possible support and correction of the speech defects and cognitive processes identified in them
The group of children with disabilities is extremely heterogeneous; their level of development of speech function and cognitive activity is different, as is the structure of the defect. Therefore, the work of a speech therapist in an inclusive education setting has its own characteristics. This applies to all areas of a speech therapist’s activity: differential speech therapy diagnostics, development of individually oriented correctional intervention programs, selection and adaptation of methods and techniques of correctional speech therapy work, work with parents of children with speech disorders.
The specifics of working with disabled pupils begin at the stage of diagnosing the current level of development of the child. As in the case of ordinary pupils, through a thorough special examination, the speech therapist finds out the nature of the child’s speech impairment using special techniques. But it should be taken into account that the majority of children with disabilities have an insufficient level of cognitive activity, immature motivation for educational activities, decreased performance and voluntary attention. Often children with disabilities have systemic severe speech underdevelopment, the so-called “speechless” children; there may be unique communication problems (for example, in children with autism spectrum disorders), in such cases standard diagnostic materials and speech cards used in mass kindergartens unsuitable.
A speech therapist in inclusive practice needs to have multi-level diagnostic material that allows each child to identify his zone of proximal development, making it possible to track the dynamics of speech success in order to build a gradually more complex speech correction program that is adequate to the child’s current capabilities.
As sources of diagnostic tools, you can use the scientific and practical developments of S. D. Zabramnaya, I. Yu. Levchenko, E. A. Strebeleva, M. M. Semago and others, and for children with autism spectrum disorders and the diagnostic card developed by K S. Lebedinskaya and O. S. Nikolskaya.
Planning the main directions in correctional and developmental speech therapy work depends on the main and concomitant diagnoses of a child with disabilities. The selection of methods and forms of work organization also depends on the characteristics of the child’s psychophysical development, the level of general development and the structure of his defect. The speech therapist must be prepared to use methods and means of work from related fields, to apply the methods of typhology, sign language, oligophrenopedagogy, and psychology.
Thus, for children with systemic speech underdevelopment caused by intellectual development disorders, at the first stage of the speech therapist’s correctional activities, individual lessons predominate, since they allow maximum consideration of the characteristics of each child with disabilities, including him in the lesson, and establishing contact with the pupil.
The activities of a speech therapist with such children go beyond the scope of exclusively speech therapy work and include elements of psychological techniques, techniques and methods of an oligophrenopedagogist. It is necessary to pay attention to the formation of the cognitive sphere: the development of spatial orientation skills, the ability to maintain attention on an object, examine various objects, as well as the development of tactile, visual, auditory attention and perception.
With such children, more attention is paid to understanding, evoking speech, and onomatopoeia. At first, classes consist mainly of speech therapy games for voice, breathing, auditory-verbal memory, and fine motor skills. Sensory games are widely used to enrich the child’s understanding of the world around him and expand his passive vocabulary. This work allows you to lay the foundation on which speech will develop in the future. For all children with disabilities, tempo-rhythmic development is important: rhythm, clarity and structural organization of movements, the connection of speech and movement, therefore significant attention is paid to logorhythmic exercises.
Gradually, as the abilities of a child with disabilities develop, it is necessary to move from individual lessons to planning lessons in inclusive mini-groups. To do this, a child with special needs is teamed up with 1-3 normally developing children.
For the lesson, tasks are selected that are accessible to students with disabilities, and they are completed jointly by all children in the mini-group. At the first stages, this can be playful mutual massage, alternately stringing clothespins, buttons onto a string or a flat figure while simultaneously pronouncing a given sound, syllable or word, hitting balls, according to verbal instructions, into boxes of a given color, and other games. At subsequent stages, these can be joint theatrical games, in which the child with disabilities takes part in activities that are within the capabilities of his speech level of development and other tasks.
This form of joint organization of classes will allow expanding communicative contacts, socializing a child with disabilities, using imitative activities to activate his cognitive sphere, forming new speech skills and consolidating previously learned ones. Thanks to this special child, we allow him to feel like an active participant in life, and in normally developing children we cultivate a sense of tolerance, readiness for interaction and acceptance.
Despite the fact that the work of a speech therapist in a general developmental preschool is somewhat different from the work of a speech therapist in groups for children with severe speech impairments or other developmental disorders, there are common organizational and content aspects.
Table 1 reveals the areas of activity of a speech therapist depending on the place of implementation:
Table 1
Areas of activity of a speech therapist
| Area of activity of a speech therapist | At the logo station | In the speech therapy group |
| 1. Diagnostic | - passport of the speech therapy office; -cyclogram of the activities of the speech therapist of the preschool educational institution; -sound pronunciation screen; -card of the child’s speech therapy examination; – extracts from the minutes of meetings of the psychological, medical and pedagogical council of preschool educational institutions; – a list of children enrolled in classes. | - a notebook of minutes of meetings of the psychological, medical and pedagogical commission; -card of the child’s speech therapy examination; -cyclogram of the activities of the speech therapist of the preschool educational institution; -list of children in speech therapy group approved by preschool educational institutions |
| 2. Correctional and developmental | - individual speech cards; – individual plans for speech therapy work for the academic year; – speech therapist’s work program; – plans for subgroup lessons with children; – planning individual lessons with children. | -work plans for the formation of speech activity of children in speech therapy groups; - notes of group lessons; -plan of individual speech correction work with the child for the school year; -individual lesson plans with the child; -child’s individual notebook; - a notebook for recording children's attendance at classes. |
| 3.Methodological | - a plan for the interaction of the speech therapist with participants in the correctional pedagogical process, which can be included in the speech therapist’s work program; -speech therapist self-education plan (individual educational route); – speech therapist report for the school year. - passport of the speech therapy office. | - a notebook of working contacts between a speech therapist and teachers; -notebook of interaction with preschool specialists; -speech therapist report for the academic year; -speech therapist self-education plan. |
When carrying out correctional and developmental work, the speech therapist always communicates with teachers and other preschool specialists, which makes it possible to create a unified speech environment. The implementation of the principle of complexity contributes to higher rates of general and speech development of children, and involves the joint work of a speech therapist, psychologist, music director, physical education instructor, and educators. The combination of speech therapy, psychological and pedagogical activities makes it possible to increase the effectiveness of special education, improve the functional readiness of children for school, and adaptation to new educational conditions.
The speech therapist interacts with teachers in various forms: joint preparation of long-term and calendar planning, equipping the correctional and developmental space in the group, conducting integrated events. In joint integrated classes of a speech therapist and educator, which are conducted as generalizing, final, meaningful communication of children with each other in different types of activities is organized, which helps to consolidate the skills of using initiative speech, improving spoken language, enriching the vocabulary, and developing communicative practice.
In a comparative context, the practice of joint activities of a speech therapist and a preschool teacher is presented as follows:
table 2
Features of joint activities of a teacher and a speech therapist in a preschool educational institution
| Activities of a speech therapist | Activities of the teacher |
| ‒ studies the level of speech, cognitive and individual personality characteristics of the child and determines the main directions and content of correctional and speech therapy work with each person; ‒ forms correct speech breathing, sense of rhythm, expressiveness of speech, syllable reading; ‒ works on the prosodic side of speech: intonation, stress, tempo; ‒ corrects deficiencies in sound pronunciation and syllabic structure of words; – improves phonemic processes; ‒ practices new lexical and grammatical categories; ‒ prevents writing and reading disorders. | ‒ takes into account lexical topics when conducting group classes during the week. - replenishes, clarifies and activates children’s vocabulary on the current lexical topic during all routine moments; ‒ consolidates correct pronunciation skills in individual lessons on the instructions of a speech therapist; - monitors the grammatical forms of children’s speech; ‒ includes worked out grammatical structures in situations of natural communication; - forms coherent speech; - memorizes poems, nursery rhymes and texts; ‒ introduces children to fiction; - works on retelling and composing different types of stories; ‒ develops understanding of speech, attention, memory, logical thinking, imagination in game exercises. |
Exist various options for interaction between a speech therapist and a teacher when carrying out correction work.
1. The teacher’s classes precede speech therapy classes, i.e. prepare children for them. For example, a teacher works to accumulate, expand and activate the vocabulary, thereby creating a speech, cognitive and motivational basis for speech therapy classes. While the speech therapist works with the accumulated speech material, but using special exercises on word formation and inflection.
2. The teacher reinforces the educational material. His role in conducting classes is very important. He must clearly know the features of the methodology for teaching children in correctional groups, the tasks and content of the teacher’s classes.
A speech therapist and a music director are specialists who interact in many ways. The main ones are music, speech, movement. The importance of developing proper breathing, prosodic components of the voice, and coordination of movements also unites the goals of both specialists. This work is an integral part of working with children in music classes as part of the implementation of the educational field “Artistic and aesthetic development. Section "Music". The music director creates general prerequisites for speech development, including in classes exercises for the development of basic movements, small muscles of the hand, activation of attention, education of a sense of rhythm, orientation in space, development of “muscle sense”, development of auditory perception, motor memory.
The following are the types of children's activities recommended for inclusion in musical classes in order to develop proper breathing, prosodic components of the voice, and tempo-rhythmic development of speech (G.A. Volkova, G.R. Shishkina).
Rhythmic poems (rhythmic recitations, songs) with facial pictures;
Finger games without music, finger songs;
Coordination and movement games, games in pairs, “massage”;
Songs with improvisation;
Melodeclamation;
Improvisational movement
Playing children's musical instruments
These types of activities will bring musical-rhythmic activities closer to logorhythmic ones. Even in the absence of time allocated for logorhythmics, a speech therapist can always use the logorhythmic techniques available to him in individual and subgroup lessons, and if interaction with the music director is established, then the problem of logorhythmic education will be solved in music lessons.
In speech groups, interaction between a speech therapist and a music director can be carried out quite easily (mutual visits, pedagogical advice, preparation for joint events).
The relationship with the physical education instructor is carried out in several directions.
1. Development of speech breathing - inclusion in physical education exercises that regulate physiological and speech breathing; synchronicity of speech and non-speech exhalation, smoothness and duration of exhalation, etc.
2. Development of motor skills:
Development of general motor skills - taking into account in the classroom the characteristics of the development of general motor skills of children with various speech disorders;
Development of manual and finger motor skills - inclusion of static and dynamic exercises in classes for the development of fine motor skills;
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