Design of a speech therapy room in a kindergarten. Equipment for a speech therapy room. methodological development on speech therapy on the topic. Speech therapy room equipment

A separate room is allocated for the speech therapy center, which meets sanitary and hygienic standards.

It is necessary to hang a sign on the office door with the speech therapist’s work schedule, his last name, first name and patronymic.

The speech therapy room should be aesthetically designed and decorated with indoor plants. It is not recommended to hang paintings, prints, drawings and tables on the walls that are not related to the correctional process, as they distract the attention of students during classes and create an unnecessary diversity of the environment.

Speech therapy room areas

1. Individual work area. Designed for individual speech therapy sessions. Equipment: shelf, chairs, wall mirror for individual work on sound pronunciation.

2. Group work area. Designed for group lessons with students. Equipment: desks, student chairs, chalkboard, individual mirrors.

3. Zone of educational and methodological and educational and didactic material. Designed for placement of educational and methodological literature, visual and illustrative material, games. Equipment: manual cabinet.

4. Workplace of a speech therapist teacher. Designed to organize the work of a teacher. Equipment: desk, chair, computer, printer

The speech therapy room should have the following equipment:

1. Desks according to the number of students studying. Stands for pencils and pens.

2. A chalkboard located at a height corresponding to the height of primary school students. It is advisable to line part of the board as a writing notebook for 1st grade students in order to demonstrate the correct writing of letters, connections and to practice calligraphy for children.

3. Sufficient cabinets for visual aids, educational material and teaching literature.

4. Wall mirror 50X100 cm for individual work on sound pronunciation, which it is advisable to hang near the window. If this is not possible, then it can be hung on any other wall, but with special lighting.

5. Mirrors 9 X12 cm according to the number of students involved in sound pronunciation correction.

6. A table near the wall mirror with local lighting for individual work with students, several chairs for children and a speech therapist.

7. A set of speech therapy probes, ethyl alcohol for processing the probes, cotton wool, bandage.

8. Flannelgraph, typesetting canvas, set of paintings.

9. Filmoscope with a set of filmstrips and transparencies for speech development for kindergartens and primary schools in the native language and the subject “Acquaintance with the outside world”, the development of mathematical concepts.

10. Screen for displaying filmstrips and transparencies, located in a folded form above the board.

11. Wall-mounted cash register letters.

12. Wall syllabic table.

13. Individual registers of letters and syllables for each student, representation schemes, sound and syllable schemes of words.

14. Standard table of upper and lower case letters attached above the board.

15. Visual material used in examining students’ oral and written speech, placed in a separate box or envelopes, arranged by lexical topics and phonetic groups.

16. Visual and illustrative material on speech development, systematized by topic.

17. Teaching aids in the form of symbol cards (for example, with graphic images of sounds, words, sentences), cards with individual tasks, albums for working on sound pronunciation.

18. Various speech games, lotto.

19. Sets of colored ballpoint pens (blue, green and red) for each child.

20. Methodological and educational literature.

21. Towel, soap and paper napkins.

Passport

speech therapy room

MBOU "Secondary School No. 4

Beleva, Tula region"

Teacher-speech therapist: Dorofeeva Ekaterina Vitalievna

Short description

Speech therapy room with a total area of 12.0 m2. The office provides one teacher’s workplace, 6 workplaces for subgroup work with children and 2 workplaces for individual lessons.

The speech therapy room provides subgroup and individual lessons with preschool children aged 6-7 years and students in grades 1-4.

The main purpose of a speech therapy room is to create rational conditions that comply with the Federal State Educational Standard: a spatial environment that develops subject matter must be content-rich, transformable, multifunctional, variable, accessible and safe.

Speech therapy office occupancy schedule

9.00-16.40

Rules for using the speech therapy room

Keys to the office in two copies (one for the speech therapist, the second for the deputy director for internal affairs management)

Wet cleaning of the office is carried out 2 times a week;

The office is ventilated daily;

Before and after each use, speech therapy probes and spatulas are treated with medical alcohol and in a sterilizer;

The office is equipped with an area for subgroup classes, an area for individual classes, and a play area;

At the end of the working day, check that windows are closed and electrical appliances are turned off.

The speech therapy room is intended for:

1. Conducting a diagnostic examination of the speech development of children of senior preschool age and junior schoolchildren,providing assistance in mastering general education programs to students with various oral and written speech disorders (primary).
2. Conducting subgroup and individual classes of a speech therapist with children.

Tasks of correctional work:

1) Development of general voluntary movements. Improving the static and dynamic organization of movements, speed and smoothness of switching from one movement to another.

2) Development of fine differentiated movements of the hand and fingers.

3) Formation of the psychological basis of speech. Development of cognitive mental processes: attention, perception and memory of different modalities, thinking, imagination.

4) Development of the speech apparatus. Improving the static and dynamic organization of movements of the articulatory, respiratory and vocal sections of the speech apparatus, coordinating their work.

5) Development of facial muscles. Normalization of muscle tone, formation of expressive facial expressions.

6) Formation of correct sound pronunciation. Production, automation of sounds, their differentiation.

7) Development of phonemic processes. Learning to recognize, distinguish, isolate sounds and syllables in speech, determine the place, number and sequence of sounds and syllables in a word.

8) Formation of the syllabic structure of the word. Training in pronunciation and analysis of words of various syllable structures.

9) Development and improvement of the lexical and grammatical aspects of speech. Forming the ability to understand sentences, logical and grammatical constructions of varying degrees of complexity, clarifying, consolidating, expanding the vocabulary on lexical topics, intensifying the use of prepositional constructions, word formation skills, inflection, composing sentences and stories.

10) Preparing for literacy. Formation of the ability to establish a connection between sound and letter, skills of sound-letter analysis, continuous reading with an understanding of the meaning of what is read.

11) Timely prevention and overcoming difficulties in students’ mastery of general education programs.

3. Consultative work of the teacher - speech therapist with parents (conversations, demonstration of techniques for individual correctional work with the child).
4. Consultative work of the teacher - speech therapist with teachers.

Speech therapy room equipment

Individual work area

1. Lamp for illuminating the speech therapy mirror in the office, length 65 cm - 1 pc.

2. Quartz sterilizer for speech therapy instruments - 1 pc.

3. A set of staging probes according to the method of L.S. Volkova 7 pcs + ball probe - 1 set.

4. Set of massage probes 12 pcs. (full size) -1 set.

5. Speech therapy table Lux - 1 pc.

6. Speech therapy hippopotamus “Zhu-zha” - 1 piece

7. Speech therapy “navigator” of the tongue - 1 pc.

8. Case for storing probes - 2 pcs.

9. Rubber-plastic mouth expanders - 4 pcs.

10. Speech therapy cross (Made in USA) - 1 piece

11.A device for controlling your own speech and developing phonemic hearingWhisperPhoneElement(made in USA) -2 pcs.

12. Koritsky spatula, stainless, polished - 1 pc.

13. -1 pc.

14.Attachment for the Z-Vibe speech therapy massager for massaging the hollow of the tongue - 1 pc.

15. Ribbed attachment for speech therapy massager Z-Vibe - 1 pc.

16. Book with illustrations on the use of the Z-Vibe speech therapy massager - 1 pc.

17.Battery for electric massager Z-Vibe

18. Probe for sound P (2 balls) - 1 pc.

Cabinet equipment

1. Single-element wall board - 1 pc.

3. Cabinet for teaching aids - 1 pc.

4.Teacher's table with cabinet with hanging cabinet - 1 pc.

5. Semicircular table with adjustable legs - 2 pcs.

6.Individual mirror for speech therapy sessions 15x21 cm - 6 pcs.

7. Children’s chairs – 6 pcs.

8. Upholstered chairs - 4 pcs.

9. Computer x 1

10. Speech therapy massage ball - 4 pcs.

11. Massager “Miracle roller” -4 pcs.

12. A device to help teach correct speech breathing “Nasal flute” - 4 pcs.

13. Soft nose clip - 4 pcs.

14. Tongue horn “Clown” - 2 pcs.

15. Set of pipes - 2 pcs.

16. Device for the development of speech breathing - “lip whistle” - 4 pcs.

17. Toy for the development of speech breathing “Flying ball” - 4 pcs.

18. Rubber dummy of the oral cavity for speech therapy sessions - 1 pc.

19. Ball with elastic bands for the development of motor skills in a child - 1 pc.

20. Toy for the development of fine motor skills "Kapitoshka" -2 pcs.

Documentation

I . Regulatory documents at the Federal level (electronic media)

Law of the Russian Federation of July 10, 1992 N 3266-1 “On Education” (as amended and supplemented).

Resolution of the Chief State Sanitary Doctor of the Russian Federation dated March 26, 2003. No. 24 “On the implementation of sanitary and epidemiological rules and regulations SanPiN 2.4.1.1249-03.”

Provision of the Convention on the Rights of the Child.

Constitution of the Russian Federation

Regulations on the rights and standards of labor protection, safety and fire protection.

Decree of the Government of the Russian Federation “On approval of San Pin 2.4.2.28-10 “Sanitary and epidemiological requirements for the conditions and organization of training in educational institutions” dated December 29. 2010 No. 189 (Extract).

II . Regulatory and legal support for the activities of a speech therapist in a secondary school (electronic media)

Labor Code of the Russian Federation of December 30, 2001 No. 197-FZ (as amended by Federal Law of June 30, 2006 No. 90-FZ) (Extract)

Decree of the Government of the Russian Federation of April 3, 2003 No. 191 “On the duration of working hours (standard hours of teaching work for the wage rate) of teaching staff of educational institutions” (as amended by Decree of the Government of the Russian Federation of February 1, 2005 No. 49 “On changes and recognition as invalid of certain acts of the Government of the Russian Federation") (Extract)

Order of the Ministry of Education and Science of the Russian Federation dated March 27, 2006 No. 69 “On the peculiarities of working hours and rest time for teaching and other employees of educational institutions” (Extract)

Law of the Russian Federation “On Education” (Extract)

Decree of the Government of the Russian Federation of October 29, 2002 N 781 “On the lists of jobs, professions, positions, specialties and institutions, taking into account which a labor pension is assigned early” (Extract)

Decree of the Government of the Russian Federation of October 1, 2002 N 724 “On the duration of the annual basic extended paid leave provided to teaching staff of educational institutions” (Extract)

Order of the Ministry of Education of the Russian Federation dated December 7, 2000 N 3570 Regulations “On approval of the regulations on the procedure and conditions for granting teaching staff of educational institutions long-term leave for a period of up to one year” (Extract)

III . Regulatory and legal support for the professional activities of a speech therapist teacher as an employee of a secondary school (electronic media)

Letter of the Ministry of Education of the Russian Federation dated December 14, 2000 No. 2 “On the organization of the work of the speech therapy center of a general education institution.”

Letter of the Ministry of Education of the Russian Federation dated January 22, 1998 No. 20-58-07 in/20-4 “On speech therapists and educational psychologists in educational institutions.”

Instructional and methodological letter “On the work of a speech therapist at a secondary school.” Yastrebova A.V., Bessonova T.P., M., Kogito-Center, 1996 (Ordered by the Ministry of Education of the Russian Federation). (Extracts)

Internal documentation of a speech therapist teacher

Journal of examination of children's speech development and dynamic observations of the speech state of children enrolled in speech therapy classes.

Attendance log for group and individual lessons with children.

Individual cards of speech development of schoolchildren.

Annual work plan for a speech therapist teacher.

Work program and long-term work plan for a speech therapist teacher for the school year with various groups of students.

Cyclogram of the work of a speech therapist teacher.

Schedule of individual and frontal classes with children.

Student workbooks.

Notebooks for homework for students with speech impairments (children).

Annual progress reports.

Passport of the speech therapy office.

Speech therapist teacher's workbook

Subject-developmental environment of a speech therapy room

Formation of sound pronunciation

1. Articulation exercises (manuals)

2. Sound profiles (folder)

3. Automation of sounds in words, sentences, texts. We introduce sounds into speech.

4. Aids for working on speech breathing

5. Subject pictures for all studied sounds

6. Albums for automation of supplied sounds

7. Texts for automation of delivered sounds

8. Speech therapy lotto for automation of delivered sounds

Development of auditory attention (non-speech sounds)

1. Sounding toys: pipes, rattles, bells, squeaky toys.

2. Boxes with loose fillings that make various noises (peas, beans, cereals, flour).

Formation of phonemic hearing and perception

1. Signal circles for differentiating sounds

2. Object pictures for differentiation of sounds

3. Texts on sound differentiation

Certificate

1. Magnetic alphabet

2. Schemes for analyzing proposals

3. Sets of subject pictures for dividing words into syllables

4. Box of letters and syllables

5. Workbooks, pencils, pens for “typing” letters, syllables, words, sentences

6. Wall aids “ABC”, “Copy Letters”, “City of Sounds”.

Working on a dictionary

Subject pictures on lexical topics:

"Furniture"

"Food"

"Dishes"

"Insects"

"Professions"

"Trees"

"Tools"

"Toys"

"Seasons"

"Domestic and wild birds"

"Domestic and wild animals"

"Clothes, shoes, hats"

"New Year"

"Mushrooms, berries"

"Autumn"

"Spring"

"Marine life"

"Vegetables"

"Fruits"

"Space"

"Cosmonautics"

"Flowers"

"Bread"

"Animals of hot and cold countries"

"Transport"

“Subject pictures for the selection of antonyms”

“Subject pictures for the selection of synonyms”

"Polysemantic words"

"Plural"

"One is many"

"Word Formation"

Grammatical structure of speech

1. Preposition patterns

2. Aids for writing sentences with simple and complex prepositions

3. Aids to agreeing parts of speech

4. Warped texts

Development of coherent speech

1. A series of plot pictures

2. Story pictures

3. Subject pictures for compiling comparative and descriptive stories

Development of fine motor skills (personal or made independently by a speech therapist)

1. Beads

2. Laces

3. Counting sticks

4. Mosaics

5. Multi-colored clothespins

6. Massage balls, hedgehog balls, expander, simulator for massaging fingers and palms of the hands “Su-Jock Balls”

7. Plasticine

8. Stencils for shading (for all lexical topics)

9. Colored pencils

Development of speech breathing.

1. Sets of butterflies, snowflakes, airplanes, plumes, pinwheels.

2. Balloons, soap bubbles, straws, cotton balls, tennis balls, feathers.

3. Games: “Push the ball into the goal”, “Blow a snowflake off your mitten”, “Storm in a box”

Development of perception (color, shape, size).

1. Paired pictures.

2. Ribbons, ropes, laces, threads, pencils, strips of different lengths.

3. Counting sticks for laying out figures.

4. Wall displays of planar and volumetric geometric shapes.

5. Educational games

Development of time orientation.

1. Landscape paintings of different seasons.

2. Daily routine in pictures: morning, afternoon, evening, night.

3. A set of pictures depicting various actions of people (children) and natural phenomena at different times of the year, parts of the day.

Development of thinking, visual attention, memory .

1. Cut-out pictures of various configurations (2, 3, 4 or more parts); prefabricated pictures - puzzles.

2. Collapsible toys: nesting dolls, pyramid.

3. “Wonderful bag.”

4. “Noisy” pictures.

5. Games: “Eliminating the fourth odd one,” “What’s missing? ", "What didn't the artist complete? ", "How are they similar and how are they different? ", "Find the fragments of the picture shown above", "Find the same ones."

6. Classifiers for performing classification and generalization tasks.

7. Set of pictures “Nonsense”.

Methodological and special literature

1. Diagnostic kit. Speech therapy examination of junior schoolchildren. Part 1 (1 piece)

2. Study without suffering. Correction of dysgraphia Segebart G. - volumes

3.Magic outlines. Formation of graphomotor skills. Set of correctional and developmental materials Zegebart G.M. -1 PC.

4. Speech therapy pictures to automate the sound “R”

5. Speech therapy pictures for automating the sound “Z”

6. Speech therapy pictures for automating the sound “C”

7. Speech therapy pictures for automating the sound “F”

8. Speech therapy pictures for automating the sound “L”

9. Speech therapy pictures to automate the sound “F”

10. Speech therapy pictures for automating the sound “Ts”

11. Speech therapy pictures for automating the sound “Ch”

12. Speech therapy pictures for automating the sound “SH”

13. Speech therapy pictures for automating the sounds “Ш and Х”

The office library is represented by the personal collection of the speech therapist in electronic form.

Borodich A.M. Methods for the development of children's speech. - M.: Education, 1989, 96 pp.

Volkova L.S., Lalaeva R.I. Speech therapy. - M.: Education, 1989, 147 pp.

Volkova L.S., Seliverstov V.I. Reader on speech therapy. - M.: Vlados, 1997, 107 pp.

Efimenkova L.N. Correction of oral and written speech of primary school students. - M.: Education, 1989, 105 pp.

Efimenkova L.N., Misarenko G.G. Organization and methods of correctional work of a speech therapist at a school speech center. - M.: Education, 1991, 100 pp.

Efimenkova L.N., Sadovnikova I.N. Correction and prevention of dysgraphia in children. - M.: Education, 1989, 105 pp.

Kobzareva L.G., Rezunova M.P., Yushina G.N. Corrective work with schoolchildren with mildly expressed general underdevelopment of speech at the first stage of education. – Voronezh: Teacher, 2001, 103 pp.

Kosinova E.M. Speech therapist lessons. – M.: Eksmo, 2005, 154 pp.

Milostivenko L.G. Methodological recommendations for preventing errors and writing in children. - St. Petersburg: Stroylespechat, 1995, 86 pp.

Politova N.I. Speech development of primary school students. - M.: Education, 1990, 105 pp.

Pyatak S.V. I read words and sentences. – M.: Eksmo, 2008, 67 pp.

Rau E.F., Rozhdestvenskaya V.I. Correction of pronunciation deficiencies in schoolchildren. - M.: Education, 1989, 105 pp.

Sadovnikova I.N. Impairments of written speech and their overcoming in younger schoolchildren. - M.: Vlados, 1977, 67 pages

Seliverstov V.I. Games in speech therapy work with children. - M.: Education, 1989, 100 pp.

Svetlova I.K. Home speech therapist. - M.: Eksmo, 2005, 67 pp.

Filicheva T.B., Chivileva N.A., Chirkina G.V. Fundamentals of speech therapy. - M.: Education, 1989, 105 pp.

Fomicheva M.F. - Education of correct pronunciation in children. - M.: Education, 1981, 56 pp.

It is necessary to hang a sign on the office door with the speech therapist’s work schedule, his last name, first name and patronymic. The speech therapy room should have the following equipment:

1. Desks according to the number of students studying. Stands for pencils and pens.

2. A chalkboard located at a height corresponding to the height of primary school students. It is advisable to line part of the board as a writing notebook for 1st grade students, in order to demonstrate the correct writing of letters, connections and to practice calligraphy for children.

3. Sufficient cabinets for visual aids, educational material and teaching literature.

5. Mirrors 9 X12 cm according to the number of students involved in sound pronunciation correction.

6. A table near the wall mirror with local lighting for individual work with students, several chairs for children and a speech therapist.

7. A set of speech therapy probes, ethyl alcohol for processing the probes, cotton wool, bandage.

8. Flannelgraph, typesetting canvas, set of paintings.

10. Screen for displaying filmstrips and transparencies, located folded above the board.

11. Wall-mounted cash register letters.

12. Wall syllabic table.

13. Individual registers of letters and syllables for each student, representation schemes, sound and syllable schemes of words.

14. A standard table of uppercase and lowercase letters attached above the board.

15. Visual material used in examining students’ oral and written speech, placed in a separate box or envelopes, arranged by lexical topics and phonetic groups.

16. Visual and illustrative material on speech development, systematized by topic.

17. Teaching aids in the form of symbol cards (for example, with graphic images of sounds, words, sentences), cards with individual tasks, albums for working on sound pronunciation.

18. Various speech games, lotto.

19. Sets of colored ballpoint pens (blue, green and red) for each child.

20. Methodological and educational literature.

21. Towel, soap and paper napkins.

Documentation and its maintenance

To record the correction process that a speech therapist teacher organizes and conducts at a speech therapy center, the following types of documentation are offered:

1. A log of attendance at speech therapy classes by students enrolled in a speech therapy center.

2. Journal of examination of oral and written speech.

3. General speech map for examining students’ oral and written speech.

4. Individual student cards.

5. General plan of methodological work for the academic year.

6. Long-term work plans for each group of students for the academic year.

7. Daily work plans for each group of students.

8. Workbooks and test books.

9. Notebooks-diaries for individual lessons on correcting sound pronunciation (available to students).

10. Schedule of group classes, certified by the school director or inspector of the district education department.

11. Passport of the speech therapy room, file cabinet of equipment, educational and visual aids located in the speech therapy room.

12. Copies of reports on the work done during the academic year.

Journal of attendance at speech therapy classes by students is a regular class magazine of the established format, signed as follows:

MAGAZINE

recording attendance at speech therapy classes

at the speech therapy center at school _

city district (region)

at 200 / student year

In the section of the journal “Information about students”, the speech therapist places a list of students enrolled in the speech therapy center in the current school year, indicating the class and school, the date of enrollment in the speech therapy center and (at the end of the school year) the result of correctional work (“released”, “retained for continuation of correctional work", "dropped out").

4 pages are allocated for the group, 3 for the subgroup and each student studying individually. On the left half of the page at the top the group number and the speech therapy conclusion are indicated, for example: “Group No. 1: dysgraphia against the background of general speech underdevelopment - level III.”

On the right half of the page at the top the days and hours of classes with this group are indicated, for example: Monday, Wednesday, Friday - 16-00-16-35. Otherwise, the pages are filled out in the same way as a class journal, i.e. on the left half there is a list of children of a given group, subgroup or the last and first name of a child studying individually, the dates of classes and notes on the student’s presence or absence in classes, and on the right - the topics of the classes. classes, which are indicated in accordance with the work plan. On the pages reserved for subgroup and individual lessons, on the left half at the top, instead of the group number, the disrupted groups of sounds that are being worked on are indicated; otherwise, they are filled out in the same way.

Attendance register must be completed at the beginning of each lesson. A dot (.) indicates the presence of a student in class, and the letter “n” indicates absent students.

Note: if a student missed a speech therapy lesson twice for an unknown reason (he was present in class but did not show up for the speech therapist’s lesson), the speech therapist teacher notifies the teacher and the student’s parents about this. On one of the last pages, space is reserved for recording the speech therapist’s working time during the examination of students’ oral and written speech and during the holidays, for example:

Grades will not be entered into the Attendance Book.

For Journal of examination of students' oral and written speech The speech therapist teacher uses a common notebook. The assessment log is completed during the student interview during the pre-survey during the first week of September and during the student writing assessment at the end of May. In the process of re-examination of students' written speech during the holidays, additions are made to the journal.

During the examination, the speech therapist writes down the student’s name and surname, class, school number, home address and telephone number, indicates the date of the examination, the preliminary speech therapy conclusion and the measures taken (“enrolled in the group”, “recommendations were given to parents and teachers”, “put on a waiting list” and etc.). In the last column (“Notes”), the speech therapist notes the final result of working with this child. If parents, for any reason, refuse speech therapy classes, then the refusal is also recorded in the “Notes” column.

Sample of filling out the Journal of examination of students' oral and written speech

After the entry “accepted into the group,” there must be an entry indicating when the student was released. A log of examinations of oral and written speech has been kept for several years.

The general speech card for examining students' oral and written speech is filled out during a frontal examination during the second week of September and the fourth week of May according to the attached diagram (see Appendix 1). If during the school year there are changes in the composition of the groups of students studying at the speech therapy center (one of the students drops out or new students are enrolled in the groups), then it is necessary to make a timely entry into the General Speech Card. The conclusion about the student’s graduation or continuation of remedial work with him at the end of the school year from the General Speech Card is entered in the Attendance Register and the Examination Register of students’ oral and written speech.

Individual student cards filled out at the first parent meeting in September. The speech therapist teacher distributes them to parents, and parents clearly fill out the front side of the card and put their signature at the bottom.

Another option is possible. After the speech therapist teacher conducts a secondary in-depth examination of students and completes groups and subgroups, he transfers the students’ individual cards to teachers or educators of the after-school group. The teacher or educator of the extended day group (EDT) will give individual cards to the parents of the students. After filling out, parents can return the cards to the teacher or GPD teacher or transfer them directly to the speech therapist.

This will allow the teacher, on the one hand, to become more familiar with the peculiarities of the child’s early speech development and treat it with greater understanding, and on the other hand, he will be more serious about monitoring the children’s attendance at speech therapy classes.

Individual student card

Last name, first name, date of birth

School, class

Home address

Did you attend kindergarten (speech or mass group)

Speech environment (is there anyone in the family who stutters, has speech impediments, or is bilingual)

Early physical development (when he began to sit, stand, walk)

Early speech development: when babbling, humming, and the first words appeared

Timetable of classes:

“Parents, along with the teacher, are responsible for their children’s attendance at speech therapy classes.”

Parents' signature

Date of completion

When preparing and filling out an Individual Student Card, paragraphs 2-4 may be changed depending on the child’s place of residence.

The reverse side of the Student Identification Card is completed by the speech therapist during the school year.

Date of enrollment in speech therapy center

Speech therapy report upon admission to the speech center

The result of correctional work after the first year of study

Speech therapy report before the second year of correctional work

The result of correctional work after the second year of study

Consultations with medical specialists

Date of issue

Speech therapist's signature

One individual card is filled out for each student, regardless of the number of years during which the student studied at the speech center.

Individual student cards are stored in separate envelopes for each group or marked with various identification marks, for example: group No. 1 - yellow circles, group No. 2 - blue circles, etc.

General plan of methodological work for the academic year year - drawn up before September 1 of the academic year for which it is scheduled. It provides the following sections of work:

a) examination of the oral and written speech of students in grades 1-4 of schools attached to a speech therapy center (dates, number of schools and primary classes);

b) staffing groups and subgroups, scheduling speech therapy classes (deadlines);

c) forms of interaction in the work of a speech therapist and primary school teachers (how many lessons are planned to be attended, in which classes, on what topics and how many reports and speeches are expected to be made at methodological associations of teachers, etc.); teachers-speech therapists of school and preschool institutions, if there are any in the area of the school speech center (this point of the plan should be coordinated with the general plan of methodological work of the senior speech therapist of the district), speech therapist teachers and medical specialists;

d) activities to promote speech therapy knowledge among teachers and parents (topics of conversations, lectures, speeches at parent-teacher meetings);

e) measures to improve the equipment of the speech therapy center with educational and methodological aids, didactic and visual materials (what aids are expected to be purchased or produced, in what time frame);

f) activities to improve the qualifications of a speech therapist (attendance at courses, lectures, methodological associations, exchange of experience, etc.).

Long-term plans correctional work for each group of students for the academic year are compiled after the groups are completed. If two or more groups of students of the same age and with the same speech disorders are studying at a speech therapy center at the same time, the speech therapist teacher can draw up one long-term plan for them. It is advisable to place all long-term plans in one general notebook. Before each plan, the group number, class and speech therapy report are indicated.

Daily work plans The speech therapist teacher develops based on a long-term plan. Work plans are drawn up for each group separately. It is allowed to use the same work notes for groups working according to the same long-term plan. Daily work plans must indicate the topic of the lesson, its goals, equipment (pictures, cards, tables, etc.), followed by a brief summary of the work.

Long-term practice of speech therapy work shows that it is advisable for speech therapist teachers with short work experience to draw up a more detailed summary of daily lessons, which indicates not only the stages of the lesson, the questions of the speech therapist teacher, but also the expected answers of the children. More experienced teachers-speech therapists, instead of lesson notes, can draw up a brief plan indicating the purpose of the lesson and types of work.

Workbooks are conducted according to a single spelling regime. The words “Cool work” are not written after the number. Between types of work in the lesson, you can skip one line, especially before and after syllabic, syllabic and sentence patterns.

After each lesson, the speech therapist teacher checks the students’ work, corrects mistakes and analyzes them. It should be taken into account that a speech therapist teacher, unlike a primary school teacher, evaluates not so much the correctness of completed tasks, but rather the child’s educational activity as a whole, i.e., his attentiveness in class, diligence, and activity.

An important role in assessing a student’s work is played by the ability to find a mistake and correct it independently. If the child independently found his mistake and corrected it, then in this case the mistake does not have to be counted. This approach to assessing the work of students is of great psychological and educational importance, because children with speech pathology, as a rule, receive many unsatisfactory grades in the class. On the one hand, such a comprehensive and gentle assessment of their work morally supports children and restores faith in themselves; on the other hand, children learn to carefully check their work, strive to find and correct mistakes, and their learning activity is stimulated. Therefore, the speech therapist teacher must explain to the student why he is giving the child this or that grade. It is not recommended to use “two” in a speech therapy session. Homework is usually not assigned.

Workbooks are stored at the speech therapy center in special folders by group. Notebooks for test work are stored separately from them. These notebooks are an addition to the “General Speech Card”, since they reflect the state of students’ written speech and give an idea of the degree to which they have mastered the correctional material.

Notebooks and diaries for individual lessons on sound pronunciation correction are available only to those students with whom this work is carried out. In the notebook-diary, the speech therapist notes the date of the lesson, its topic, lexical material, and homework assignments are also written down here. Students keep their notebooks at home and bring them with them to each lesson.

Class schedule (in duplicate) The teacher-speech therapist compiles after completing the groups in September. Both copies are certified by the signature of the director of the school where the speech therapy center is located. The first copy of the certified schedule is kept by the person who signed it, and the second copy is kept at the speech therapy center.

Passport of the speech therapy office is a small notebook in which all the equipment in the office, visual, educational and methodological aids, textbooks and methodological literature are recorded. Instead of a speech therapy office passport, a speech therapist teacher can create a file cabinet.

A speech therapy room passport or file cabinet is compiled regardless of whether the speech therapy center is located in a separate room or occupies part of a classroom or part of any other room.

The teacher-speech therapist draws up a report on the preventive and correctional educational work done during the school year at the end of the school year in the following form:

about the work of a speech therapist (full name) done in 200_____ /__ school. year

at the speech therapy center at school No.

city district (region)

Total number of students identified with speech impairments

Classification of speech disorders Information about the movement of children	General speech underdevelopment	Writing impairment caused by	Phonetic disorders	Stuttering	total
elements of ONR	phonetic broken.
without phonetic adv.	with phonetic adv.	without phonetic adv.	with phonetic adv.	without phonetic adv.	with phonetic adv.
Accepted at the logo station
Released
Left for continued correctional work
Dropped out

Attached to this table is a text report in which the speech therapist teacher talks about his implementation of the points of the methodological work plan for the school year. The report is prepared in triplicate. Two copies are handed over to the senior speech therapist or inspector of the district education department (administration), and the third remains at the speech center.

Related information.

Larisa Boglacheva

Prepared: teacher- speech therapist MBDOU No. 11. Donetsk

Boglacheva Larisa Leonidovna

Hello, dear colleagues, I recently joined your ranks.

The first difficulty I faced was preparation and organization. speech therapy room to work as intended.

After reading a large amount of specialized literature, articles, advice from other specialists who share their experience, I made my conclusions and got to work.

Main purpose speech therapy room in a preschool educational institution as we know, is the correction of speech disorders in children.

Firstly, the speech therapy room should be equipped:

speech therapy mirror(50*100 cm);

Individual mirror for working with children;

speech therapy probes and spatulas, medical alcohol, cotton wool

sterile, clean towel;

Teacher's workplace - speech therapist for working with documentation and

conducting individual consultations with parents;

Tables and children's chairs (5-6 pcs) for children who can

adjust depending on the child’s growth;

cabinets, racks for storing educational games, aids for the development of fine motor skills, breathing, mental functions, for storing methodological and visual didactic literature;

Wall clock;

Magnetic board.

Secondly, anyone speech therapy room, visually need to be divided into main zones:

1. articulatory zone: large wall mirror,

individual mirror, photo albums, posters with articulation gymnastics, tools for sound production;

2. breathing zone: contains materials, games, exercises for

development of speech breathing;

3. zone of phonal perception (intonation): toys,

musical instruments, pictures with emotions;

4. general development zone motor skills: manuals, games, toys,

natural material, finger games to develop fine motor skills of the hands;

5. methodological zone: plans, notes, library

methodological literature;

6. zones of grammar development and vocabulary: visual-

educational aids and toys; subject, plot and

a series of visual pictures for the development of coherent speech; card indexes (tongue twisters, tongue twisters, nursery rhymes, riddles, finger games, word games and exercises); heroes of puppet and table theater; wall alphabet, chips, magnetic cash register of letters and syllables;

And another zone 7th, you can add motivational zone: it includes items for encouragement - symbols (medals, stickers or something else) for good work and success of the child.

IN the speech therapist's office should be clean, cozy, comfortable. The environment you create allows you to develop the child’s mental functions (memory, thinking, perception, attention, forming ideas about the world around him.

Speech therapy room in kindergarten, should not be office or academic.

All material (games, toys, manuals) should be available for use by children as they progress through lexical topics and constantly updated. The child should have the desire and desire to go to speech therapist's office, because it’s interesting, unusual and you won’t be bored!

I wish you good luck in creating your own speech therapy room!

Publications on the topic:

Design and equipment of a music corner in preschool groups“Design and equipment of a music corner in preschool groups” 1. “Music in kindergarten” In kindergarten, with the aim of introducing the child to music.

On the eve of each new year, I try to create a unique fairy-tale atmosphere in the speech therapy room. For this I am developing together.

ORGANIZATION OF DEVELOPMENTAL SUBJECT-SPATIAL ENVIRONMENT OF THE Speech Therapy Office of a Preschool Educational Institution (teacher-speech therapist Trashenkova L.V.) Modern.

Goal: Effective development of the individuality of each child, taking into account his inclinations, interests and level of development. Objectives: Enrich cognitive.

Currently, the problem of children's speech development is of particular relevance; theater and theatrical performances play a special role in this.

Passport of the speech therapy office Passport of the speech therapy office of Teacher-speech therapist Nazarova Elena Vladimirovna MBOU "Secondary Educational School No. 1" JV "Kindergarten "Ladushki" P. Oktyabrsky.

Attachments: from 70,000 rubles

Payback: from 2 months

Preschool education reforms implemented in 2013 led to a massive reduction in speech therapists in kindergartens. The opening of private speech therapy rooms has become the only opportunity for specialists to continue development in the profession, and for parents to teach children with speech disorders. Let's take a closer look at this business idea: find out what you need to start and how much you can earn.

Business concept

A speech therapist is a specialist with a higher pedagogical education who specializes in solving speech problems of various natures (functional, mechanical, psychological). Private services provided individually fall under the concept of tutoring and do not require licensing. However, commercial centers working with speech therapists for hire must have an educational license, permission from the SES and the fire service.

Visitors to the speech therapy room are preschoolers, primary schoolchildren, adults after strokes and head injuries. The average cost of a lesson in regions remote from the capital is 600 rubles, and for a noticeable result to others, it is necessary to study for a long time (at least 5 months), at least 2 times a week.

The range of disorders dealt with by a speech pathologist-defectologist most often consists of the following positions:

incorrect pronunciation of sounds;
violations of written speech;
spoken speech too fast/slow;
stuttering;
delayed speech development.

The lesson takes an academic hour (45 minutes) and takes place in an equipped office, usually on an individual basis. Group classes are less effective, but can be used as a marketing campaign to familiarize potential clients with the specialist’s working methods.

How should the office be decorated?

To work, you will need an office in a commercial child development center, a private clinic, a shopping center, or a converted apartment on the ground floor with a separate entrance. A big advantage will be the location near educational institutions, transport stops, and in densely populated residential areas.

A small bright room of 20 square meters is suitable. m, equipped with a hand washing station and a waiting room for parents. The design should be concise, especially if you plan to work with both children and adult patients. The following pieces of furniture are required:

study table and chairs;
large mirror;
bookshelf;
cooler with drinking water;
board;
toy rack;
sofa in the waiting area.

In the future, free funds can be invested in the purchase of an interactive speech therapy table, a massage couch, and additional play sets.

What will be required for implementation?

To implement a business idea, a specialist with a diploma in speech therapy will need an equipped room, methodological literature and regular clients. Since private practice does not count towards teaching experience, being part of the general work experience, many specialists retain part-time jobs in state or municipal institutions.

Such a place of work also provides the first private clients, because free speech therapy services, as directed by a doctor, are provided in groups, by appointment, with a long queue and at times that are inconvenient for parents. In addition, positive reviews from “free” patients become the basis for those who are not eligible for a referral to pay to see a specialist.

Step-by-step launch instructions

Register an individual entrepreneurship using the patent taxation system (about 20 thousand rubles per year depending on the region of registration) or the simplified “6% income” system. In the questionnaire, indicate the economic activity code 85.41.9 Other additional education for children and adults, not included in other groups - its use in accordance with Art. 91 of the Federal Law “On Education in the Russian Federation” does not require obtaining a license for educational services.
Start online consultations on local forums, groups and social networks in order to get to know potential clients, their requests and preferences.
Place orders for the purchase of furniture. In some cases, you can use existing pieces of furniture, but a tastefully furnished office will always give more weight to the reputation of a specialist. Furnishings are purchased from furniture stores or specialized companies supplying schools; the minimum purchase amount will be about 30 thousand rubles.
Conclude a lease agreement for the premises.
Purchase educational materials: books and teaching cards – 15 thousand rubles; speech therapy probes – 5 thousand rubles; speech trainers and toys – 5 thousand rubles.
Order a sign, booklets and business cards for distribution in kindergartens and medical centers, design an image page on the Internet - 15 thousand rubles.
Announce the opening, announce special offers and sale of subscriptions.

Financial calculations

Payback period calculations are made based on the number of clients per day, the amount of investment at the start and regular payments.

Start-up capital

Monthly expenses

Operating expenses when opening a speech therapy office are minimal and consist of rent and taxes. Tax payments under the patent system are paid for the selected period; for large cities in the middle part of the country they are about 3,000 rubles/month. Pension and insurance contributions “for yourself” are fixed and amount to about 2,300 rubles/month.

How much can you earn?

During the working week, on average, a speech therapist sees 4 people per day (including part-time work) and another 4 people on a shortened working day on Saturday. Total 24 people per week or 96 per month. With the cost of an academic hour of work being 800 rubles, monthly earnings will be 76,800 rubles.

Net profit after taxes will be more than 55,000 rubles. with a minimum workload (18 full working hours per week). With an increase in the number of clients and increased professionalism in working with complex defects, this amount can at least double.

Payback period

Initial costs of 70 thousand rubles. will pay off already in the second month of operation if there is a minimum number of clients.

Risks and disadvantages of business

The features of any business based on the provision of educational services are more likely to be psychological than financial. Working with children and adults who have health problems (and often behavior problems) requires full dedication, preliminary preparation for each lesson, patient interaction with parents and constant additional and self-education.

Private practice has no risks, as it does not require large investments or the purchase of complex equipment. If the office is closed, furniture and benefits can be sold at residual value and continue your career as an employee.

Bottom line

Opening a speech therapy office by an individual entrepreneur who has received a higher education at the Department of Defectology is a low-cost and fast-paying type of business. Investments from 70,000 rubles. will pay off in two months of work with an 18-hour work week and part-time work in a budgetary educational organization to maintain teaching experience.

Registering a business legally, renting and equipping premises for comfortable work can be a more profitable model even for speech therapists with an already established private practice in clients’ homes. Despite the monthly expenses, the specialist benefits in the form of time freed from traveling home and greater trust from new clients.