Biology
The work of a speech therapist in inclusive education. Specifics of the work of a speech therapist teacher in the context of organizing inclusive practice in a preschool. Diagnostic direction of work

The work of a speech therapist in inclusive education. Specifics of the work of a speech therapist teacher in the context of organizing inclusive practice in a preschool. Diagnostic direction of work

Municipal budgetary preschool educational institution

"Kindergarten "Solnyshko" town. Gvardeiskoe"

Simferopol region of the Republic of Crimea

Report to pedagogical readings

"Work specifics

Diagnostic

Determination of the level of speech and psychological;
- analysis of the results obtained;

Corrective and developmental

Personally-oriented approach;
- principles of consistency;
- taking into account the structure of the defect;

Analytical

Highlighting positive and negative aspects activities;
- tracking the dynamics of the child’s development.

3. The specifics of the work of a speech therapist at a speech center involves providing assistance to different categories of children with disabilities and is carried out taking into account the child’s personality, both its negative and positive aspects, which are used in the compensation process, i.e., the involvement of healthy analyzers is used to compensate for the activities of disabled ones .

4. In the spotlight speech therapy work the most affected component of speech always remains.

So, for example, with alalia - dictionary, with hearing loss - tic perception, with dysarthria - sound pronunciation, etc.

5. Depending on the stages speech development The speech therapist must change his target methodological settings.

In this regard, modular planning can be used.
For example, planning correctional and developmental education for children aged 6-7 years with special needs development – level III consists of three modules:

Formation of the side of speech. Improving lexical and grammatical concepts. Development of skills in sound-syllable analysis and synthesis, literacy training.

Convenience this approach The point is that if a child copes with some task easily, then the number of hours spent studying this topic can be reduced, and to complete more difficult task increase. Due to this, more attention is paid to gaps in the development of children’s speech, and the process of correctional speech therapy training is reduced.

6. The organization, form of work, and material used must correspond to the age of the speech therapist: when working with a schoolchild, we quickly include program material, and with a preschooler we mainly use game forms, but still build our work in the form of organized and planned classes.

For personal implementation - oriented approach in the development of the child, in order to improve the quality of correctional speech therapy intervention, I chose this form of work as individual sessions. Classes are conducted according to correctional programs that are selected for children in accordance with speech impairment and age. The number of lessons consists of two individual lessons per week (25 - 30 minutes each). The main goal of the classes is to maximize the development of speech function based on the child’s capabilities.

The following will allow you to achieve high results in speech therapy work:

educational material

computer technology

technical means

7. Most preschoolers and schoolchildren with disabilities, as a rule, have problems in the development of perception, attention, memory, mental activity, varying degrees of motor development and sensory functions, and increased fatigue is observed. To interest students, we need non-standard approaches, individual programs,...

Pedagogical technologies:

Educational technology	Implementation methods
Dialogue learning	It helps that in the process of correctional education, children learn to express their thoughts, answer questions with correctly constructed sentences, and also independently ask clarifying questions.
Informational - computer training	The use of computer programs can increase interest in speech therapy classes, support the child’s motivation, interest him in acquiring new knowledge, and help him find his niche in the surrounding society.
Advanced learning	It involves taking into account tasks, difficulties, and stages that are in the child’s zone of proximal development.
Game-based learning	It is based on the fact that the main ones for children in preschool age are playful and constructive, so it makes sense to use games that have a pronounced modeling character. By training our fingers, we have a powerful impact on the performance of the cerebral cortex, and, consequently, on the development of speech. In the conditions of a logopunkt, it is possible to use construction sets, cubes, mosaics for automation and sounds, to develop skills in retelling and composing stories based on the built scenery, especially on the theme “City,” for orientation in space, including using prepositions. The use of design technologies and mosaics makes it possible to carry out corrections with the greatest psychological comfort, promotes emotional uplift, which increases the effectiveness of work in general, since children perceive the activity as a game. It does not cause negativity in them, teaches children to be attentive, persevering, and is interesting for children too preschool age, and primary school students.
Health-saving technologies	For children, especially those with disabilities, it is useful to include health-saving technologies in speech therapy sessions. Additional means that ensure the health-saving orientation of speech therapy sessions are: kinesiology, stimulating intellectual development and the child’s motor skills, interhemispheric interaction (“Ring”, “Fist-rib-palm”, “Lezginka”), spring and ball massagers, etc.

Primary speech therapy examination (held from September 1 to 15) makes it possible to judge the level of speech development of a child with disabilities, the formation of communicative and regulatory universal actions and formulate the main directions, content and methods of correctional and speech therapy work with children with disabilities.

Interim speech therapy examination is provided in the process of providing speech therapy assistance, which makes it possible to adjust the existing individual-oriented program of correctional speech therapy and focus on the most persistent problems of the child’s speech development (both oral and writing).

Final diagnostics is an in-depth speech therapy examination that covers all components of the speech system and reveals the formation of all types of universal educational actions.

The work of a speech therapist teacher includes the implementation of correctional and developmental programs taking into account the age and developmental characteristics of students, the structure of the defect, as well as assisting the teaching staff in individualizing the development, training and education of a child with disabilities.

Choosing the optimal correctional for the development of a child with disabilities
programs, methods and teaching methods in accordance with its special
educational needs;

Organization and conduct of individual and group classes By
correction of oral and written speech disorders, as well as development
communication skills of children with disabilities.

Organizational and methodological direction The work of a speech therapist consists of:

In the development of individually oriented correctional and developmental programs.

To help compile an adapted educational program for children with disabilities.

In the selection of didactic and teaching materials.

In charge of documentation.

Advisory and educational direction work includes:
· Consulting families on issues of speech development and communication of children with disabilities, formation
psychological and pedagogical competence of parents (or legal
representatives) of children with disabilities involved in the inclusive process,
on the ontogeny of oral and written speech, manifestations of disorders
speech system, selection of the simplest techniques for speech therapy work on
corrections speech disorders in children;

· consulting teachers and other participants in educational
process on issues of speech ontogenesis and dysontogenesis, creation
speech development environment, emerging problems associated with
development, training and education of a child with disabilities in the process of implementation
inclusive practice.

It consists of timely prevention of possible secondary speech disorders in a child with disabilities, creating conditions for their full speech development at each level general education.

To work with children with disabilities, the school has a specialized software and hardware complex.

Specialized software and hardware complex for students with disabilities (monoblock PC);

A portable device for reading books (for the blind and visually impaired) is a folding camera that connects to a computer. Reproduces any text material in speech. The reading machine can scan 20 pages per minute. You can control the pace of voice playback by setting a certain speed;
change reading settings to foreign languages.

Video magnifier (for the visually impaired) - when connected to a computer, it enlarges the text to the size required for reading.

Keyboard with large buttons and a key separating pad - a removable pad prevents 2 keys from being pressed at the same time.

Wireless receiver.

Headset (for the hearing impaired) - contact on-ear headphones with a microphone.

The sound field system is designed for joint learning of students with different hearing abilities . The speakers of the audio speakers gently amplify the teacher's voice and distribute it evenly throughout the room.

The system allows you to transmit the teacher's voice to students with hearing impairments (directly into a hearing aid, cochlear implant or headphones). Children's attention and academic performance increase; listening skills develop; more intensive development of one's own oral speech.

The joystick, complete with two remote buttons (for students with disabilities - with musculoskeletal disorders) - performs the function of a mouse. The buttons on the right and left correspond to the right and left buttons of a regular mouse. The top button selects text or an object. You can replace the built-in buttons with remote ones. Joystick requires no skill fine motor skills; responds to light touch from a user with impaired motor skills.

The remote button is large (for students with NODA).

Computer program for the correction of OHP - game exercises to correct all components of speech: sound pronunciation, phonemic processes, lexico-grammatical structure of speech.

“Monologue” device for stuttering correction: the kit includes a device with a built-in battery, a headset (headphones), and a charger.

The effect of the device on the speech of a stutterer is manifested in a decrease in the severity of convulsive manifestations of the defect (there are fewer tonic and clonic convulsions) thanks to the following techniques:

Sound muffling of one's own speech acts as a distraction from the speech act. " White noise", acoustically reminiscent of the sound of the surf.

Sound amplification - the effect occurs due to a change in the volume of one’s own speech.
Metronome is a method of rhythmic speech stimulation. People who stutter are encouraged to read and retell the text to the rhythmic beats of a metronome. Studies have shown that as soon as speech switches to scanned, metrical pronunciation, stuttering goes away, since all words are aligned according to syllabic dynamics.

View document contents
“Speech therapy support for students with disabilities in inclusive education”

Speech therapy support

students with disabilities

in conditions

inclusive education

Teacher-speech therapist, Municipal Educational Institution "Uvinskaya Secondary School No. 4"

Vakhrusheva Tatyana Nikolaevna

Teacher-

Educational psychologist

speech therapist

PMPk

Social

teacher

Teacher

Medical worker

The goal of a speech therapist teacher is creating conditions that facilitate the identification and overcoming of speech development disorders, as well as the further development of oral and written speech, improving the communication of students with disabilities for the successful mastery of the academic component of the educational program.

Tasks:

1. Conducting a speech therapy examination to determine the structure and severity of speech disorders: establishing a speech therapy conclusion.

2. Development long-term plan correctional and speech therapy work (individual development program) with children in need of speech therapy help.

3. Organization correctional work to provide speech therapy assistance to a child with disabilities. Determination of directions, methods and techniques of speech therapy work for the correction of speech development disorders.

Tasks :

4. Formation of groups for classes, taking into account the psychophysical state of students with disabilities. Conducting individual and group classes to correct students’ oral and written speech disorders.

5. Participation in the development of adapted educational programs, methodological recommendations on teaching children with disabilities.

Identification of various methods, forms and means of teaching within state standard, increasing the assimilation of educational material.

6. Conducting a systematic study of the dynamics of speech development of a child with disabilities in the process of mastering the educational program.

Tasks :

7. Interaction with specialists in psychological and pedagogical support of a child with disabilities and his family.

8. Development of proposals to improve the efficiency of diagnostic and correctional work. Generalization and dissemination of the most effective experience of speech therapy work.

9. Ensuring and monitoring compliance with health-preserving conditions for the education and upbringing of children with disabilities in general education organizations.

Tasks:

10. Advisory work on the formation of psychological and pedagogical competence on the issues of ontogenesis of children's speech, manifestations of variants of dysontogenesis; training parents in specialized techniques for overcoming existing oral speech disorders and selecting sets of correctional and developmental exercises aimed at correcting writing and reading deficiencies, as well as their prevention.

11. Consulting teaching staff on the use special methods and methods of providing assistance to a child with disabilities who has speech disorders.

Areas of activity of a speech therapist teacher:

2. Correctional and developmental

1. Diagnostic

4. Advisory and educational

3. Organizational and methodological

5.Preventive

Diagnostic direction of work:

1. Primary speech therapy examination- in the first two weeks of September (from September 1 to September 15)

2. Interim speech therapy examination- in the process of speech therapy assistance to a child with disabilities

Correctional and developmental direction includes the implementation of correctional and developmental programs taking into account the age and developmental characteristics of students, the structure of the defect, as well as providing assistance to the teaching staff in individualizing the development, training and education of a child with disabilities

Selection of correctional programs, methods and teaching methods that are optimal for the development of a child with disabilities in accordance with his special educational needs

Organization and conduct of individual and group classes for the correction of oral and written speech disorders, as well as the development of communication skills of children with disabilities

Organizational and methodological direction:

Development of individually oriented correctional and developmental programs

Assistance in drawing up an adapted educational program for children with disabilities

Selection of didactic and methodological materials

Records management

Preventive activity consists of timely prevention of possible secondary speech disorders in a child with disabilities, creating conditions for their full speech development at each level of general education

A specialized software and hardware complex for students with disabilities, consisting of:

Specialized software and hardware complex for students with disabilities (monoblock);
Portable device for reading books (for the blind and visually impaired);
Video magnifier (for the visually impaired);;
Keyboard with large buttons and key separating pad;
Wireless receiver;
Headset (for the deaf and hard of hearing);
Sound field system (for the deaf and hard of hearing);
Computer joystick complete with two remote buttons (for students with NODA);
The remote button is large (for students with NODA);
Computer program for correction of OHP;
Monologue device for stuttering correction

Information and methodological support:

http://www.inclusive-edu.ru/ (website of the Institute of Problems inclusive education MSUPE)

thanks for

attention!

Inclusive education in Russia is increasingly taking a leading position in educating children with disabilities. disabilities health (HHI) in the education system, as well as in other countries of the world, we mean the inclusion of all categories of children (usually developing students and children with disabilities) in a single educational process, recognition of the value of their differences and learning abilities, an individual and differentiated approach , which lead in the most appropriate way for each child.

The process of organizing and implementing inclusive education in Russia is theoretically justified by the following specialists (M.S. Artemyeva, E.A. Ekzhanova, N.N. Malofeev, E.A. Strebeleva, L.M. Shipitsyna, L.E. Shevchuk, N. D. Shmatko and others). But the implementation of the content and conditions of provision special assistance and support for children with disabilities in a general education institution in practice represents a complex socio-pedagogical problem.

Economic, social, environmental activities, carried out in our society, have not led to a decrease in the number of children with health problems. According to diagnostics carried out by speech therapists in preschool institutions n. Chegdomyn, up to 60% of children have certain problems: various speech disorders, hearing impairments, disorders associated with bilingualism in the family.

According to the results of the annual speech therapy diagnostics of first-grade students, conducted by a teacher-speech therapist of the MBOU Central Children's Education and Culture Center in schools in the village of Chegdomyn, 65% of children have various speech disorders, including those due to hearing loss, bilingualism in the family, which was not provided during speech therapy assistance.

The relevance of the problem of inclusive education is determined by the characteristics of the modern social and educational situation: the increase in the birth rate of children, the reduction in the 1990s. number of preschool educational institutions, parents’ employment and remoteness of the special kindergarten from the place of residence, as well as the reluctance of parents to recognize their child’s problem as important and to work on it together with specialists.

Speech therapy assistance as an additional educational service is special example implementation of inclusion in the activities of a modern educational institution.

The work of a speech therapist in inclusive education has a number of features

1. First of all, before starting correctional work, the teacher-speech therapist, as in the case of ordinary students, through a thorough special examination, determines the nature of the violation speech activity child using special techniques.

2. Based on the diagnosis of the speech therapist, together with other specialists, taking into account the characteristics of the child, a plan is drawn up individual development, is determined educational route, strategies and measures are being developed to eliminate or prevent the causes of failure of children with special educational needs.

Joint support of the child by a teacher-speech therapist and educational psychologist

Diagnostic

Determining the level of speech and psychological development child;
- analysis of the results obtained;

Corrective and developmental

Personally-oriented approach;
- principles of consistency;
- taking into account the structure of the defect;

Analytical

Highlighting the positive and negative aspects of activity;
- tracking the dynamics of the child’s development.

3. The specifics of the work of a speech therapist at a speech center involves providing assistance to different categories of children with disabilities and is carried out taking into account the child’s personality, both its negative aspects and positive ones, which are used in the compensation process, i.e. the involvement of healthy analyzers is used to compensate for the activity of defective ones.

4. The focus of speech therapy work always remains the most affected component of speech.

So, for example, with alalia - a dictionary, with hearing loss - phonemic awareness, for dysarthria - sound pronunciation, etc.

5. Depending on the stages of speech development, the speech therapist must change his target methodological settings.

In this regard, modular planning can be used.
For example, planning correctional and developmental education for children 6-7 years old with OHP - level III consists of three modules:

Formation of the phonetic side of speech.
Improving lexical and grammatical concepts.
Development of skills in sound-syllable analysis and synthesis, literacy training.

The convenience of this approach is that if a child copes with a certain task easily, then the number of hours spent studying this topic can be reduced, and for completing a more complex task increased. Due to this, more attention is paid to gaps in the development of children’s speech, and the process of correctional speech therapy training is reduced.

6. The organization, form of work, and the material involved must correspond to the age of the speech therapist: we quickly include program material in working with a schoolchild, and with a preschooler we use mainly game forms, but still build our work in the form of organized and planned lessons.

To implement a personality-oriented approach to child development, in order to improve the quality of correctional speech therapy, I chose a form of work such as individual lessons. Classes are conducted according to correctional programs that are selected for children in accordance with speech impairment and age. The number of lessons consists of two individual lessons per week (25 - 30 minutes each). The main goal of the classes is to maximize the development of speech function based on the child’s capabilities.

The following will allow you to achieve high results in speech therapy work:

careful selection of didactic and visual material for classes;
optimal distribution of time for each stage of the lesson;
competent, scientifically based presentation of educational material;
the use of various forms and methods of speech therapy;
use of computer technologies and technical teaching aids, etc.

Pedagogical technologies:

*Educational technology*	*Implementation methods*
Dialogue learning	It helps that in the process of correctional education, children learn to express their thoughts, answer questions with correctly constructed sentences, and also independently ask clarifying questions.
Information and computer training	The use of computer programs can increase interest in speech therapy classes, support the child’s motivation, interest him in acquiring new knowledge, and help him find his niche in the surrounding society.
Advanced learning	It involves taking into account tasks, difficulties, and stages that are in the child’s zone of proximal development.
Game-based learning	It is based on the fact that the main types of activities of children in preschool age are playful and constructive, so it makes sense to use games that have a pronounced modeling character. By training our fingers, we have a powerful impact on the performance of the cerebral cortex, and, consequently, on the development of speech. In the conditions of a logopunkt, it is possible to use construction sets, building materials, cubes, mosaics to automate and differentiate sounds, to develop skills in retelling and composing stories based on built scenery, especially on the topic “City,” for orientation in space, including using prepositions. The use of design technologies and mosaics makes it possible to carry out corrections with the greatest psychological comfort, promotes emotional uplift, which increases the effectiveness of work in general, since children perceive the activity as a game. It does not cause negativity in them, teaches children to be attentive, persevering, and is interesting to both preschool children and primary school students.
Health-saving technologies	For children, and especially those with disabilities, it is useful to include V.F.’s health-saving technologies in speech therapy sessions. Bazarny. Additional means that ensure the health-saving orientation of speech therapy classes are: kinesiology, which stimulates the intellectual development and motor skills of the child, interhemispheric interaction (“Ring”, “Fist-rib-palm”, “Lezginka”), spring and ball massagers, etc.

Each area of activity of a specialist providing psychological and pedagogical support for children with disabilities acquires special significance.

Thus, the activities of a speech therapist in an inclusive educational environment are focused not only on overcoming speech disorders in children, but also on their socialization and adaptation among normally developing peers.

Most often, it is the child’s speech problems that become the main ones, because of which the children’s team does not accept such a child; they are also the main objects of ridicule from peers.

Often, it is speech therapy problems that complicate the development of communication between children, and also create significant difficulties in the acquisition of knowledge, skills and abilities by a child with disabilities.

Functions of a speech therapist teacher:

development of individual educational programs;
tracking the dynamics of student development (monitoring the speech development of each child).
assessing the success of a student with disabilities in mastering programs and, if necessary, making the necessary adjustments;
assistance to teachers in choosing adequate teaching methods and means;
conducting individual and group correctional and developmental classes;
parent counseling.

The main goals and objectives of a speech therapist teacher:

Target :

correction of deficiencies in oral and written speech.

Tasks :

Correction of violations in the development of oral and written speech of students.
Timely prevention and overcoming difficulties in students' mastery of general education programs.
Explanation of special knowledge in speech therapy among teachers, parents (legal representatives of students).

According to the work schedule, individual and frontal speech therapy classes At the same time, the following areas of work are carried out:

prevention and early detection of reading and writing disorders;
development of grapho-motor skills, visual-motor tracking, spatial, temporal representations;
practicing the articulatory and phonetic aspects of speech;
development phonemic hearing and perception, language analysis and synthesis;
production of sounds, introduction of sequential sounds into speech;
differentiation of sounds and letters in written speech;
consolidating graphic images of letters, consolidating the connection between sound and letter;
expansion and clarification vocabulary, work on word formation and inflection;
work on the grammatical structure of speech, grammatical design of oral and written statements;
work on coherent oral and written speech;
automation of reading skills, work on intonation, expressiveness and pace of reading, reading comprehension.

Corrective speech therapy work to eliminate writing and reading disorders consists of:

correction at the phonetic level;
correction of acoustic dysgraphia;
phonemic analysis of words;
formation of phonemic perception;
differentiation of phonemes that have acoustic-articulatory similarities;
correctional work at the lexical level;
identifying students’ active vocabulary;
syllabic analysis and synthesis of words.
prevention and correction of optical dysgraphia;
differentiation of letters that have kinetic similarity.

Naturally, all of the listed areas and features of speech therapy work are directly dependent on the characteristics of the child’s speech impairment.

Another area of speech therapy work with children with speech disorders is work of a speech therapist with parents. The collaboration between the speech therapist and the family is a necessary condition successful educational impact on the child.

The main task of a speech therapist when interacting with the family of a child with a speech disorder is not only to issue recommendations for speech correction, but also to create conditions that would maximally stimulate family members to actively solve emerging problems.

By the end of the examination of children, at the end of September, the speech therapist will organize individual consultations with parents. Based on the results of the examination, the speech therapist informs parents about the nature of the deviations in the child’s speech development and the prospects for their correction.

It is important to reveal in an accessible form the need for joint efforts in overcoming this speech defect. The speech therapist talks about the work plan in the first period of training, its tasks and content. It is necessary to inform parents individually about the decision of the PMPC regarding the further education of their child in a comprehensive school.

It is advisable to summarize the results for the entire period of speech therapy work of a specialist with a child, to reveal the main ways of further correctional education. It is necessary to characterize the child’s speech development, talk about the successes and difficulties that arose in the process correctional classes and which you should pay special attention to.

Ivanova N.B.,
teacher speech therapist

Speech at a meeting of deputy directors of educational organizations

Topic: “Speech therapy support for students with disabilities

in conditions of inclusive education"

Speech therapy support for students with disabilities is carried out within the framework of the school’s psychological, medical and pedagogical council.Teacher speech therapistis a member of a team of specialists who provide psychological, medical and pedagogical support for children with disabilities in an inclusive educational environment.

The purpose of the activity of a speech therapist teacher - creating conditions that facilitate the identification and overcoming of speech development disorders, as well as the further development of oral and written speech, improving the communication of students with disabilities for the successful mastery of the academic component of the educational program.

To achieve this goal in the process of professional
activities of a speech therapist teacher the following are decidedtasks :

Conducting a speech therapy examination to determine
structure and severity of speech impairment: establishing
speech therapy report.

Development of a long-term plan for correctional and speech therapy
work (individual development program) with children in need of
speech therapy assistance.

Organization of correctional work to provide speech therapy
helping a child with disabilities. Determination of directions, methods and techniques
speech therapy work on the correction of speech development disorders.

Formation of groups for classes taking into account psychophysical
conditions of students with disabilities. Conducting individual and group
classes to correct students’ oral and written speech disorders
(using program material of academic disciplines
humanitarian cycle).

Participation in the development of adapted educational programs,
methodological recommendations for teaching children with disabilities. Definition
various methods, forms and means of teaching within
state standard, increasing the assimilation of educational material.

Conducting a systematic study of the dynamics of speech development
a child with disabilities in the process of mastering an educational program.

Interaction with specialists in psychological and pedagogical
accompanying a child with disabilities and his family.

Development of proposals to improve efficiency
diagnostic and corrective work. Generalization and dissemination
the most effective experience in speech therapy work.

Ensuring and monitoring compliance with health-preserving
conditions for the education and upbringing of children with disabilities in general education
organizations. Joint with a teacher (defectologist, tutor)
carrying out work on maintaining the correct speech mode in the classroom,
on enriching and systematizing the vocabulary of students in
in accordance with academic subjects, the development of communicative
skills.

Advisory work on the formation of psychological and pedagogical
competence on the issues of ontogenesis of children's speech, manifestations of dysontogenesis; training parents in specialized techniques for overcoming existing oral speech disorders and selecting sets of correctional and developmental exercises aimed at correcting writing and reading deficiencies, as well as their prevention.

Consulting teaching staff on the use of special methods and techniques to assist a child with disabilities who has speech impairments.

Based on the tasks, we determinemain areas of activity of a speech therapist teacher:

Diagnostic;

correctional and developmental;

organizationally- methodical;

advisory and educational;

preventive.

Diagnostic direction of work

Primary speech therapy examination (held from September 1 to 15) allows you to judge the level of speech development of a child with disabilities, the formation of communicative and regulatory universal actions and formulate the main directions, content and methods
correctional and speech therapy work with children with disabilities.

Interim speech therapy examination is provided in the process of providing speech therapy assistance, allowing
adjust the existing individual-oriented
program of correctional and speech therapy intervention and emphasize
attention to the most persistent problems of the child’s speech development (as
both spoken and written).

Final diagnostics is an in-depth speech therapy examination covering all components of the speech system and identifying
formation of all types of universal educational actions.

Correctional and developmental direction speech therapist work
includes the implementation of correctional and developmental programs with
taking into account the age and developmental characteristics of students, the structure
defect, as well as providing assistance to the teaching staff in
individualization of development, training and education of a child with disabilities.

INcontent of this direction includes the following aspects:

Choosing the optimal correctional for the development of a child with disabilities
programs, methods and teaching methods in accordance with its special
educational needs;

Organization and conduct of individual and group classes on
correction of oral and written speech disorders, as well as development
communication skills of children with disabilities.

Organizational and methodological direction The work of a speech therapist consists of:

In the development of individually oriented correctional and developmental programs.

To assist in the preparation of an adapted educational program for children with disabilities.

In the selection of didactic and methodological materials.

In charge of documentation.

Advisory and educational direction work includes:
  Family counseling on issues
speech development and communication of children with disabilities, formation
psychological and pedagogical competence of parents (or legal
representatives) of children with disabilities involved in the inclusive process,
on the ontogeny of oral and written speech, manifestations of disorders
speech system, selection of the simplest techniques for speech therapy work on
correction of speech disorders in children;

  consulting teachers and other participants in educational
process on issues of speech ontogenesis and dysontogenesis, creation
speech development environment, emerging problems associated with
development, training and education of a child with disabilities in the process of implementation
inclusive practice.

To work with children with disabilities, the school has a specialized software and hardware complex.

Specialized software and hardware complex for students with disabilities (monoblock PC);

Portable device for reading books (for the blind and visually impaired) - is a folding camera that connects to a computer. Reproduces any text material in speech.The reading machine can scan 20 pages per minute.You can control the pace of voice playback by setting a certain speed;
change settings for reading in foreign languages.

Video magnifier (for the visually impaired) - when connected to a computer, it enlarges the text to the size required for reading.

Keyboard with large buttons and key separator overlay- removable pad prevents simultaneous pressing of 2 keys.

Wireless receiver.

Headset (for the hearing impaired)- contact on-ear headphones with a microphone.

The system allows you to transmit the teacher's voice to students with hearing impairments (directly to a hearing aid, cochlear implant or headphones).In childrenattention and performance increases; listening skills develop; more intensive development of one’s own oral speech.

Joystick complete with two remote buttons (for students with limited mobility - with musculoskeletal disorders)- performs the function of a mouse. The buttons on the right and left correspond to the right and left buttons of a regular mouse. Top buttonHighlights text or an object. You can replace the built-in buttons with remote ones. The joystick does not require fine motor skills; responds to light touch from a user with impaired motor skills.

The remote button is large (for students with NODA).

Computer program for correcting OHP- game exercises to correct all components of speech: sound pronunciation, phonemic processes, lexical and grammatical structure of speech.

“Monologue” device for stuttering correction:The kit includes a device with a built-in battery, a headset (headphones), and a charger.

Silencing your own speech- acts as a distraction from the speech act. “White noise” is used as a dampening background, acoustically reminiscent of the sound of the surf.

Sound reinforcement- the effect occurs due to a change in the volume of one’s own speech.

Metronome -method of rhythmic speech stimulation. People who stutter are encouraged to read and retell the text to the rhythmic beats of a metronome. Studies have shown that as soon as speech switches to scanned, metrical pronunciation, stuttering goes away, since all words are aligned according to syllabic dynamics.

Internet resources used:

http:// www. inclusive- edu. ru/ (website of the Institute for Problems of Inclusive Education, Moscow State University of Psychology and Education)

The work of a speech therapist in inclusive education. Specifics of the work of a speech therapist teacher in the context of organizing inclusive practice in a preschool. Diagnostic direction of work

View document contents “Speech therapy support for students with disabilities in inclusive education”

The work of a speech therapist in inclusive education has a number of features

View document contents
“Speech therapy support for students with disabilities in inclusive education”