Lyudmila Nakhasheva
Generalization of the work experience of a speech therapist teacher on the topic “Interaction between a speech therapist teacher and a primary school teacher”

Generalization of the work experience of a speech therapist teacher on the topic: "Interaction between a speech therapist and a primary school teacher in solving problems of quality of education."

Cooperative activity speech therapist and primary school teachers starts on the first day of school. Collaboration at work occurs in almost all types of educational activities. Many of the problems that interfere with the successful acquisition of academic skills can be corrected in speech therapy sessions.

According to a jointly drawn up plan, the speech therapist takes part in work:

Methodical association primary school teachers;

Teachers' councils;

Psychological-medical-pedagogical consultation, where the reasons for children’s underachievement are considered and ways of their psychological-medical-pedagogical support are developed.

One of the most important conditions for joint the work of a speech therapist and teacher is to develop unity of requirements for students.

Me speech therapist and primary school teachers, requirements developed, to achieve the goal of each lesson with children logopaths: - comprehensively develop the personality of the student - speech pathologist;

Training should be educational in nature;

-consider age characteristics of children;

-consider the structure of the speech defect and, in accordance with this, select the available material;

Carry out an individual approach against the backdrop of collective activities;

Achieve the strength of acquired knowledge and skills;

Provide software requirements, taking into account possible specific (speech) errors;

Make extensive use of visualization, gaming methods and techniques.

During the academic year from teachers consultation is being carried out Job.

In September teachers were familiarized with the results of the initial speech therapy examination. Together with teachers a schedule of speech therapy classes was drawn up, directions for individual correctional working with children. During the school year, all teachers receive the necessary consultations. On lessons teachers use a set of breathing and articulation exercises suggested by a speech therapist. As a speech therapist, I include lexical topics that children study in class in the structure of the lesson, For example: "School", "My family", "Wild and Domestic Animals" and others, lexical topics reflecting the regional component are also used, For example: "Animals and birds of the Krasnodar region", “Features of spring in Kuban”, "Our village", "Fauna of the Krasnodar Territory" etc. Teachers, in turn, secure spent in speech therapy classes, skills for correcting oral and written speech. Teacher and the teacher, with the help of a speech therapist, monitors the children’s correct speech and participates in the formation of their self-control. In addition, he helps the child formulate answers in class and organizes the student’s verbal communication with peers. This is especially important for people who stutter, who have acute communication problems, as well as for children with general speech underdevelopment.

Children show their knowledge and skills at a speech therapy matinee, which is held as part of the week "Psychology and correction".

For students 1 class, together with the teacher, during the additional winter holidays, an entertainment event was held "Entertaining speech therapy".

WITH teachers home-based training provides individual consultations on topics: “A variety of methods and techniques for the development of coherent speech”, “How to help a child who stutters?”, “Development of visual perception in younger schoolchildren” and etc.

In the speech therapy room in the speech corner, recommendations for teachers and parents are updated. Systematic Job in close contact with teachers, attending classes teachers for the purpose of monitoring speech students, they provide high efficiency of each lesson, timely identification of difficulties that the child experiences in the lessons and determination of goals for each lesson.

Publications on the topic:

This work will be of interest to both a novice speech therapist and an experienced speech therapist. It consistently reflects the stages of correctional work.

Today there have been changes in the Russian education system and updates in its quality. In connection with the approval and entry into force, Federal.

Slide No. 1 Popova Natalya Valerievna, teacher - speech therapist, kindergarten No. 40 “Brigantina”, city of. Balashikha. Slide No. 2 Dear jury, dear ones.

Message “Interaction between a speech therapist and a teacher in the correctional educational process” Message on the topic: “Interaction between a speech therapist and a teacher in the correctional educational process” Elena Karaganova From coherence.

L. S. Vygotsky also noted that a defect in some analyzer or intellectual defect does not cause an isolated loss of one function.

Often, the work of a school speech therapist is limited to working with primary school students. Of course, in both middle and high schools there will always be students who need qualified help from a special education teacher. But not all schools have a speech therapist, let alone a second one. So the specialist has to artificially narrow the field of his activity, dealing with the correction of speech disorders only with primary school students. This raises the question: what is the difference between the work of a school speech therapist and a primary school teacher? Let's try to figure this out...

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Slide 1-2

Who is a speech therapist?

He's a neurologist

He is a teacher, speech pathologist,

Educator and psychologist

Director, artist, speaker,

Magician, wizard and innovator.

“The relationship between the work of a speech therapist and a primary school teacher”

Often, the work of a school speech therapist is limited to working with primary school students. Of course, in both middle and high schools there will always be students who need qualified help from a special education teacher. But not all schools have a speech therapist, let alone a second one. So the specialist has to artificially narrow the field of his activity, dealing with the correction of speech disorders only with primary school students. This raises the question: what is the difference between the work of a school speech therapist and a primary school teacher? Let's try to figure this out...

Slide 3-4

So, let's find a few differences.

The differences can go on and on. But the main thing is the similarity: a primary school teacher and a school speech therapist are teachers. And their common goal is to achieve success for every child. And this is only possible with close cooperation. Based on pedagogical principles and using medical knowledge, you can always achieve
positive results. The main thing is to enjoy even the slightest success of each child.

Slide 5

The number of children in need of speech therapy assistance is large. To effectively eliminate any disorder in a child’s development, an integrated approach is required, i.e. involving the child’s parents, teachers, medical specialists, and psychologists in solving the problem.

The most important thing for successful cooperation is the establishment of equal relationships. Both parties (speech therapist and teacher) are equally competent in matters relating to the organization of assistance to the child, so they should not act in the roles of, for example, “expert” and “consultee”. Both are partners in the process of accompanying the child.

Collaboration will only take place if the speech therapist manages to make the teacher want to participate in solving the problem.

Slide 6

Therefore, when talking with a teacher, it is important to consider the following points:

Do not use complex, specific terms that are difficult for the teacher to understand;

Discuss not the causes of the problem (impairment, underdevelopment of some speech function in the child), but the educational problems themselves, their specific manifestations;

Clarify as much as possible what the child’s educational problems are;

A joint diagnosis of a child’s problems by a speech therapist and a teacher does not exclude a special speech therapy examination. It is important that the teacher does not take a passive position, waiting for the speech therapist to figure everything out and explain to him the problem that has arisen, but try to figure it out himself.

This will make it possible to see the child’s problem from all points of view: the educational process and physiology (underdevelopment, impaired speech functions).

When discussing a problem with a teacher, it is important to recreate a picture of the psychological situation surrounding the child at school and at home, because This is precisely what can be the cause of a learning problem, and also greatly influence its manifestations and the choice of a way to solve it.

Slide 7

What should a teacher be wary of in students’ oral and written speech:

Incorrect pronunciation of sounds, which can subsequently cause dysgraphia and dyslexia;

The special nature of errors in writing:

Mistakes are not the rule;

Persistent errors that do not disappear during the learning process;

Regularly repeated errors in various types of work, regardless of the child’s psychophysical state;

Distortion of graphic images of letters;

Omissions, rearrangements, additions of letters and syllables;

Mixing paired consonants in spoken and written speech;

Rough agrammatisms in oral speech and writing;

As practice shows, many children entering first grade have a limited vocabulary, poorly developed fine motor skills, and persistent speech impairments. To make the work of a school speech therapist more effective, he needs a close connection with the primary school teacher. Both the speech therapist and the teacher have a common goal - to provide high-quality education to schoolchildren. To achieve this goal, the teacher needs each student to have a sufficiently high level of general (including speech) development. The task of a speech therapist is to eliminate speech defects and develop the child’s oral and written speech to a level at which he could successfully study at school. In turn, the teacher continues the child’s speech development, relying on the skills and abilities he has acquired, i.e. there is an integration of speech therapy work and the educational process.

Slide 8

Speech therapy work in primary school can be divided into 4 stages: indicative, diagnostic, correctional and evaluative. Each of them has its own goals, objectives and technologies. The duration of the stage is determined by the totality and compatibility of various factors identified in the process of examination, diagnosis and correction. The relationship between the work of the speech therapist and the teacher is also gradually implemented.

Slide 9

Stage 1 – indicative

March, April

Stage objectives:

Determining the level of general and speech development of each future first-grader;

Identification of children with speech disorders;

Advisory assistance to parents in preparing children with speech disorders for school.

From March to AprilThe school organizes special classes for future first-graders, which are taught by a teacher once a week. The speech therapist has the opportunity to examine the speech status of all children enrolled in these classes. reveal There are children with speech disorders, give the necessary advice to parents.

Slide 10

Stage 2 – diagnostic

Stage objectives:

Determination of the structure and severity of speech disorders in schoolchildren;

Planning appropriate corrective work.

In the first two weeks of September, a speech therapist conducts a full examinationspeech states of first-gradersand informs the teacher of the results. The speech therapist gets acquainted with the curriculum and standard of primary general education, is interested in the technologies used by the teacher, his methods and techniques.

Then the speech therapist begins planning correctional work. In this case, the program requirements for the Russian language, reading and other subjects, the sequence and time of studying certain topics must be taken into account. In other words, the speech therapist strives for his work to have continuity with the program in a given class.

In addition, at this stage it is possible to plan the following activities:

Slide 11

Participation in parent-teacher meetings (at the request of the teacher and parents);

Participation of a speech therapist in the work of methodological associations of primary school teachers;

Con speech therapist consultations for teachers and parents;

Participation in the work of the PMPk (psychological-medical-pedagogical council).

Slide 12

Stage 3 – correctional

Stage objectives:

Elimination of speech disorders;

Development of oral and written language to a level at which the child could successfully study at school.

Slides 13-19

The duration of this stage for each child is determined by the nature and severity of the speech disorder, as well as the dynamics of its correction. Thus, in case of violations of sound pronunciation (dyslalia), correction can last on average from 2 to 6 months, and in case of OHP(general speech underdevelopment)– up to 2 years.

At this time the relationship speech therapist and teacheris getting tighter and tighter. The teacher periodically informs the speech therapist about academic performance children (during the school year) and od simultaneously receives information from a speech therapistabout the specifics and contentcorrectional work.

In speech therapy classes, schoolchildren acquire new speech skills and abilities, which are then improved during the educational process. For example, a teacher has an excellent opportunity to help children automate assigned sounds. To do this, when reading texts or memorizing poems, he reminds the child which sounds need to be pronounced correctly.

The teacher, with the help of a speech therapist, exercises control over the children’s correct speech and participates in instilling self-control in them. In addition, it helps the child in formulating an answer in class and in organizing the student’s verbal communication with peers. This is especially important for children who stutter, have problems with communication, and for children with special needs development disorder.

During Russian language lessons, the teacher includes exercises to develop phonemic awareness. The teacher, like the speech therapist, also teaches to distinguish between vowels and consonants, hard and soft, voiced and voiceless consonant sounds; teaches to correlate sounds and letters; perform sound-letter analysis. To make it interesting for children, all these exercises can be carried out in the form of didactic games. The speech therapist can suggest that the teacher use some of these games in his lessons.For example, you can invite the teacher to use the following didactic games in literacy and Russian language lessons that promote the formation and development of phonetic-phonemic perception (PPP).

1. "Fishing".

Target: develop physical expression skills, train children in choosing words with the same sound, and consolidate sound analysis skills.

Progress of the game . The instruction is given: “catch words with the sound [l]” (or other sounds).

The child takes a fishing rod with a magnet at the end of the “line” and begins to “catch” the desired pictures with paper clips. The child shows the “caught fish” to other students, who mark the correct choice with clap.

2. "TV."

Target: develop physical expression skills, develop and improve sound analysis and synthesis in students’ speech activity. Prevention of dysgraphia. Practicing reading skills.

Progress of the game. A word is hidden on the TV screen. Pictures for each letter of the hidden word are hung in order on a board or typesetting canvas. The child must use the first letters of the words in the pictures to form the hidden word. If he named the word correctly, the TV screen opens.

For example: month is a hidden word.

Pictures: bear, spruce, dog, apple, heron.

3. “Rest the animals.”

Target: to train children in differentiating oppositional sounds and to develop phonemic hearing.

Progress of the game. There is a house with windows. There is a letter written on the roof. Pictures of animals are posted nearby. Children must choose those animals whose names have a sound corresponding to the letter on the roof, and place them in the windows with slits.

For example: houses with the letters c and w. The following pictures are posted: dog, heron, frog, chicken, tit, bear, mouse, chicken, cat, puppy. All words are spoken out first.

4. “Chain of words.”

Target: develop physical function skills, train children in differentiating sounds, and practice the skills of sound analysis of words.

Progress of the game . A picture is laid down, the next one is attached to it in the form of a chain, starting with exactly the sound that ends the previous word, etc.

5. “Collect a flower.”

Target: practice differentiation of oppositional sounds, develop phonemic hearing and analytical-synthetic speech activity in students.

Progress of the game . The “middle” of the flower lies on the table. There is a letter written on it (for example, c). “Flower petals” are laid out nearby, on which pictures with the sounds [s], [z], [ts], [sh] are drawn. The student must choose among these “petals” with pictures those with the sound [s].

6. “Dunno with a pocket.”

Target: develop physical function, improve sound-letter and syllabic analysis of words, develop attention. Prevention of dysgraphia.

Progress of the game.

Option I

The consonant letter being studied is inserted into Dunno's pocket. There are vowel letters hanging around. You need to read the mergers. (One child points with a pointer, the rest read in unison.)

Option II

The syllabic (sound) diagram of the word is inserted into the pocket. Various pictures or words are hung around. You need to choose words that match the pattern.

7. “Find the mistake.”

Target: teach children to distinguish vowel and consonant sounds and letters, hard and soft consonant sounds, improve the skills of sound-letter analysis of words, develop physical function and attention. Prevention of dysgraphia.

Progress of the game . Children are given cards with 4 pictures starting with the same letter. Students determine which letter each word begins with and place it in the middle of the card. Under each picture there are sound diagrams of words, but in some of them mistakes were made on purpose. Students need to find errors in the diagram, if any.

8. “Gather a bouquet.”

Target: develop phonemic hearing, practice differentiating sounds [p] - [l], train children in distinguishing between primary and tinted colors.

Progress of the game . In front of the child are two pictures with blue and pink vases, in which there are flower stems with slits. The child is told: “Guess which vase you should put the flowers in with the sound [l], and which one with the sound [r].” (Pink - [p], blue - [l].) Flowers of different colors lie nearby: green, blue, black, yellow, brown, purple, orange, crimson, etc. Students arrange flowers. The blue flower must remain.

9. “Speech Lotto”.

Target: develop the ability to identify a common sound (letter) in words, find pictures with a given sound, develop attention and phonemic hearing. Automation of sounds, development of reading speed.

Progress of the game . Children are given cards with six pictures (along with words under the pictures). The child determines what sound is in everyone. Then the presenter shows pictures or words and asks: “Who has this word?” The winner is the one who is the first to cover all the pictures on the big map without making mistakes.

10. Lotto “Read it yourself.”

Target: develop phonemic and visual perception, develop sound-letter analysis of words, learn to distinguish vowels and consonants, differentiate hard and soft consonants. Prevention of dysgraphia caused by FFN, development of reading speed.

Progress of the game.

1 option

Children are given cards with 6 words written on each card. The presenter shows the picture and asks: “Which of the guys has the name of the picture written down? (Who has the floor?).” The first one to fill out the card without errors wins.

Option 2

The children are dealt cards. The presenter shows the sound diagram of the word, the students correlate it with the word on their map. The winner is the one who correctly fills his card with word patterns.

11. "Magic Circle".

Target: exercise children in selecting words that differ from each other in one sound, develop phonemic awareness, and consolidate their understanding of the word-forming function of each letter. Automation of sounds, prevention of dysgraphia, development of reading speed.

Progress of the game.

Option I

A circle with arrows in the form of a clock, instead of the numbers of the picture. The child must move the arrow to an object whose name differs by one sound from the name of the object to which the other arrow is pointing. (All words are spoken out first.) The rest of the children mark the correct answer with a clap.

For example: bear - mouse fishing rod - duck

poppy - cancer goat - braid

whale - cat grass - firewood

mustache - ears tub - coil house - smoke

Option II

Instead of pictures, letters, syllables, and words with practiced sounds are placed on the “dial”. The child turns the big arrow (the small one can be removed). Where the arrow stops, the students read the syllable (letter, word) in unison, then the leader turns the arrow further - the children read again, etc. A syllable (letter, word) can be repeated several times depending on where the arrow stops.

12. “Find the words in the word.”

Target: expand the volume of the dictionary, consolidate the spelling of words, understanding the word-forming role of each word. Automation of sounds in words, prevention of dysgraphia.

Progress of the game . A word or picture is hung on the board indicating the number of letters in the word depicted on it (then the children themselves put the word together from the letters of the cut alphabet and write it down in a notebook). The instruction is given: “Take the letters from the original word, compose and write new words from them.”

13. “Mathematical grammar.”

Target: automation of sounds, consolidation of phonemic and grammatical analysis of words, formation of the process of word change, enrichment of the dictionary, prevention of dysgraphia.

Progress of the game. The child must perform the actions indicated on the card (“+”, “-”) and, using addition and subtraction of letters, syllables, words, find the desired word.

For example: s + tom - m + fox - sa + tsa - ? (capital).

14. “Add a word.”

Target: automation of sounds, development of physical functions, analysis and synthesis processes, understanding of the semantic function of sounds and letters, development of speech, interest in the native language, love of poetry. Prevention of dysgraphia.

Progress of the game. The card contains rhyming text, verses in which one word (or more) is missing. Students must assemble a rhyming word from the letters of the split alphabet and write it down.

For example:

The sparrow flew higher

You can see everything from high (the roof).

15. “Entertaining grammar.”

Target: consolidation of phonetic and grammatical analysis of words, formation of the process of inflection and word formation, development of physical expression and prevention of dysgraphia.

Progress of the game . Compose a word from two words according to the scheme:

Words - terms that make up syllables, are encrypted according to the principle of a crossword puzzle.

For example:

1) the first syllable is the smallest three-digit number;

the second syllable denotes the part of a person’s head where the eyes, mouth, nose are located, only in the plural;

together - the main city of the country (capital);

2) the first syllable is a personal pronoun; the second syllable is also a personal pronoun;

together they mean something that interferes with traffic on the roads (potholes).

So, the listed games can be used not only in speech therapy classes on the development of phonetic-phonemic processes, but also in Russian language lessons. The value of such games lies in the fact that using their material the teacher can also practice reading speed (see the games “Dunno with a Pocket”, “Magic Circle”, lotto “Read It Yourself”, etc.), the syllabic composition of the word (see. games “Entertaining Grammar”, “Mathematical Grammar”, etc.), develop spelling vigilance (see games “Add a Word”, “Entertaining Grammar”, etc.) and much more.

The value of entertaining didactic games also lies in the fact that they help relieve stress and fear when writing in children who feel their own inadequacy in grapholexical activity, and create a positive emotional mood during the lesson. And knowledge acquired without interest, not colored by one’s own positive attitude, positive emotions, does not become useful - it is “dead weight.” And most importantly, rejoicing at the opportunity to play, the child happily completes any of the teacher’s assignments and necessary exercises, which naturally stimulates the student’s correct speech, both oral and written.

Slide 20

Specific difficulties in mastering written speech, which are associated with insufficient formation of psychological prerequisites for its development, can only be eliminated in the process of correctional pedagogical influence using special techniques and methods. This method of correcting written speech is based on practical materials proposed by O.V. Eletskaya. and Gorbachevskaya N.Yu., Sadovnikova I.N. and other specialists.

The method consists of 5 blocks:

I block – development of oral speech;

II block – development of optical-spatial concepts;

III block – development of temporary representations;

IV block – development of rhythmic ability;

V block – development of motor functions of the hand (for writing only).

Slide 21

I block. Oral speech development

Exercises to develop phonemic processes [

Exercise No. 1 “Name the words”:

Name words that begin with the sound a (t, o, p, etc.);

Name words that end with the sound p (i, o, s, etc.);

Name the words that have a sound in the middle l (n, e, g, etc.).

Exercise No. 2 “Clapping”:

Now I will tell you words, and as soon as you hear a word that begins with the sound s (c, o, d etc.), immediately clap your hands:dacha, cat, hat, fox, road, beetle, window, hairetc. Task options: “catch” the sound with which the word ends or which we hear in the middle of the word.

Now I will tell you words, and as soon as you hear a word that has a sound To , clap your hands once, and if the sound g – 2 times: cow, jelly, mountain, mink, guitar, boot, bitch, hand, caught up etc.

Exercise No. 3 “Playing with the word”:

Come up with a word that begins (ends) with the same sound as in the words “frog”, “flag”, “table”;

Name the first (last) sound in the words “ray”, “force”, “sofa”;

Name all the sounds in order in the word “sky”, “cloud”, “roof”;

What sound in the word “fish” (“chair”, “carpet”) comes second, fourth, first, third?

Exercise No. 4 “New word”:

I will now tell you a word, and you will try to change the second sound so that you get a new word:smoke, juice, drank, chalk.

I will now tell you a word, and you will try to change the first sound so that you get a new word:point, bow, varnish, day, pedal, layout.

I will now tell you a word, and you will try to change the last sound so that you get a new word:cheese, sleep, poppy, stop.

Exercise No. 5 “Circles”:

Now we will write down a few words, but not in letters, but in circles. There are as many sounds in a word as there are circles:grass, paper, bun, star, tablet.

Exercise No. 6 “Longer - shorter”:

We will compare words. I will say two words at a time, and you will decide which one is longer. Just remember that you need to compare words, not the things they mean:table - table, mustache - mustache, dog - dog, tail - tail, snake - snake.

Exercises for development

lexico-grammatical structure and coherent speech

Exercise No. 8 “Second Half”:When reading, only the second half of the word is pronounced. The mental dividing line runs approximately in the middle of the word. This allows us to emphasize the end of the word as an essential part that needs the same precise perception as the beginning: reading, only, grass, salt, bed, saucepan, shouted.

Exercise No. 9 “Guess”

I'll look out... the suns... Obrado... young... sinich..., zap... and gathered... into the forest. Old sparrow... wow... it's early bird... it's early... there will still be frosts....

Exercise No. 10 “Make a sentence”:

Make up sentences using the following phrases:funny puppy, ripe berry, forest lake.

The words in the sentence are mixed up, we need to put them in their place:smoke, coming, pipes, from; stand, vase, flowers, in.

Exercise No. 11 “Missing words”:

Now I will read you a story, but some words are lost in it. Try to find them.

Silence reigns in the dense _____. Black _____ covered the sun. The birds fell silent. _____ is about to go.

Exercise No. 12 “Find the error”:

Listen to the sentences and tell me if everything is correct:

In winter, apple trees bloomed in the garden. In response, I nod my hand at him. I soon succeeded by car. The boy broke the ball with glass.

Exercise No. 13 “Action”:

I will name the words, and you will say what this item can do:blizzard - blowing, thunder, wind, snow, rain, sun.It is important to select as many words as possible that denote the action. “What else does the sun do? It doesn’t just shine, does it?”

Exercise No. 14 “Sign”:

If an object is made of iron, what kind is it:iron, paper, wood, snow, fluff, glass.

Exercise No. 15 “Words-buddies”:

How can you say differently about a sad person? Valuable – what is it? Hard?

Which word is missing:sad, sorrowful, dejected, deep; weak, brittle, long, brittle.

Exercise No. 16 “Enemy words”:

Say it the other way around:cold, dull, spacious, raise, low, spring.

Exercise No. 17 “One and Many”:

I will name one object, and you change the word so that it becomes many:lake, name, friend, person, table.

I will say a word that denotes many objects, and you will say one:leaves, well done, claws.

Exercise No. 18 “Reduction”:

Tell me what the small object will be called:ball – ball, hand, flag, hat, sun, chair.

Exercise No. 19 “Explain the word”:letter, nail, brave, umbrella, diamond.

Exercise No. 20 “Composing stories”:

Make up a story based on a series of pictures;

Make up a story based on the picture (based on the material from T.A. Tkachenko’s manual.

Slide 22

II block. Development of optical-spatial concepts

Exercises to differentiate the right and left parts of the body:

Raise your right hand; show the pencil with your left hand; take the book with your right hand, etc.;

Show your left eye with your right hand, your right ear with your left hand, etc. (speech version of Head's test).

Exercises for orientation in the surrounding space:

Determining the spatial arrangement of objects in relation to oneself: “Show which object is to your right,” “Put the book to your left,” etc.;

Determining the spatial relationships between 2-3 objects and images: “Where is the book - to the right or left of the notebook?”, “Put the book in front of you, to the left of it is a pencil, to the right is a pen.”

Exercises for graphic reproduction of directions:

Place the card with the arrow, orienting it “top to bottom”, “bottom to top”, “right to left”, “left to right”; read directions:

Mark four points on the line, put a “+” sign from the first point - below, from the second - above, from the third - on the left, from the fourth - on the right:

Mark four points on the line, draw an arrow down from the first point, from the second - to the right, from the third - up, from the fourth - to the left:

Exercises for recognizing letters in difficult conditions:

Letters superimposed on each other:

Unfinished letters:

Shaded letters:

Stylized letters: M;

Mirror letters;

Letters similar in style, etc.

Slide 23

III block. Development of temporal representations

Exercises on the topic “Year”:

Guess the riddles by answering the question “When does this happen?”

Arrange (name) the names of the seasons in the desired sequence, starting with summer, winter, spring, autumn;

Arrange (name) the names of the months according to the seasons;

Find semantic errors in the sentences:

In the spring the harvest is harvested. Children love to swim in the lake in winter. On January 1, all schoolchildren go to school. I was born in May - in the first month of spring.

To memorize the names of the months, the following methodological technique is proposed, which is based on sound analysis and synthesis of words:“In winter, a dog came running and barked “DYAF-DYAF” ( December January February ). Spring is the time of year MAM ( March April May ). In the summer a donkey came to us and said “IIA” ( June July August ). Autumn is like a DREAM ( September October November )."

Exercises on the topic “Week”:

Name yesterday and tomorrow if today is Tuesday, Friday, Sunday;

What do the names of the days of the week “Tuesday”, “Thursday”, “Friday” indicate?

In the text by K.D. Ushinsky “Lazy and Diligent” insert the missing words “today” and “tomorrow”:

“... I’ll study, and... I’ll take a walk,” says the lazy one.

“... I’ll take a walk, and... I’ll study,” says the diligent one.

To remember the names of the days of the week, it is suggested to memorize Gianni Rodari’s poem “The Sloth”:

On Monday I woke up

And on Tuesday I yawned

On Wednesday stretched sweetly

And on Thursday I fell asleep again.

I slept on Friday, Saturday

I didn't go to work

But then on Sunday

Slept all day without waking up!

Exercises on the topic “Day”:

What is eating at different times of the day called?

Arrange the cards with the names of the parts of the day in the required sequence;

Tell us about the main points of the student’s daily routine, using adverbs: in the evening, in the morning, at night, during the day, first, then, earlier, later, often, rarely, early, late, more often, less often;

Ball toss game: “Do you wash your plate first and then eat dinner?” - “I eat dinner first, and then wash my plate.” etc.

Exercises on the topic “Family”:

Comparison of concepts: grandfather - father - son - brother, grandmother - mother - daughter - sister;

Write a story about your family using the concepts: older, younger, sister, brother, grandson, granddaughter, son, daughter, etc.;

Create a “Tree of Life” for your own family; Explain who you are to each family member.

Slide 24

IV block. Development of rhythmic ability

Exercises based on coordinated body movements :

Exercise No. 1 “Cross movements”:slow walking in place at the teacher’s expense (you should start with 5-10 steps with a gradual increase), during which children alternately cross-touch the left knee with their right elbow and the right knee with their left elbow, with the obligatory fixation of the “elbow-knee” position.

Exercise No. 2 “Mirror and shelf”:synchronization of heterogeneous hand movements with the work of the oculomotor muscles (development of visual-motor coordination).

“Mirror” position – the palm of the left hand is open and placed vertically. The thumb is set to the side. The gaze is directed to the center of the palm.

“Shelf” position – the palm of the right hand is horizontal. The thumb is pressed tightly to the palm. The middle finger is placed on the edge of the left palm at the base of the little finger. After the teacher’s command, the children change the fixed position “mirror - shelf” and vice versa.

Particular importance is attached to controlling the position of the head and eyes: the gaze moves from the center of one palm to the other without any movement of the head.

Exercise No. 3 “Sun and Cloud”:changing different hand positions.

“Sun” position – the right arm is extended forward, the palm is wide open.

“Tuchka” position – the left arm is extended forward, the palm is clenched into a fist.

After the teacher’s command, the children change hand positions.

Exercise No. 4 “Lazy Eight”:synchronization of hands and eyes.

The effect is achieved by drawing a figure eight in the air (its center is at the level of the nose) with the thumb, first with the left hand, and then with the right hand, counting the teacher (children) “and one, and two, and three, and four.” At the same time, the movement of the hand is followed by a gaze, for concentration of which a mark is glued to the thumbnail.

Control of the movement of the hand is carried out due to the movement of the eyes, and not the head, which remains motionless.

Exercises on oral material ] :

Tapping rhythms (“Telegraphist”) according to a pattern or graphic scheme: symmetrical - !! !! !!, !!! !!! !!!; asymmetrical - ! !!, !! !, !! ! !, ! !!!, !! !!!;

Repetition of parts of the day, seasons, days of the week, number series in forward and reverse order;

Game “Balls”: in front of the children, multi-colored balls (if not, then small toys) are placed into an opaque tube (an elongated box). Task: guess in what order they will roll out of the opposite end of the tube (the number of balls is from 2 to 6). A more complicated version of the game: you need to guess in which row the tubes will roll out from the same end of the tube into which they were inserted (for this you need to invert the row).

Exercises on written material:

Read the underlined syllable as if you were clicking on it: TA DA TA TA TA TA TA , and now clap this line with your hands like this: strong - weak, strong - weak...;

Read and clap this English folk song:

Well, here’s my son John.

He went to sleep in his pants.

Bash machok he lost his strength,

And in another I slept all night.

Read and clap the line. Be careful. The loud syllable here is not the first, but the second: DA DA DA DA DA DA DA;

Read and clap the poem without underlining:

The frog loves to draw

But where can you get paint in a swamp?

The monkey wants to joke

Drown all the books in the bathtub.

But the bath suddenly went for a walk,

And the books decided to fly.

Read and clap, not forgetting the pauses: DA DA DA DA DA DA.

A method of reading sentences with rhythm, i.e. dividing words into syllables and uniformly pronouncing them in the orthographic version (the way they are written) is effective. The syllable-by-syllable rhythm, which is a kind of speech iterations, allows you to remember spelling patterns bypassing their conceptual conditioning.

This syllable-by-syllable “orthographic” rhythmic pronunciation of words and phrases can be carried out: a) by ear, i.e. someone says a sentence in the usual way, and the child repeats it syllable by syllable; b) “from sight”, i.e. first, the child looks at a word or sentence read by an adult, and then repeats it from memory syllable by syllable or looking at the text. It is useful for the child not only to speak, but also to listen to a rhythmic text spoken in an orthographic version.

Slide 25

V block. Development of motor functions of the hand

Writing is a motor act, in which its motor composition and semantic structure are distinguished. Therefore, the development of motor skills is of great importance. Non-traditional forms of work are effective: writing on sand, semolina and other grains, plasticine, two hands, paints without using brushes, etc. Good results can be achieved by working with the Magic Stroke program. Folklore material is also varied, or rather the pronunciation of speech material with simultaneous “finger” movements (for example, “The Thief Magpie cooked porridge...”). The role of massage and self-massage of the hands and fingers is great.

Self-massage of hands and fingers

It is advisable to accompany this massage with funny rhymes (“sentences”) and poetry.

1. Massage the fingers, starting from the thumb to the little finger.First rub the fingertip with a toothbrush, then slowly move down to its base.

I'll take a toothbrush

To stroke your fingers.

Become nimble quickly

Daring fingers.

2. Massage the surfaces of the palms with hedgehog balls and jumping balls.Turn them over in your hands, click them with your fingers and “shoot”, competing in accuracy.

My ball doesn't rest

He walks on the palm of his hand.

I rock him back and forth,

Right or left - as I want.

Top - left, bottom - right

I give him a good ride.

3. Massage with hex pencils.Pass the pencil between your fingers.

I roll a pencil in my hands,

I'm turning it between my fingers.

Definitely every finger

I will teach you to be obedient.

4. Massage with walnuts.Roll two nuts between your palms.

Learned two nuts

Roll between fingers.

This will help me at school

Write straight letters.

5. Massage with rosary beads (beads on beads).Touching the beads develops the fingers and calms the nerves.

I was bored at home alone,

I took out my mother’s beads.

I'm sorting through the beads

I'm developing my fingers.

The curriculum in the primary grades is intense, and it is difficult for children with speech impairments to master it. Therefore, the speech therapist does not give tasks beyond the program material and does not overload children with additional information. For example, when automating sound R Based on educational material on the Russian language, the speech therapist offers children the following tasks:

Make up sentences with these words, etc.

Slide 26

A speech therapist and a primary school teacher must set uniform requirements for a student with speech disorders. In this case you need:

Taking into account the structure of the disorder and selecting appropriate speech material for each student (both in speech therapy classes and in lessons);

Taking into account the age characteristics of children;

Presenting program requirements to students, taking into account possible specific (speech) errors and providing proactive assistance to prevent them;

Implementation of an individual approach against the backdrop of collective activity;

Consolidation of knowledge and skills acquired both in speech therapy sessions and in lessons;

Giving training an educational character;

Comprehensive development of the student’s personality.

Such requirements contributeincreasing the effectiveness of speech therapy work and better assimilation of educational material by these children.And mutual visits to lessons and speech therapy sessions help to develop such unity.

For timely warning and identification of writing disorders, a speech therapist periodically analyzes children’s written work (usually during the holidays) and draws the teacher’s attention to errors caused by speech deviations, which should be distinguished from simple grammatical errors.

In order to promote his classes, the speech therapist conducts individual and thematic consultations for teachers on the development and correction of students’ oral and written speech. Relationship in the work of speech therapists and primary school teachers, it is also carried out at methodological associations. The speech therapist gives presentations here and holds discussions on topics of interest to teachers (for example, “Types of speech disorders and their impact on the mastery of the curriculum”).

Slide 27

Stage 4 – evaluation

Stage objectives:

Summarizing;

Conducting an analysis of correctional and educational work;

Determining the prospects for further activities.

The result of the collaboration between a teacher and a speech therapist is an increase in the academic performance and quality of knowledge of schoolchildren who had speech disorders at the beginning of the school year.

In conclusion, we can say that timely identification of children with speech disorders, properly organized work in close cooperation between a teacher and a speech therapist are of great importance in a secondary school.

Message on the topic:

“The relationship between the work of a speech therapist and a primary school teacher”

As practice shows, many children entering first grade have a limited vocabulary, poorly developed fine motor skills, and persistent speech impairments. To make the work of a school speech therapist more effective, he needs a close connection with the primary school teacher. Both the speech therapist and the teacher have a common goal - to provide high-quality education to schoolchildren. To achieve this goal, the teacher needs each student to have a sufficiently high level of general (including speech) development. The task of a speech therapist is to eliminate speech defects and develop the child’s oral and written speech to a level at which he could successfully study at school. In turn, the teacher continues the child’s speech development, relying on the skills and abilities he has acquired, i.e. there is an integration of speech therapy work and the educational process.Speech therapy work in primary school can be divided into 4 stages: indicative, diagnostic, correctional and evaluative. Each of them has its own goals, objectives and technologies. The duration of the stage is determined by the totality and compatibility of various factors identified in the process of examination, diagnosis and correction. The relationship between the work of the speech therapist and the teacher is also gradually implemented.Stage 1 – indicative March – May Stage objectives:- determination of the level of general and speech development of each future first-grader;- identification of children with speech disorders;-advisory assistance to parents in preparing children with speech disorders for school.From March to May, the school organizes special classes for future first-graders, which are taught by a teacher once a week. The speech therapist has the opportunity to examine the speech status of all children enrolled in these classes and identify children with speech disorders.Stage 2 – diagnostic September 1 – 15 Stage objectives:- determination of the structure and severity of speech disorders in schoolchildren;-planning appropriate corrective work.In the first two weeks of September, the speech therapist conducts a full examination of the speech status of first-graders and informs the teacher of the results. The speech therapist gets acquainted with the curriculum and standard of primary general education, is interested in the technologies used by the teacher, his methods and techniques.Then the speech therapist begins planning correctional work. In this case, the program requirements for the Russian language, reading and other subjects, the sequence and time of studying certain topics must be taken into account. In other words, the speech therapist strives for his work to have continuity with the program in a given class.In addition, at this stage it is possible to plan the following activities:- joint holding of parent meetings;-participation of a speech therapist in the work of methodological associations of primary school teachers;-speech therapist consultations for teachers;-participation in the work of PMPk, etc.Stage 3 – correctional September 15 – May 15 Stage objectives:- elimination of speech disorders;-development of oral and written speech to a level at which the child could successfully study at school.The duration of this stage for each child is determined by the nature and severity of the speech disorder, as well as the dynamics of its correction. Thus, in case of disturbances in sound pronunciation (dyslalia), correction can last on average from 2 to 6 months, and in case of OHP - up to 2 years.At this time, the relationship between the speech therapist and the teacher becomes increasingly closer. The speech therapist periodically informs the teacher about the specifics and content of correctional work with children, and at the same time receives information about their progress (during the school year). In speech therapy classes, schoolchildren acquire new speech skills and abilities, which are then improved during the educational process. For example, a teacher has an excellent opportunity to help children automate assigned sounds. To do this, when reading texts or memorizing poems, he reminds the child which sounds need to be pronounced correctly.The teacher, with the help of a speech therapist, exercises control over the children’s correct speech and participates in instilling self-control in them. In addition, it helps the child in formulating an answer in class and in organizing the student’s verbal communication with peers. This is especially important for children who stutter, have problems with communication, and for children with special needs development disorder.During Russian language lessons, the teacher includes exercises to develop phonemic awareness. The teacher, like the speech therapist, also teaches to distinguish between vowels and consonants, hard and soft, voiced and voiceless consonant sounds; teaches to correlate sounds and letters; perform sound-letter analysis. To make it interesting for children, all these exercises can be carried out in the form of didactic games. The speech therapist can suggest that the teacher use some of these games in his lessons. The curriculum in the primary grades is intense, and it is difficult for children with speech impairments to master it. Therefore, the speech therapist does not give tasks beyond the program material and does not overload first-graders with additional information. For example, when automating soundR Based on educational material on the Russian language, the speech therapist offers children the following tasks:-read vocabulary words with the letter “r”;-read and write down the names of birds (magpie, crow, sparrow ); -make sentences with these words, etc.A speech therapist and a primary school teacher must set uniform requirements for a student with speech disorders. In this case you need:-taking into account the structure of the disorder and selecting appropriate speech material for each student (both in speech therapy classes and in lessons);- taking into account the age characteristics of children;- presenting program requirements for students, taking into account possible specific (speech) errors and providing proactive assistance to prevent them;-implementation of an individual approach against the backdrop of collective activity;- consolidation of knowledge and skills acquired both in speech therapy sessions and in lessons;- giving training an educational character;- comprehensive development of the student’s personality.Such requirements contribute to increasing the effectiveness of speech therapy work and better assimilation of educational material by these children. And mutual visits to lessons and speech therapy sessions help to develop such unity.For timely warning and identification of writing disorders, a speech therapist periodically analyzes children’s written work (usually during the holidays) and draws the teacher’s attention to errors caused by speech deviations, which should be distinguished from simple grammatical errors.In order to promote his classes, the speech therapist conducts individual and thematic consultations for teachers on the development and correction of students’ oral and written speech. The relationship in the work of speech therapists and primary school teachers is also carried out at methodological associations and meetings, where various organizational issues are resolved and best practices are studied. The speech therapist gives presentations here and holds discussions on topics of interest to teachers (for example, “Types of speech disorders and their impact on the mastery of the curriculum”). He also takes part in the work of teachers’ councils: for example, he introduces teachers to the connection between correctional work and the program for teaching the Russian language and reading.The speech therapist, like primary school teachers, is a member of the PMPK, at whose meetings the reasons for children’s underachievement are discussed and ways of their psychological, medical and pedagogical support are developed.Stage 4 – evaluation Stage objectives:-summarizing;-conducting an analysis of correctional and educational work;- determination of prospects for further activities.The result of the collaboration between a teacher and a speech therapist is an increase in the academic performance and quality of knowledge of schoolchildren who had speech disorders at the beginning of the school year. In a generalized form, the relationship in the work of a speech therapist and a primary school teacher is presented in the diagramIn conclusion, we can say that timely identification of children with speech disorders, properly organized work in close cooperation between a teacher and a speech therapist are of great importance in a secondary school.

Interaction between a speech therapist and a primary school teacher in learning by younger schoolchildren

with speech impairments OOP NOO

A primary school teacher is a guide for children in the world of knowledge, a person who has an overwhelming influence on the child, on his spiritual and intellectual development. If we consider the role of the primary school teacher in the lives of students with speech development disorders, then its importance is difficult to overestimate. That is why, when correcting speech disorders in younger schoolchildren, it is not superfluous, if not necessary, to build and structure the process of interaction between the teacher and the speech therapist. If there is mutual interest and focused work, this tandem can significantly improve the quality of work and improve student achievement. I propose to consider in more detail all the advantages of this interaction.
Let's start with the beginning of the school year. After the diagnosis, the speech therapist acquaints the primary school teacher with the results of the diagnosis. Reveals to the teacher the features of the speech development of a particular child, his potential capabilities, as well as possible difficulties in learning that will occur with certain speech defects. Also, at this stage, the speech therapist introduces the primary school teacher to the areas of correctional work in order to coordinate certain topics studied in the writing and Russian language program.

After all children enrolled in the speech therapy group have undergone speech diagnostics, the speech therapist draws up a class schedule and introduces it to primary school teachers. Since the primary school teacher spends most of the time with the children, he is able to control attendance at speech therapy classes. In addition, it would not be amiss to note that the class teacher is responsible for the children’s attendance at classes along with the speech therapist.
In addition, the speech therapist conducts systematic conversations and consultations with teachers, the purpose of which is to create the most comfortable atmosphere for children with speech disorders by conveying certain types of information to teachers. Conversation topics might look like this:

"Types of speech disorders." The speech therapist introduces the teacher to the types of disorders of oral and written speech, the etiology and manifestations of these pathologies.

“Pedagogical tact in relation to children with speech development disorders.” The speech therapist dwells in detail on the psychological characteristics of children with speech disorders and encourages the teacher to be more tolerant of such students.

“Individual approach against the backdrop of collective activity.” The speech therapist encourages teachers to pay special attention to children with speech disorders. Of course, ideally, the teacher should find an individual approach to each student, but speech-language children most urgently need this.

“Methodological recommendations for working with children with speech pathology.” The speech therapist introduces the teacher to certain types of work that can have a beneficial effect on the development of children’s speech. These can be games for the development of coherent speech, grammatical structure of speech, as well as phonemic hearing. It is worth noting that such exercises will benefit not only children with speech pathology, but also their typically developing peers.

“Consolidating acquired speech skills.” The speech therapist explains to the teacher the need to consolidate the skills acquired in speech therapy classes. Such work can be carried out both in class and outside of class time. At this stage, it is important to convey to the teacher that joint work will increase the effectiveness of speech therapy classes, and, consequently, affect the students’ school performance.

Among other things, a primary school teacher can draw the attention of a speech therapist to children who, for one reason or another, are not registered at a speech center, but have speech pathology. We are talking about those children who transferred from other schools and went straight to the second or third grade. As a rule, from the first grade, a speech therapist supervises children with speech disorders, compiles lists, and puts children who did not make it to the speech center on the waiting list. Children who came later often fall out of sight of the speech therapist. A primary school teacher can identify children who have disorders in the formation of the speech system and refer them to a speech therapist for diagnosis.
Through the joint work of a primary school teacher and a speech therapist, it is possible to monitor the effectiveness of the work. This could be observations from a teacher in the classroom, observations from a speech therapist attending lessons, and this could also include analysis of workbooks on writing and the Russian language.

Ideally, graduation from a speech therapy group should also be carried out after a detailed joint analysis of the speech dynamics of each student by a speech therapist and a primary school teacher. Since often work on consolidating certain speech skills does not require the active work of a speech therapist, a primary school teacher can come to the rescue. In this case, the child can successfully study at school without attending speech therapy classes, and his place at the speech center will be taken by a child who is in dire need of prompt speech therapy help.
Thus, the interaction between a primary school teacher and a speech therapist has only a positive impact on the learning of children with speech disorders and is necessary to optimize the educational process.

To make the work of a speech therapist more effective, he needs a close connection with the primary school teacher.
Speech therapist and primary school teacher single goal of correctional education: provide quality education to schoolchildren.
But the various tasks complement each other: speech therapist eliminates speech defects, develops oral and written speech to a level at which the child could successfully study at school; primary school teacher continues the child’s speech development, relying on the skills and abilities he has acquired in the process of speech therapy work.
The relationship in the work of a speech therapist and a primary school teacher is carried out in stages:

School speech therapist

Primary school teacher

Conducts a complete examination of the speech status of first-graders with speech disorders and informs the teacher of its results.

Begins planning correctional work, taking into account program requirements for the Russian language, reading and other subjects, the sequence and time of studying certain topics.

Participates in the work of methodological associations of primary school teachers.

Provides consultations to primary school teachers.

Introduces the speech therapist to the curriculum and standard of primary education.

Reports on the applied methods, techniques and teaching technologies.

Stage 2 - preparatory (October)

Together with the primary school teacher and the speech therapist, the prerequisites for mastering literacy created during the learning process are clarified. Work is being done to develop mental operations (analysis, synthesis, comparison, comparison). Work is being done to develop the properties of attention and memory. Activities are being carried out to correct handwriting (with the possible use of age-appropriate exercises aimed at developing fine motor skills).

Periodically informs primary school teachers about the specifics and content of correctional work with children enrolled in classes.

Shows the primary school teacher speech therapy techniques that are practiced in speech therapy classes.

For timely warning and identification of writing violations, he analyzes children's written work and draws the attention of primary school teachers to errors caused by speech deviations, which should be distinguished from simple grammatical errors.

Conducts individual and thematic consultations for teachers on the development and correction of students' oral and written speech.

Provides information about student progress.

With the help of a speech therapist, he controls the correct speech of children and participates in developing self-control in them.

Helps the child in formulating an answer in class and in organizing the student’s verbal communication with peers.

The relationship in the work of speech therapists and primary school teachers is also carried out at joint methodological associations and meetings where various organizational issues are resolved and best practices are studied.

Stage 4 – evaluation (May)

Conducting an analysis of correctional work.

Conducting an analysis of educational work.

Joint determination of prospects for future activities.

Interaction between teacher and speech therapist

during the formation of expressive reading skills

To optimize the teaching of reading to primary schoolchildren, methods of pedagogical influence are needed aimed at activating cognitive processes: the use of educational games and game tasks, the creation of entertaining situations, the introduction of elements of surprise and novelty. Primary schoolchildren with speech impairments have a limited vocabulary and underdeveloped fine motor skills.

Many are also distinguished by the fact that they have a weak, quiet, inexpressive voice. Excessively quiet or hasty reading, as well as slurred pronunciation of words, lead to the fact that listeners have difficulty understanding what is being read and the reader himself is deprived of the ability to control the process of his reading. The revealed facts encourage the search for such forms of work on the development of intonation expressiveness that would help the child successfully communicate with peers and adults, bringing emotional satisfaction.

To make the work of a primary school teacher more effective, it is advisable to organize joint work between a teacher and a speech therapist. Their interaction takes place through mutual attendance at lessons and speech therapy sessions, the participation of a speech therapist in the methodological integration of primary classes, advisory activities, the development of uniform requirements for children’s speech, and teacher control over the correctness of students’ speech (see Diagram 1).

The joint work of a teacher and a speech therapist on the expressiveness of speech in reading lessons is of particular relevance. Expressiveness is one of the most important qualities of good reading. Expressive reading involves the development in students of certain skills related to pronunciation culture of speech. This is the tone, strength and timbre of the voice, rhythm, tempo of speech, logical stress.

The most important prerequisites for expressive reading are the state of the reading skill: awareness, correctness, speed of reading, volume and mobility of the voice, correct breathing when reading, diction, correct pronunciation, compliance with word stress. In the future, all means of working on the expressiveness of speech are actively included by the teacher in reading lessons. During a five-minute speech warm-up, the teacher, on the instructions of the speech therapist, gives the children special tasks on breathing and onomatopoeia. Students repeat tongue twisters and tongue twisters, perform speech exercises, and read individual fragments of the text in chorus.

Speech exercise is a system of exercises aimed at correctly reproducing syllable structures and words that may cause difficulties for students when reading text; it perfectly serves the purpose of correcting the child’s personality. At the moment of choral reading, students realize that they are part of the class team. Closed and uncommunicative, children behave more freely and relaxed in joint activities. Regular speech exercises instill in students the belief that any difficulties associated with reading can be overcome.

Reading by teacher - one of the effective techniques used by the teacher. At the same time, each sound is clearly pronounced. The semantic interpretation of individual words and phrases enriches students' vocabulary. The selection of bright, emotional poems creates a joyful mood for the whole day and contributes to the full perception of the educational material in the lesson. Clear pronunciation and typing develop spelling vigilance and increase the pace and quality of students' reading. As a result, all students cope with the reading standard.

Role reading “Children prepare for this reading through self-study with the teacher, where they think through costumes, which increases interest in the performance.

Since some children have an unstable psycho-emotional state, it is necessary to maintain their steady attention and interest throughout the lesson. The main emphasis is on the theatricalization of fairy tales, where children transform into heroes, conveying the habits and character of animals with their voice and gestures, and become liberated not only in speech, but also in movements. In songs used in fairy tales, when they are sung smoothly, it is easier for students to pronounce the given sounds. The most important goal is the development of intonation expressiveness and communicative abilities of students.

We'll go to the forest

(children marching)

Let’s call the children: “Ay! Aw!”

(hands with a megaphone)

Early - early in the morning

Shepherd: “Turu - ru - ru!”

And the cows follow him

They started mooing: “Moo-moo.”

I. Tokmakova

There was silence

silence,

silence,

All of a sudden

Whisper

It was replaced by a roar of thunder,

And now it's raining

Quietly -

do you hear?

It dribbled, it dripped, it dribbled across the roof.

He'll probably start drumming now.

Already drumming.

It's already drumming!

Very loud

Development of voice pitch – one of the important means of his expressiveness. Games that develop the pitch of the voice liberate the child’s vocal apparatus, cause a joyful rise in his mood, and activate emotional reactions.

Examples of game exercises.

CUCKOO

KUKU KUKU

KOOKOO KOOKOO

ROOSTER

KU

RE

CA

KU

Development of intonation and expressive aspects of speech. Staging of poems, fables, and fairy tales accessible to children (“Kolobok”, “Turnip”, “Three Bears”).

The correctness and accuracy of logical stresses is of great importance for the expressiveness of reading.

A poem about stress (children must place the hammer over the stressed syllable).

In the land of syllables and words

the order is strict,

Every word has

stressed syllable.

It is called shock because

As if with a hammer

hit -

And in every word it's

repeat.

A. Usachev

Imitating the voices of heroes of fairy tales and fables; reading nursery rhymes, riddles, counting rhymes, proverbs - all these exercises develop the melodic and intonation side of speech. The presence of melody in speech when reading aloud is one of the important indicators of the expressiveness of reading. The movement of the voice up and down over sounds of different pitches in children's spoken speech is quite noticeable.

The melody colors the words with various shades of feeling and thought: condemnation, disappointment, hatred and approval, admiration, respect, love.

Intonation gives speech an emotional coloring and organizes the semantic side of speech. An endless variety of intonations is achieved by changing the pitch, strength, and timbre of the voice; eliminating nasalization improves the expressiveness, richness and beauty of the child’s speech.

Together with the children, a play based on the fairy tale “Zayushkina’s Hut” was staged.

As a result, positive results were noted:

The fairy tale disciplined excitable children, and activated passive and timid ones;

Automation of sounds takes place in a fun way of working, without coercion;

An interest in positive results unites the work of a speech therapist and a teacher.

Speech therapy session

Topic: Retelling of the fairy tale “Zayushkina’s hut.”

Goals: developing the ability to retell fairy tales close to the text; activation of the vocal apparatus, speech breathing, relieving excess tension; creating a situation of success.

Equipment: painting “Spring”, educational cards, subject pictures: cow, mosquito, dog, cat; a series of pictures based on the fairy tale “Zayushkina’s Hut”.

Progress of the lesson.

Organizing time.

Today we will learn to speak beautifully. Do you want this?

2. Report the topic of the lesson.

1) Examination of the painting “Spring”.

What time of year is shown in the picture? Why do you think so? Name all the signs of spring.

2) Articulation gymnastics:

Hygienic massage: light stroking from the forehead to the bridge of the nose; movement of the hands when washing, from the neck towards the body;

Imitation of chewing. To work well in class, you need to eat well (imagine eating an apple rich in vitamins);

Lip movement: “pipe - smile”;

Movement of the tongue (“tongue in the sun”: lying, lying, frozen, hid, peeking through the fence, decided to see what was happening around);

- “horse” - clicking the tip of the tongue (let’s go to the forest);

Activation of the soft palate (we urge the horse to gallop more cheerfully):

a a a;

uh uh;

ae ae ae;

ea ea ea.

But look who we met in the forest?

(Cow).

How does she moo?

"Mooing cow":

MU – big cow;

mu – calf.

3) Breathing exercises:

c f s sh l r b d g p t k x l;

s r t c k g w d f f h h b k;

k l n g v r m s k v j z n t.

And here are the first flowers.

What do they smell like?

Take a deep breath through your nose and sniff.

But the annoying mosquito woke up - ZZZZZZ.

The relationship between the work of a speech therapist teacher
with parents of preschool children with special needs development

(methodological development)

Orlova Olga Anatolevna,
teacher speech therapist

Currently, there is a steady increase in the number of children with problems in speech development. Therefore, the issue of an integrated approach to the correction of speech and mental development is the most pressing.

The family is the first stage in a child’s mastery of his native language - the means and source of the child’s moral, aesthetic, intellectual, and emotional development and the formation of his harmonious personality.

Outstanding teachers were convinced that the main educators of a child in preschool age are parents. For the proper upbringing of children, they provided parents with pedagogical literature and teaching aids.

Ya.A. Comenius created the world's first encyclopedia for mothers, I.G. Pestalozzi - a guide for mothers. K.D Ushinsky believed that parents should read pedagogical literature and gain knowledge by communicating with teachers. V.A Sukhomlinsky spoke about the continuity and unity of family and public education, based on cooperation between parents and teachers. L.F. Ostrovskaya, T.A. Markova, N.F. Vinogradova et al. developed the content and forms and methods of work of preschool educational institutions with families (family visits, consultations, conversations, parent meetings)

Teachers working on the problems of raising and teaching children with speech disorders (Khvattsev M.S., Zhukova N.S., Filicheva T.B., Chirkina G.V., Mironova S.A., Kashe G.A., etc. .) say that the participation of parents in the educational process creates favorable conditions for the child’s speech development, but in order for it to be effective, work with parents must begin at an early stage and be well planned. To do this, it is necessary to create a favorable microclimate and involve parents in the educational process.

Delays in speech formation are caused by a number of factors. One of them is the unfavorable influence of the language environment, that is, insufficient verbal communication between the child and his mother. Research shows that the occurrence of speech disorders in children is to a certain extent related to the style of their communication with their mother: the more pronounced the mother’s coldness when communicating with the child, the higher the likelihood of speech disorders. Thus, the characteristics of an adult’s speech strategy can stimulate or inhibit the child’s speech development.

In the process of interaction with families, it is often revealed how little parents pay due attention to overcoming a child’s speech disorder: they do not notice the shortcomings in his speech, do not attach serious importance to them, believing that everything will improve with age. Ensuring a close relationship between parents and the teaching staff is the most important aspect in the correctional and educational activities of the GBDOU. Purposeful, systematically planned, comprehensive work of the teaching staff and the conscious interest of parents will significantly increase the effectiveness of education. Unfocused or unsystematic work with parents leads to aggravation of children's speech and communication difficulties. The chaotic nature of educational influences on the child in the family and the shifting of responsibility for the child’s speech successes to the speech therapist and educators do not contribute to the establishment of a respectful position in communication between teachers and the child, and form a negative or indifferent attitude towards pedagogical influences in the preschooler.

Thus, relevance The chosen topic is that modern parents need the constant help of a teacher - speech therapist to solve the problems of the child’s speech development. In order to increase the level of speech development of a child, it is necessary to purposefully and systematically carry out work on the speech development of children, which should include training parents to communicate with children in a playful way. Also, conditions for the general and speech development of children should be created in the GBDOU and the family.

Parents themselves are often removed from the work of correcting speech defects because they do not have the necessary knowledge and skills and sufficient free time to work with their children at home. Hence arises problem: Parents need to be given a certain level of knowledge and skills regarding the speech development of children.

Contradiction The chosen topic is as follows: teachers and speech therapists consider work with families to be necessary and at the same time not everyone is ready for it. More often, communication is built at the level of mutual claims or formally. For the successful speech development of a child, a different relationship between the family and the teacher - speech therapist is required, namely cooperation, interaction, trust. All this requires a revision of the content and forms of work with parents. In correctional work, it is important to make parents not only your allies, but also helpers.

Goal of the work: searching for effective forms of interaction between a speech therapist and parents.

Object This work is the level of pedagogical culture of parents.

Item: forms and methods of speech therapist work with parents

Hypothesis: The relationship between the work of the teacher - speech therapist and parents will contribute to their active inclusion in the correction process if:

• 
  the work will be built purposefully, systematically, planned, and contain different forms;
• 
  the speech therapist will have an individually differentiated approach to each parent and child;
• 
  the attention of parents will be drawn to those correctional and pedagogical tasks that are carried out in working with children;
• 
  the relationship between parents and speech therapist will be friendly, and their common goal will be aimed at correcting the child’s speech disorders.

Tasks:

1. 
   Study and analyze the positions of parents in relation to the child and his speech defect.
2. 
   Select the most optimal forms and methods of interaction with the family, taking into account the individuality of each parent.
3. 
   It is rational to plan work with parents that promotes their active inclusion in the correctional process and test it in practice.
4. 
   Determine the effectiveness of the forms of work we have chosen with parents

Study and analysis of the position

parents towards

to the child and his speech defect,

their pedagogical awareness.

The success of correctional education is largely determined by how clearly the continuity of work between the speech therapist and parents is organized. They should become employees, colleagues, assistants to each other, solving common problems. And for this we need to get to know the pupil’s family better, taking into account: the role of all family members in raising the child; type of family upbringing; the position taken by parents in relation to the child.

An important role in complex work with families is played by questioning parents, which allows you to analyze the relationship between adults and children in the family and plan work with parents for the school year, as well as study the adequacy of the parents’ position in relation to the child and his speech defect, and pedagogical awareness. Based on the family study technology proposed by O.V. Solodyankina, parents were asked to fill out a questionnaire with questions like: Which parent does the child prefer? Who works with the child more often? What traits bother you about his character? Does the child turn to you for help, etc. After the questionnaire, the relationships between adults and children in the family were analyzed. Thus, 50% of parents have different requirements for the child, 31.25% of parents rarely communicate with children, mainly grandmothers communicate with them, 12.5% ​​of parents have a deficit of communication with children and only 6.25% have the same requirements for the child .

Thus, analysis of the survey results helped divide parents into 4 groups.

1st group: parents can only identify certain phenomena and facts of the child’s behavior; as a rule, they rarely work with the child, do not notice the speech defect, and let everything take its course (25% of parents)

Group 2: parents express their emotional attitude to the facts, worry about the defect, take a position of excessive care and control, not giving the child the opportunity to express their interests (43.75% of parents)

Group 3: parents try to analyze the phenomena to reveal the essence of the problem, accept the child’s defect, but they lack basic pedagogical literacy. (25% of parents)

Group 4: parents are quite knowledgeable and competent pedagogically (6.25%)

Thus, from the results of the analysis it is clear that the majority of parents show a low level of pedagogical awareness. They are often concerned about the child’s stay in a speech therapy group; they believe that the defect is not so serious and can go away spontaneously. Most parents notice only violations in the pronunciation side of speech, but do not take into account the imperfection of the lexical and grammatical structure of speech and violations in reproducing the syllabic structure of words. And therefore, they do not try to maintain a close relationship with the group’s teachers, do not see the point in doing homework with children at home, and thus do not try to become participants in the pedagogical process.

Therefore, it is necessary to carry out educational work, set up and attract the attention of parents to the child’s problem, help them perceive their child correctly, teach them to act together, and make the same demands for the successful correction of speech disorders. Taking into account the individuality of each parent and his belonging to a certain group, it is necessary to rationally plan work with parents to overcome speech disorders in children.

Main part

No matter what significant changes in a child’s speech occur during classes with a speech therapist, they will acquire significance only if they are transferred to a real life situation. No positive dynamics during correctional intervention can lead to the achievement of the expected effect if changes in the child’s speech development do not find understanding, response, or appreciation from parents, if significant, loved ones do not see the meaning of these changes. It is necessary to initially inform parents about the development of the child’s speech, the peculiarities of the formation of his speech, the structure and content of correctional speech work. The task of a speech therapist is to help parents understand their role in the child’s development process, choose the right direction for home education, equip them with certain knowledge and skills, methods and techniques for overcoming speech disorders, and fill home lessons with children with specific content to assimilate and consolidate the acquired knowledge. The work of a speech therapist teacher with children’s parents is defined as mandatory and is an integral part of the training and education program for children with speech development disorders.

Target work with parents - to activate parents, to draw their attention to those correctional and pedagogical tasks that are carried out in working with children, making the upbringing of a child in the family more consistent and effective.

Expected results:

1. 
   Participation of parents in educational work
2. 
   Improving the pedagogical culture of parents

Tasks, which I set while working with parents during the school year:

1. 
   Establish partnerships with the family of each child, create an atmosphere of common interests and emotional mutual support;
2. 
   To increase the literacy of parents in the field of developmental and correctional pedagogy, to awaken in them interest and desire to participate in the upbringing and development of their child;
3. 
   To develop in parents the skills of observing the child and the ability to draw correct conclusions from these observations;
4. 
   Help parents choose a confident and calm parenting style in order to create comfort and security for the child in the family;
5. 
   Cultivate in parents the habit of asking teachers about the process of child development in various activities, and seeking help in matters of correction and education.

Success in raising and educating children in GBDOU largely depends on how the pedagogical education of parents is organized. This is especially important in speech therapy groups, since parents must be able to complete tasks at home.

For purposeful and systematic work with parents, a plan was drawn up indicating the form, topic and purpose of the work. Planning is made for the entire academic year by month (from September to May). Each month is subordinated to a specific theme (for example, the theme in November is “Finger gymnastics”). Before planning work with families, in addition to studying the level of parents’ awareness of the problems of children’s speech development, I identified a range of questions that make it possible to plan work taking into account the interests and desires of parents.

Guided by the capabilities of the parents and their interests, the most optimal forms of work for our group were chosen. They can be divided into 2 types: educational and practical.

Educational forms of work with parents:

1. 
   Parent meetings
2. 
   Information publications, stands, folders (newsletter “Useful Book for Parents”, monthly newspaper “Cribs for the Family”, photo newspaper “In the World of Children”, stand “Steps to School”)
3. 
   Individual conversations
4. 
   Information basket “Box of Questions”
5. 
   Consultations - educate everyone

Practical forms of work:

1. 
   Homework (diary of beautiful and correct speech, speech therapy notebook)
2. 
   Seminars and workshops with the participation of children
3. 
   Open classes for parents (individual and frontal)

I will dwell in more detail on each form of work.

Group parent meetings are held 3 times: at the beginning, middle and end of the school year. They help unite parents, direct them to help, and actively participate in the process of raising children. We pay special attention to parent meetings, carefully prepare for them, and analyze each meeting. At the first group parent meeting, parents are explained that adult family members are responsible for creating the child’s motivation to study at home, conducting classes with the child in various forms outside kindergarten, taking additional measures in the presence of disorders accompanying the main defect (observation and treatment by specialists for increased intracranial pressure, MMD, massage - for violations of muscle tone, etc.). The meeting is scheduled at a time convenient for the parents. The topic of the meeting is announced in advance so that they can familiarize themselves with it and discuss it with each other. It is extremely important for me and the group teachers to explain to parents the need for intensive, daily work with their child on the instructions of the teachers. Only in this case are the best results possible. If parents themselves are not able to assess the situation and understand the importance of their role in the education and upbringing of the child, then we should help them become the most interested, active and effective participants in the correction process. As a rule, at the second and subsequent meetings the results of the work done are summed up and an action plan for further correction of speech disorders is highlighted.

Traditional forms of working with parents are not entirely convenient, as they require some time to become familiar with them. Therefore, for more effective cooperation with families, we decided to publish a newsletter for parents, “A Useful Book for Parents,” and a monthly newspaper, “Cribs for the Family,” which they can read at home. Bulletin "Useful book for parents" is issued once a year and contains information about what a child should learn during the school year; is compiled taking into account

Software requirements. Often, parents don’t even know what their child should be able to do, but at the same time they demand things beyond their abilities. This bulletin specifically focuses on what children should learn, what they should develop, form for each section of the program and speech development in general.

It is advisable to work with parents in two forms: written and oral. It is necessary to emphasize the advantage of the written form. Firstly, communicating only verbally takes a lot of time. Secondly, parents are not able to retain in memory all the information that they consistently receive from teachers. And thirdly, in order for parents to be able to comprehend the recommendations received and follow them, they must first be convinced of this, offered a certain algorithm of actions and armed with a reminder that will allow these actions to be carried out consistently and accurately. Therefore, the group is released once a month newspaper "Cribs for the Family". It is subject to a specific topic. Thus, 7 magazines are published per year on different topics: “Articulation exercises”; “Finger gymnastics”; “Phonological hearing is the basis of correct speech”; “Is your child ready for school”, etc. (see Appendix) Each parent can take the newspaper home and read it at home. The publication of newspapers has allowed us to cooperate more fruitfully with parents, who are happy to get acquainted with their content, share their impressions with each other, their experiences on a particular issue, and also ask us questions that arise. Feedback from parents about this form of work is positive.

Photo newspaper “In the world of children” presented in the form of photographs of children in classes, during routine moments, each photograph is accompanied by an explanation. With the help of this newspaper, parents can clearly get acquainted with the work that is being done with children in the group. The newspaper is changed 2 times a year. Parents and children really enjoy looking at the photos and sharing their impressions.

Stand “Steps to school” This stand reflects in a concise form the content of the main points of correctional developmental education: advice to parents on doing homework, reminders, etc.

Individual work has the advantage over collective work that it allows you to establish closer contact with parents. Therefore, in my practice I use this type of work with parents: individual conversations. In a conversation with parents, you can highlight the problems that interest them in raising a child and correcting speech disorders. The conversation can be conducted throughout the school year and with each parent. Often, during individual conversations, parents ask questions directly related to their child’s developmental problems; they talk about the difficulties they encounter when raising and correcting speech disorders. During the conversation, parents receive advice and recommendations. The conversation must be conducted tactfully: its task is to help the family raise the child.

Information basket “Box of Questions” is organized with the aim of obtaining those questions that are relevant to parents. The basket is presented in the form of a box with a slot, where parents place their question or suggestion regarding the group’s work in writing. Questions can be anonymous. As a rule, parents receive answers to questions during individual conversations or consultations.

Consultations and education important in the joint work of the speech therapist and parents. They involve theoretical acquaintance of parents on a particular issue. Conducted as planned. The topic of consultations is determined for the entire academic year . It is important to structure consultations - universal education so that they are not formal, but, if possible, involve parents in solving problems, develop our cooperation, since a modern parent does not want to listen to long reports from a teacher. Consultations should be extremely clear, contain only the specific material necessary for parents and be carried out not for show, but for the benefit of the matter. The most relevant topics for consultations - all-inclusive - are “Doing homework”, “Speech games at home”, “Automation of sounds at home”, etc. An exhibition of manuals and didactic games will be organized for the consultations. Parents can take advantage of the selection of practical material. Also, at consultations and comprehensive training, parents can share their experiences with each other.

Diary of beautiful and correct speech is a regular notebook. It contains individual homework assignments for correcting sound pronunciation. Completing tasks in a diary allows you to increase the time and frequency of speech exercises and achieve quick and lasting results. On the first page of the diary, a sound pronunciation screen is displayed, which shows the number of impaired sounds in the child and the dynamics of sound pronunciation correction. Parents see how the sound correction process is progressing. This is indicated by the letters: “P” - the sound requires staging; We perform articulation exercises “A” - the sound requires automation in syllables and words; “D” - sounds need differentiation; “C” - it is necessary to ensure the correct pronunciation of this sound in independent speech. Thus, using the screen, parents can clearly see which sound has not yet been delivered, which one is being automated, and which one has been introduced into speech. The diary also contains a description of articulation exercises that you can do with your child at home in front of a mirror. Homework is pre-worked individually during a lesson with a speech therapist, and then checked during the following sessions. If the child does not yet perform a particular task perfectly, then it is asked again. Parents complete the recorded task until a grade (sticker) appears in the notebook. The task is considered mastered when the child, at the request of the speech therapist, can easily pronounce the given sound, name pictures, repeat sentences, poems, etc., without prior preparation and searching for the necessary articulation. Parents note the convenience, accessibility, clarity, consistency, systematicity, and individuality of such records for each child. Yes, when

Using a diary and the help of parents, consolidation of pronunciation skills is more productive. The phonetic diary encourages parents to complete their homework with their children in a timely and quality manner. And the stickers in the notebook make the child want to strive for better results.

Lexical and grammatical difficulties occupy a special place in the structure of speech defects in children with special needs development disorders. In correctional and developmental work to overcome them, various techniques and methods are used. I compiled speech therapy notebooks, for children to complete homework with their parents. The purpose of such tasks is to consolidate the speech skills acquired in the process of speech therapy classes. Many speech therapists argue about the need to keep a speech therapy notebook, because all knowledge is given in speech therapy classes. But in order to better consolidate the correct grammatical categories in speech, it is necessary to constantly train, and training not only in kindergarten, but also at home with loved ones will have a more positive effect on the speech development of children. Another goal is to involve parents in active participation in the correction process to overcome the child’s speech defect. It is the parents who organize free communication during joint walks, conversations, trips to the store, etc. Parents’ participation in this type of activity is a powerful incentive in the formation of the child’s speech skills. Parents have the opportunity to be constantly aware of the child’s speech problems, monitor his progress, and contribute to the correctional and developmental process. The success of correctional work depends on the conscientious attitude of parents to completing homework. For convenience, the notebook contains the necessary recommendations and rules for completing tasks. It is recommended to perform the exercises in a playful way, on walks, in ball games, and then only write down the children’s answers. Parents should also create a learning area for their child at home to practice fine motor skills. The notebooks compiled are based on didactic principles: the transition from simple to complex, consistency, taking into account leading activities. Homework in the notebook is divided into 2 blocks: the first block (divided by lexical topics) is aimed at developing the lexical and grammatical structure of speech and coherent speech. The second block (divided into sounds and letters that are studied in class) is aimed at developing the child’s phonemic awareness (ideas about speech sounds) and initial literacy training (i.e., simple reading and preparing the hand for writing), that is, this block is aimed at preparing the child for school. The proposed material is constructed according to the lexical principle. When compiling notebooks, I relied on the program of T.B. Filicheva and G.V. Chirkina. “Preparation for school of children with general speech underdevelopment in a special kindergarten.” The level of task completion is assessed in the form of stamps and stickers. If the child has not mastered the material sufficiently, it is practiced in an individual lesson with a speech therapist and during a speech hour with a teacher.

Seminars and workshops with the participation of children are carried out with the aim of practical mastery by parents of ways and techniques of working with children at home to eliminate speech disorders. Using this form, I try to clearly and clearly present in practical form the ways of working with children on a particular task. So, I demonstrate fragments of classes, comment on the children’s actions, tasks, and the sequence of tasks, thereby teaching parents game techniques, developing communication skills with the child and correcting his speech disorders. As a rule, this form of work is carried out in subgroups.

A visual form of work is very important for parents whose children attend preschool. According to psychologists, we remember most of the information by perceiving it visually. The visibility of the campaign is ensured by the use of a variety of accompanying illustrations, demonstrations of practical work, techniques and methods; it serves to stimulate the activity of parents. By introducing various forms of visualization into practice, we activate parents in matters of correcting their child’s speech. So, for this purpose I am conducting frontal open classes for parents. They are carried out so that parents can see what knowledge their children have achieved after joint correctional work. Thus, open classes are held 2 times a year: in the middle of the academic year and at the end. Parents really enjoy attending these types of classes. As a rule, they are satisfied with the results achieved and strive to do more and, as a result, participate more actively in the course of correctional work. You can also involve parents in conducting classes. “Armed” with knowledge at consultations and workshops, they try to apply this knowledge in practice. Of course, the tasks that they need to do with their children are discussed in advance with parents. Usually 2-3 parents participate in the lesson. After such classes, parents’ activity in interaction with group teachers increases significantly.

Individual open classes introduce parents to practical techniques for automating sounds. In these classes, they receive the necessary knowledge and find answers to questions directly related to the course of their child’s speech development. They use the acquired knowledge when completing individual homework on a diary of beautiful and correct speech.

With the help of the above forms of interaction, I not only establish partnerships with parents, but also create an atmosphere of community of interests, improve the pedagogical competence of parents, and teach parents specific techniques for speech therapy work.

conclusions

Taking into account the individuality of each of the parents, having rationally planned the work and started it, I became interested in checking how much the parents’ position in relation to the child and his speech defect has changed, as well as whether the pedagogical competence and awareness of the parents have increased after the work carried out with them. To do this, relying on the family study technology proposed by O.V. Solodyankina, the survey was repeated. Analysis of the survey results allowed us to establish the following facts: parents give detailed answers to the questions of the questionnaire, readily respond to requests, take homework seriously, complete them carefully, and are aware of the child’s speech impairments not only in incorrect pronunciation, but also in the lexical and grammatical aspects of speech. Parents have become quite observant pedagogically. It can also be noted that parents began to make fair demands on the child, listen to the advice of teachers, and show interest in the process of raising and developing children. Analysis of the survey results helped to re-divide parents into 4 groups

1st group: parents can only identify certain phenomena and facts of the child’s behavior; as a rule, they rarely work with the child, do not notice the speech defect, and let everything take its course (0% of parents)

Group 2: parents express their emotional attitude to the facts, worry about the defect, take a position of excessive care and control, not giving the child the opportunity to express their interests (12.5% ​​of parents)

Group 3: parents try to analyze the phenomena to reveal the essence of the problem, accept the child’s defect, but they lack basic pedagogical literacy. (56, 25% of parents)

Group 4: Parents are quite knowledgeable and competent pedagogically. (31.25%)

Comparative analysis shows that the level of pedagogical culture has increased

Thus, for successful correction of speech disorders, it is necessary to carry out educational work, attract the attention of parents to the child’s problems, and teach them to act together.

Consequently, we can say that systematic, consistent, varied work with parents includes them in the correctional pedagogical process and makes it participants, which leads to a higher level of pedagogical awareness, and, consequently, the level of speech development in children increases.

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