Reported speech Education and learning Plan

Participate in the work of the pedagogical council of preschool education
Participation in the work of the psychological-medical-pedagogical council of preschool education
Conducting open classes for specialists of preschool educational institutions, methodical association of city speech therapists and others.
Strengthen interactions with speech therapists and general education teachers
Counseling with parents
Attend parent meetings of the Speech Therapy Group
Parent survey
Work at the School for Parents of Children with Speech Impairment
Individual tips for parents, open lessons
Consultation on "Prevention of speech disorders in young children" at a meeting of the preschool club "Young Family"
Organizational work and professional development
Participation in the work of the city methodical association of speech therapists, seminars, scientific-practical conferences, etc.
Work on self-education "Features of word formation in children"
Schedule of group (small group) speech therapy classes - mandatory document; it indicates the subject and purpose of the lesson, the equipment, and the approximate course of the work. The group teacher usually attends the speech therapist’s sessions, except when he or she conducts a small group lesson according to his or her plan. Its main task is to record children’s achievements and mistakes for later analysis in conjunction with a speech therapist.
The schedule of individual speech therapy sessions is often included v individual notebooks of students (speech therapy diaries). The speech therapist records the date and approximate content of the lesson, as well as the speech material developed in it, and must be determined by the educators and parents in the family during the correctional hour at the preschool. . Visual material can also be placed here: the drawings are done or pasted by the child independently or together with the speech therapist, parents, teachers.
As a rule, the book of participation in speech therapy classes is made in the form of a table, the columns of which contain a list of children and the dates of speech therapy classes. Using symbols (e.g., +, -, "b", etc.), the speech therapist decides which of the children was in the class and, if not, what
notes that it is very. This information is necessary for an objective assessment of the results and timing of corrective action.
The Journal of Speech Therapist and Teacher Work Connections contains information that allows group teachers to perform daily individual or small group corrective and developmental work with children in the evening under the direction of a speech therapist. The form of such a journal is absolutely free, but it should be reflected in it:
- Date-correcting session tutor;
- the names of the children he worked for;
- proposed speech and educational-game material (articulation exercises, syllables, words, sentences and poems for automation and differentiation of sounds, development of syllable structure of the word, lexical and grammatical games and exercises, pictures for writing to repeat stories and texts, fun games and exercises for school development. -important functions and correction of their shortcomings, etc.);
- A brief report on the results of the work (children's achievements and mistakes should be discussed with a speech therapist).
The report on the results of correctional work during the academic year allows you to assess the effectiveness of the work done. It is submitted to the education authorities, the district (city) senior speech therapist and the administration of the preschool and includes the following information:
1) date of purchase;
2) the number of children admitted to the group, each of whom indicated the conclusion of speech therapy;
3) the number of released children, including:
a) with good speech,
b) with significant improvement,
c) without significant improvement;
4) It is recommended to send:
a) to a general education school;
b) Type B special (correctional) school;
c) Type VIII special (correctional) school;
d) general development direction group;
5) the number of children left for the second year, indicating the results of speech therapy for each;
6) the number of children who dropped out of school for various reasons during the school year;
7) implementation of measures included in the plan of consulting and methodical work.
Speech Therapist Work Plan “About the establishment of a speech therapy center educational institution "
Letter from the Ministry of Education of the Russian Federation No. 2 of December 14, 2000. Education Bulletin, 2001 №2
This instruction letter defines the procedure for organizing the activities of the speech therapy center as a structural unit of the state, city educational institution.
A speech therapy center will be established in the secondary school to help students with disabilities in the development of oral and written speech (primary), mastering general education programs (especially in the native language).
Correction of disorders in the development of students' oral and written speech;
timely warning and elimination of difficulties in mastering general education programs by students;
explain special knowledge of speech therapy among teachers, parents (legal representatives) of students.
The Speech Therapy Center will be located in a city-wide general education institution with five to ten grades of primary education, three to eight grades of primary education, and three to eight grades of primary education. rural area.
Students of general education institutions with disabilities in the development of oral and written speech are admitted to the speech therapy center. local language (general underdevelopment of speech of varying severity; phonetic and phonemic underdevelopment of speech; underdevelopment of speech; stuttering; pronunciation defects - phonetic defects; phonemic, impaired reading and writing due to underdevelopment of phonemic speech).
First of all, students with disabilities in the development of oral and written speech (children with general phonetic-phonemic and phonemic speech underdevelopment) who are prevented from successfully mastering general education programs are admitted to the speech therapy center.
Admission to the Speech Therapy Center is based on students' speech exams, which are held from 1 to 15 September and from 15 to 30 May. Students who have passed the survey with disabilities in the development of oral and written speech will be registered in the form in accordance with Annex 1. Admission of students from the requested and registered students to the speech therapy center is carried out throughout the academic year.
The maximum employment of the speech therapy center of an urban secondary school is not more than 25 people, and the maximum employment of a rural secondary school is not more than 20 people.
For each student admitted to the Speech Therapy Center, the speech therapist teacher fills out a speech card in the form in accordance with Appendix 2.
Expulsion of students from the speech therapy center is oral and written throughout the academic year
is carried out after the elimination of disturbances in the development of tq.
Classes with students are conducted individually and in groups. The main form is group lessons. The maximum employment of groups is determined by the nature of the impairment in the development of the student's oral and written speech and the location of the general education institution (Appendix 3).
Classes with students at the speech therapy center, as a rule, are held outside of school hours, taking into account the working hours of the general education institution.
In first-graders with phonetic defects that do not affect learning activities, pronunciation correction can be done, as an exception, during the lesson (except for Russian and mathematics lessons).
The frequency of group and individual lessons is determined by the severity of speech developmental disorders.
Group lessons are held:
· General speech with underdeveloped students; reading and writing impairment due to underdevelopment of general speech, at least three times a week;
· With students with poorly developed phonetic-phonemic or phonemic speech; reading and writing disorders due to phonetic-phonemic or phonemic underdevelopment of speech, at least two or three paradises per week;
· At least once or twice a week with students with phonetic disabilities;
· With students who stutter at least three times a week.
Individual classes are held at least three times a week with students whose general speech is not developed according to R.E. Levina, speech defects caused by disorders of the structure and mobility of the organs of the speech apparatus (dysarthria, rhinolalia). As these students develop their pronunciation skills, they will be taught in groups. However, it is not possible to conduct lessons with these students in the same group as students who are deaf and have some pronunciation defects.
The duration of the group lesson is 40 minutes, the duration of the individual lesson is 20 minutes.
The topics of group and individual classes with students and the record of their attendance are reflected in the journal of optional and speech therapy classes.
If the diagnosis needs to be clarified, students with speech defects will be referred by a speech therapist with the consent of their parents (legal guardians).
specialist doctors (neuropathologist, pediatric psychiatrist, otorhinolaryngologist, ophthalmologist, etc.) or an appropriate treatment-and-prophylactic institution for examination in a psychological, medical-pedagogical commission.
The responsibility for the mandatory attendance of students at the speech therapy center rests with the speech therapist, the class teacher, and the head of the general education institution.
The speech therapist instructs the teachers of the general education institution and the parents (legal representatives) of the students in identifying the causes of failure and making recommendations on how to eliminate them. A speech therapist teacher is responsible for organizing and timely identifying students with primary defects, recruiting groups.
Teacher Speech Therapist:
a) conducts sessions with students to correct various disorders of oral and written speech. During the training, work will be done to prevent and eliminate the disability in the native language due to primary speech disorders;
b) collaborate with teachers on the development of general education programs by students (especially in their mother tongue);
c) liaises with preschool educational institutions, students, special (correctional) educational institutions for students with developmental disabilities, speech therapists and specialist doctors of children's clinics, psychological-medical-pedagogical commissions;
d) participates in the work of methodical associations of speech therapists;
e) submit to the head of the general education institution an annual report on the number of students with disabilities in the development of oral and written speech in the general education institution and the results of training in the speech therapy center (Appendix 4).
An office with an area that meets sanitary-hygienic standards is allocated for the speech therapy station. The speech therapy center is equipped with special equipment (Appendix 5).

References:

1. Qungurov, E. Begmatov, Yo. Tojiev. Fundamentals of speech culture and methodology, Tashkent, 1992.
2. Qudartov. Fundamentals of speech culture, Tashkent, 1993.
3. Nazarov. Issues of speech culture, Tashkent, 1973.
4. Begmatov, A.Boboyeva, M.Asomiddinova, B.Umrqulov. Essays on Uzbek Speech Culture, Tashkent, 1988.
5. Inomxo’jayev. Fundamentals of Public Speaking, Tashkent, 1982.
6. Nosirov. Speech culture and period. Issues of speech culture, Tashkent, 1973.
7. Umrqulov. Lecturer's speech and literary language, Tashkent, 1981.
8. Fozilov. Some of the issues in speech culture are theoretical. Collection "Issues of speech culture", Tashkent, 1973.
9. Inomxo’jayev. Past Oriental Speech, Tashkent, 1972.
10. Ahmedov. Public Speaking, Tashkent, 1967.