Choosing a profession is a life choice. And all choices in life are part of the same Paths
which is called
Purpose
.
In ancient times, it was believed that all the pieces of our Destination,
like pebbles of a single mosaic, are contained in those most beautiful and secret dreams that our heart keeps and lives by.
Only it is capable of seeing the most important and most mysterious thing in our Destiny
, only it is never mistaken.
Profession "teacher"
I chose with my heart. Noisy, mischievous, trusting and touching childhood burst into my life so quickly that it seemed that there were no years that I lived without it. I touched the vast world of goodness and purity and found myself “in this clear atmosphere of affectionate sensations, cheerful laughter, the first good efforts and diligence, pure, bright and sweet joys.” During my first vacation, I realized that I was very drawn to work. My heart yearned for children. I realized that only with them I could be myself. It has made my life richer and filled it with meaning.
I'm a lucky person. I have the most interesting job on earth - the work of a teacher
.
She was given to me as a voice, hearing, vision, as the ability to think. However, the path of a teacher is thorny and unpredictable. And this path led me, a teacher with fifteen years of experience, to the profession of “teacher-speech therapist”
. For more than two years now I have been in an atmosphere of sounds, breathing, articulation, prosody, vocabulary, grammar...
My profession and its meaning for many is a ray of hope. Understanding this, realizing the importance of my duty, I am proud of my profession!
"Speech therapist. Is there any reason to be proud? – some may ask me. But it is the speech therapist who is the teacher who is one of the first to begin to develop an interest in the Russian language and thereby contributes to the preservation of our culture. It helps every child to believe in themselves and cope with the difficulties of mastering their native language. By developing speech, we develop personality. No wonder L.S. Vygotsky wrote that “the development of speech restructures thinking, transforms it into new forms.”
Speech therapy is painstaking work. I see my mission not only to correct a child’s speech defect, but also to help him realize his capabilities. It is important for me that parents perceive their children with all their characteristics. And most importantly, I want every child to feel faith in their own strength, so that they can have a happy childhood with miracles, secrets and discoveries.
In front of me is a boy who can only imitate sounds and gesture. I ask parents to bring a family album to class. We leaf through it together with the child, who is trying to name his relatives, but he can’t do it. I ask the boy to sing a song a-a-a
and I connect his lips with my hands, and he opens his mouth again to say
ah,
and suddenly says:
ba-ba-ba.
He claps his hands and shows his beloved grandmother in the photo.
I help the baby hold the tip of his tongue behind his upper teeth by pressing on them. You can hear la-la-la,
now you can play the balalaika and call your little sister. This is how we comprehend language and its laws word by word. The main thing is that the child does not feel false and indifferent and believes the teacher.
But here is a kid who has no intention of communicating with strangers. How to establish contact with him? There are many ways, and interaction will definitely come, but only when the child himself wants it. The main thing is not to miss this important moment. Very often, a child comes to class with his favorite toy, which can become a mediator in establishing a dialogue. To do this, I must know and feel the interests of the child, communicate with him on the same wavelength, gain authority from him, show that contact with him is very dear to me. Then the child will try to do all the exercises so as not to disappoint me. Without such a relationship, it is difficult to force a child to play by my rules.
Whenever children in my speech therapy classes look into my eyes and believe in my assistance, friendship and co-creation, I remember the words of an ancient Japanese parable:
«
The young samurai stood with a bow and arrows in his hands, measuring the distance to the target with his eyes. A monk passing by said to him:
“You won’t learn to shoot accurately if you rely on correcting your mistakes.” In battle, such a case is unlikely to arise. Learn to hit the target the first time, always remember that you only have one arrow. And in life, do everything right away, don’t hope that you can fix something later!”
And I understand that all my victories and successes, all my defeats and mistakes belong to me, so I, like the young samurai in the parable, try to “hit the target the first time”
.
For the price of my defeats is great; having “gotten”
a child, one cannot deceive his expectations, he will not forgive this, and the wise
Word
helps me convey the idea to him as clearly and deeply as possible.
We sometimes don't even notice what the role of the Word
in our life.
The word
is a component of our speech.
Words
are formed into sentences, into texts, with the help of which, in turn, communication and
knowledge of the world occurs.
But it’s impossible to imagine it without the sounds of speech, it would be so dull! The laughter of children, their cheerful babble fills us with joy. Words and songs about love give strength to live. Poetry and prose elevate and educate. So let these words sound correctly and clearly!
Speech is the queen of all sciences, as the sage Euripides believed. A person is able to influence others with a word, convince, argue, make an impression, achieve success, manage, enjoy a play or film, understand humor and joke, create poems, poems, songs, and even save with the Word.
Isn't this a miracle!
Isn’t it a miracle to realize that children came to you with multiple speech defects and left with clear speech, that they fell in love with their native Russian language, that the knowledge, abilities, and skills acquired from you will help them in their studies at school or in general life.
And the speech therapist is a magician who creates that same miracle!
Master class “Simple secrets of a speech therapist teacher”
It is necessary to re-cap and re-cap.
The bell needs to be re-belled and re-belled.
Sensory development.
The sensory development of a child is the development of his perception and the formation of ideas about the external properties of objects: their shape, color, size, position in space, as well as smell, taste, etc. It is the foundation of general mental development.
A child's readiness for school largely depends on his sensory development. Research conducted by child psychologists has shown that a significant part of the difficulties that children encounter during primary education (especially in 1st grade) are associated with insufficient accuracy and flexibility of perception.
There are five sensory systems through which a person experiences the world: vision, hearing, touch, smell, taste.
In the development of sensory abilities, an important role is played by the development of sensory standards - generally accepted examples of the properties of objects. For example, the 7 colors of the rainbow and their shades, geometric shapes, the metric system of measures, etc.
To develop sensory abilities, there are various games and exercises that will help unleash the child’s creative potential and enrich his emotional world.
The following games will help you develop your senses:
"Catch the Pussy"
The teacher touches different parts of the body with a soft toy (pussy), and the master class participant, with his eyes closed, determines where the pussy is. By analogy, you can use other objects to touch.
"Wonderful bag"
Objects of different shapes, sizes, textures (toys, geometric shapes and bodies, plastic letters and numbers, etc.) are placed in an opaque bag. We suggest that you find the item you need by touch, without looking into the bag.
"Find a Pair"
Material: plates covered with velvet, sandpaper, foil, corduroy, flannel.
The child is asked, blindfolded, to find pairs of identical plates by touch.
"Jingling Bottles"
Can you recognize sounds? This can be done, for example, with the help of such a game. Place a variety of objects in identical opaque bottles: rice, beans, peppers, river sand, pebbles, pushpins, buttons, peas, etc. Find bottles with the same sound.
"Mosaic"
Collect the drawing. Name the colors.
"Lacing"
Lace up the felt animals.
"Crab"
Unfasten and fasten the round shapes to the buttons, name the colors.
Final part. Reflection. (5 minutes)
Various methodological developments were presented to your attention. In my opinion, all this is very interesting for children. Some can be used at home, some can be used by each of you in your studies. I tried to select the material so that it could relate not only to speech therapy classes, but also to general developmental ones. Did you find something useful for yourself?
Defensive speech of a speech therapist at a preschool educational institution (certification for the 1st qualification category)
Slide 1: Hello, dear colleagues!
Slide 2:
I am Daria Ivanovna Yakimova, teacher-speech therapist of the municipal autonomous preschool educational institution, kindergarten No. 15 “Malyshok”, Karpushikha village. I do not have a qualification category, I am going through the pedagogical certification procedure for the first time.
Slide 3:
In 2021, she successfully graduated from the Ural State Pedagogical University (Ekaterinburg) in the field of training “pedagogical education”, the focus of the educational program “preschool education management”.
In 2021, she underwent professional retraining at a private educational institution of additional professional education “Institute of Retraining and Advanced Training”, Novocherkassk, additional professional program: “Speech therapy work in a preschool educational organization”, qualification: teacher-speech therapist.
Slide 4:
Start time of working and teaching activities: March 11, 2019. I carry out my teaching activities in accordance with the content of the Convention on the Rights of the Child (approved by the UN General Assembly on November 20, 1989), the Federal Law “On Education of the Russian Federation” dated December 29, 2012. No. 273, Federal State Educational Standard for Preschool Education.
Slide 5:
The target guidelines of the social norm of the Federal State Educational Standard for Educational Education aim us at a preschool child mastering fairly good oral speech, the ability to express his thoughts and desires, and construct a verbal statement in a communication situation. In accordance with this, I define the goal of correctional work: education of a harmoniously developing personality of a preschooler through the formation of clear, literate, intonationally expressive, coherent speech in the child.
Slide 6:
At the initial stage, a comprehensive diagnosis of the speech development of children of senior preschool age was carried out (toolkit - Inshakova O. B.), which confirmed the low results of the speech development of pupils of the general pedagogical monitoring of the preschool educational institution.
Slide 7:
Particular attention was drawn to numerous violations of the pronunciation side of the speech of preschoolers.
Slide 8:
So, the main direction of professional activity in 2019-2020. was the creation of conditions for improving the sound pronunciation of children of senior preschool age through gaming technologies.
Slide 9:
Correctional speech therapy work was carried out on the basis of correctional educational programs by Filicheva T. B., Chirkina G. V., theoretical principles of Khvattsev M. E., Levina R. E., Pravdina O. V., Volkova L. S., neurological knowledge the basics of speech, general patterns of speech development in ontogenesis, psychological, age and personality characteristics of children with speech disorders.
Slide 10:
Correctional work at the speech center was carried out in the form of individual and subgroup classes, subgroups of pupils were formed based on the same type of speech disorder, the composition changed throughout the year, this is due to dynamic changes in the process of correctional work.
Slides 11-28:
It was possible to interest and motivate pupils for correctional work thanks to the identification of the individual characteristics, abilities and interests of children during diagnostics, as well as the use of various gaming technologies in the classroom. Surprise moments, didactic games (“Snail”, “Fishing”, “Photographer”, “Chamomile”, “Sound Houses”, “Battleship”, “Loto”, etc.), TRIZ - Lull circles (“Syllabics”, “ Find the given sound”, “Form a word”, etc.), sensory games (“Caravans”, “Chests”, “Treasure”), games based on the use of didactic aids “Cuisenaire sticks”, “Dienesh blocks” (“Sound/ syllabic paths”, “What is hidden”, “Divide a word into sounds/syllables”, “Find a picture, etc.”), “Fairy-tale labyrinths of the game” by V.V. Voskobovich (game viewer, Voskobovich square).
The game is an exercise that helped to form independence, initiative, communicative communication; it created equal conditions in activities, speech partnership, and destroyed the barrier between teacher and student. Game motivation surpasses educational motivation, but on its basis I manage to form readiness for learning at school - the cognitive motivation of preschoolers.
During the correction process, to achieve the goals and objectives, I use educational technologies such as:
Slides 29-32:
1.Health-saving - a promising means of correctional and developmental work with children with speech impairments. In my practice, I actively use breathing, articulation and finger gymnastics, eye gymnastics, elements of bioenergoplasty and kinesiology, self-massage. Against the backdrop of comprehensive speech therapy care, health-saving technologies, without requiring much effort, optimize the process of correcting children’s speech and contribute to the improvement of the child’s entire body.
Slide 33:
2. Information and communication – creation of colorful interactive games (“Funny Sound”, “Find a Place for Sound”), use of Internet resources, creation of materials for teachers, parents and children (stands, booklets, handouts), network communication, remote improvement level of qualification, maintaining a personal website (https://multiurok.ru/id61821610/).
Slides 34-36:
3. Project technology - the result is achieved through the interaction of children, parents, teachers, speech therapist, social partners (“Delicious gymnastics”, “Our breeze”, “Children about the war. Besieged Leningrad”).
Slide 37:
4. Excursions – in a natural setting, I carry out sensory development, on the basis of which thought processes arise, and this, in turn, contributes to the development of children’s cognitive interest in the environment.
Slide 38:
I pay great attention to increasing the level of social adaptation of children attending speech correction classes.
The child himself becomes a speech therapist for his peer. As a result, students begin to understand the specific position of the teacher and his professional role. Correct perception of the lesson situation and the true meaning of an adult’s questions allows the child to build his behavior in accordance with the goals of the educational process. Slide 39:
In addition, my students are regular participants in events, competitions, quizzes, and olympiads at various levels (the corresponding diplomas can be viewed in the “Pedagogical Portfolio”).
40 -41 slides:
It should be noted that I came to work in an empty office; there was a complete absence of a methodological base and a subject-spatial development environment. Currently, I have created the conditions for the successful elimination of speech defects in preschoolers. The environment improves the emotional background of the child, promotes his harmonious development, there are many benefits, each of which performs its own functions:
Slides 42-43:
Effective and successful work can be achieved only by creating a favorable psychological climate among the subjects of the educational process through active interaction with parents and teachers. I use a variety of forms of work: advisory conversations (“Game technologies in correctional work”, “Results of primary diagnostics”, “Let’s summarize”, etc.), including online, surveys, design of an information stand (“Neurologist about pyramidal insufficiency syndrome as a risk factor for dysarthria”, “Fingers are our helpers”), maintaining a personal website, joint preparation for competitions and events, practicing open consultation classes (“Let’s Play Together”, “Funny Tongue”), which helps to increase competence in matters of independent speech correction , and also allows for preventive work to prevent speech disorders in children attending preschool educational institutions. Positive feedback from parents to the speech therapist is 96%.
Slide 44:
I systematically work to improve my teaching skills, study advanced training courses, and actively participate in the work of the pedagogical council of the preschool educational institution, the methodological association of speech therapists of the preschool educational institution KGO.
45 -49 slides:
The effectiveness of the work done is confirmed by the results of diagnostics of the speech development of children of senior preschool age. We can trace the positive dynamics of both each component and the level of speech development as a whole.
Slide 50:
The goal of professional activity for the next inter-certification period is to organize work on the prevention of speech disorders with children of primary and secondary preschool age through speech therapy rhythms. This will contribute to the normalization of the motor sphere, and the correction of speech disorders will be carried out unconsciously, naturally.
Slides 51-53:
I define the purpose of correctional work as: education of a harmoniously developing personality of a preschooler through the formation of clear, literate, intonationally expressive, coherent speech in the child. The guys and I boldly move towards this goal, achieve high results, conquer new heights, make mistakes - but together we admit our mistakes and move on hand in hand. I am glad that I have the opportunity to work as a teacher, to be an example to someone, to give kindness and care to children, receiving in return sincere feelings of gratitude and love. My preschool children are my students, thanks to them, every day I learn new, interesting, unknown things, every day is a small new life, full of joy, childish laughter, happiness, isn’t this the most important guideline for us adults!
MAGAZINE Preschooler.RF
Municipal budgetary preschool educational institution compensatory kindergarten "Zvezdochka" in Zernograd PORTFOLIO Teacher - speech therapist Marina Aleksandrovna Bagaiskova, Zernograd Contents: 1. Competence in the field of personal qualities information card; application for a speech therapist teacher; a copy of a higher education diploma; copies of certificates, advanced training certificates; copies of letters; reviews from colleagues.2. Competence in the field of setting goals and objectives of teaching activities, lesson notes within the framework of formative technologies (traditional); lesson notes within the framework of developmental or personality-oriented technologies.
3. Competence in the field of motivation of educational activities, topics of creative, design, research work; scenarios for extracurricular activities.
4. Competence in the field of providing the information basis for activities, a list of equipment for the speech therapy room; availability of a computer and computer teaching aids (multimedia presentations, a list of audio recordings, educational films, educational and developmental computer programs, visual aids); availability of technical training tools; a list of dictionaries and other reference literature on the subject; availability of didactic material.
5. Competence in the field of developing educational programs and making pedagogical decisions for the program; generalization and dissemination of one’s own pedagogical experience at the municipal, regional, all-Russian and international levels (master classes, seminars, conferences, round tables, etc.); materials for the participation of teachers and speech therapists in the work of creative groups; publications (in the media, the Internet, scientific and methodological collections).
6. Competence in the field of organizing the educational process, final results, work on the problem
information card; presentation to a specialist; pedagogical credo; essay; commandments and oaths; professional biography; regulatory support; correctional and developmental education, a copy of a diploma of higher education; copies of certificates, advanced training certificates; copies of letters; reviews from colleagues; reviews from parents.
INFORMATION CARD 1. Full name – Bagaiskova Marina Aleksandrovna 2. Position – teacher – speech therapist 3. Education (specialty, year of graduation) – higher, Rostov State Pedagogical University, qualification teacher-speech therapist with a specialty in “Speech Therapy”, 2005; secondary vocational, Zernograd Pedagogical School, qualification primary school teacher, specialty teaching in primary classes, 1996; 4. Category - highest 5. Date of birth - 06/30/1976 6. Awards - 7. Titles - 8. Work experience • total experience - 17 years teaching experience - 15 years in the specialty - 10 years in this kindergarten - 6 years (since 2007 ) 9. Advanced training courses - Analytical scientific and methodological, Moscow, 2010. 11. Certification - 2010 12. Problem - “The use of computer technologies for the purposes of efficiency and dynamism of the correctional educational process”
“What does a good teacher mean? This is, first of all, a person who loves children, finds joy in communicating with them, believes that every child can become a good person, knows how to be friends with children, takes children’s joys and sorrows to heart, knows the soul of a child, never forgets, that he himself was a child.” V.A. Sukhomlinsky
My pedagogical credo
“You can love what you gave a piece of your soul to.” V. A. Sukhomlinsky
My pedagogical credo is a pedagogy of cooperation, which helps to solve learning problems, achieve results, and constantly increase the motivation of learning. I try to see each of my pupils as an individual, I recognize their uniqueness, I strive to respect the thoughts, feelings and rights of my pupils, thereby recognizing the main thing - their right to cooperation. The child’s personality is valuable in itself, and everyone who comes to class has their own personal experience, their own perception of the world around them. The most important thing is recognition of the student’s identity and uniqueness. The main point of my work is to create a situation of success for every child in every lesson. Even a one-time success affects the psychological state of the child and dramatically changes his activity. When children come to kindergarten, they expect spiritual generosity from their teachers, and no one gave us the right to deceive them in these expectations. A friendly smile, intonation, remarks that do not cause offense or rejection, support those who are unsure, reassure and encourage those who make mistakes, reward knowledgeable and thinking students - all this helps to create positive emotions during the lesson. You need to behave in such a way that the child is sure that the teacher loves him.
Essay “Teacher! He is always on the road - In worries, searches, anxiety - And there is never peace. And a hundred questions are on the doorstep, And you need to give the right answer. He judges himself more harshly than everyone else. He is all earthly, but strives upward. It’s impossible to count how many destinies are intertwined with his destiny!” I was born on June 30 in Zernograd. In 1996 she entered the pedagogical school. The years of study flew by. In 2005, she graduated from Rostov State Pedagogical University with a degree in speech therapy teacher. Since childhood, the specialty of speech therapist has attracted me. My mother worked in a correctional school for more than 30 years, and there I became acquainted with this amazing and necessary profession. In my opinion, in the hands of a speech therapist, the most valuable asset is the child, his development and prospects. For a child with speech disorders, the specialist he sees is of great importance. A speech therapist teacher not only opens up unlimited communication opportunities for him, I am a kind of guide for a little person into the diverse world of human relationships. I have been working as a speech therapist teacher since 2003. My work to overcome speech impairment instills in the child confidence in his own abilities and contributes to the development of his cognitive abilities. By expanding the boundaries of communication - both among peers and with adults - the child becomes more emotional, inquisitive and responsive. His views on the world and his relationships with others change. He becomes more open to establishing contacts with other people, more receptive to new knowledge, and feels like a full-fledged person. The main thing in the correctional educational process is that my activities are socially oriented. In this case, the leading role is given to kindness, justice, love, and respect for students, especially those who have some problems, including speech problems. Flexibility, wisdom, patience, and most importantly, love for children. Currently, the problems of early diagnosis and correction of speech disorders are extremely relevant. This is not surprising, because Russia is going through one of the most difficult, dynamic periods of its history. The number of families with official incomes below the subsistence level has increased. An analysis of the scientific literature on the problems of speech pathology, its etiology and social adaptation of speech-language pathologists indicates that the situation of children in modern Russia causes reasonable concern among the public. Only 14% of children are practically healthy, while half have health problems, and 35% suffer from chronic diseases. In the 1990s, the term “deceleration” appeared, the essence of which is the slow rate of growth and development of children. If you imagine society as an organism, then the child is its heart. Childhood is an ecological niche of our society, our spirituality. It is important to preserve this niche, otherwise the environment will perish and society will lose its spirituality. My commandments and vows Love children! With a kind soul and an open heart, I vow to love children and accept them as they are. I swear to teach and educate, to rejoice in any success of students, relying on the nature of the child, not to attribute success to myself, but to the preschoolers. Do no harm. Under no circumstances will I allow the secrets entrusted to me by the child’s parents to be disclosed and I will not use them to harm the child. Having the profession of a speech therapist, I fervently wish for only one thing - to be someone people can trust. Don't push me away. The soul is in my hands and that means the fate of the one who turns to me for help. I will not tarnish my profession with incompetence, indifference and money-grubbing. Everything that I can and know, everything that nature and people have given me as an individual is for those who come to me. Don't neglect it. I swear to be the teacher - the speech therapist who is expected. I swear not to lose my dignity, not to stoop to insult by word and action. I swear to believe in the exclusivity of every child and to give this faith to him. Don't be deceitful. I swear to preserve humanity in myself in order to teach humanity. Do not stop. Stepping onto the path of practical speech therapy, I swear that I will put all my knowledge and abilities into my difficult work, and will not stop on the path of knowledge and self-improvement. Don't get bitter. If I can’t smile, then at least I won’t frown. Kindness is a golden key that fits any door. If I get angry, it’s only at myself, and not at the children. Don't despair if you're having a hard time. I swear to be tolerant, restrained, wise. Respect your colleagues and students' parents. I swear to support my colleagues and help them in our common cause, without stooping to hostility, blasphemy and slander. I swear not to say things about others that I don’t want to hear about myself. I swear to maintain good relations with the parents of my preschool children, to ensure that upbringing and education in the family and kindergarten become the common task of all adults caring for their children. Don't be afraid to make a mistake, don't be afraid to not correct the mistake. I swear to admit my mistakes and not repeat them. I think that both parents and teachers will find for themselves in my commandments something that will make them kinder, more humane, and teach them to hear not only themselves, but also their children. PS I didn’t come up with the words, but I fully accept it.
Professional biography Total work experience 17 years Teaching experience 15 years STUDIES 1996 – 1999 studying at the Zernograd Pedagogical College; Faculty of Primary Schools, specialty Primary School Teacher; 2001 – 2005 study at the Russian State Pedagogical University; Faculty of Special Psychology and Speech Therapy, specialty “Teacher-Speech Therapist”; WORK October 1998 - Special school - boarding school of the 5th type - teacher; September 2003 - Special school - boarding school of the 5th type - primary school teacher; September 2007 MDOU d/s No. 3 “Zvezdochka” - speech therapist teacher; April 2010 MDOU kindergarten No. 3 “Zvezdochka” - senior teacher. IMPROVEMENT OF QUALIFICATIONS QUALIFICATION CATEGORY 2004, December – second qualification category 2007, January – first qualification category 2010, January – highest qualification category 2012, June – first qualification category (senior teacher)
Regulatory and legal support for correctional and developmental education “Be able to obey the law, discipline, order. The ability to obey laws is the highest expression of freedom.” V.A. Sukhomlinsky
Law of the Russian Federation “On Education”. Convention on the Rights of the Child. Model Regulations on a special (correctional) educational institution for students and pupils with developmental disabilities. Approved on March 12, 1997. No. 288. Changes and additions to the Standard Regulations on a Special (Correctional) Educational Institution for Students and Pupils with Developmental Disabilities dated March 10, 2000 No. 212. Instructive Letter of the Ministry of Defense of the Russian Federation dated December 24, 2001. No. 29/1886-6 “On the use of the working time of a speech therapist teacher, educational psychologist of an educational institution.” More details.. On hygienic requirements for the maximum load on preschool children in organized forms of education, instructional letter from the Ministry of Defense of the Russian Federation dated March 14, 2000. No. 65/2316. On the psychological, medical and pedagogical council (PMPc) of an educational institution Letter from the Ministry of Defense of the Russian Federation dated March 27, 2000. No. 27/9016. On the practice of diagnosing child development in the preschool education system Letter from the Ministry of Defense of the Russian Federation dated 04/07/1999. No. 70/23-16. On the integrated education and training of children with developmental disabilities in educational institutions Letter from the Ministry of Defense of the Russian Federation dated January 16, 2002. No. 03-51-5 in/23-03 On the direction of the Program for the development of new forms of Russian preschool education in modern socio-economic conditions Letter of the Ministry of Defense of the Russian Federation dated April 10, 2000. No. 106/23-16. On the specifics of the activities of special (correctional) educational institutions of III-IV types. Letter of the Ministry of General and Professional Education of the Russian Federation dated September 4, 1997 N 48. On the normalization of the study load of students in educational institutions. The concept of reforming the special education system. Proposals for improving training, retraining and advanced training of personnel for the special education system. Federal Law on the Sanitary and Epidemiological Welfare of the Population. Sanitary rules for the design and maintenance of preschool institutions.
Pedagogical technologies “Education and training of preschool children with physical disabilities” T.B. Filicheva, G.V. Chirkina “Education and training of children with special needs” T.B. Filichiva, G.V. Chirkina - elements of the program. The main goal of the program “Education and training of preschool children with physical disabilities” T.B. Filicheva, G.V. Chirkina - to form a full-fledged phonetic system of the language, develop phonemic perception and initial skills of sound analysis, automate auditory pronunciation skills in various speech situations, teach children to change the prosodic characteristics of an utterance depending on speech intentions. This program is focused on mastering the articulatory characteristics of sounds and their perceptual features, which underlie the perception of speech messages and determine the level of formation of the child’s linguistic ability and his readiness to master literacy. In my work I use computer programs: “Games for tigers”, “Pronunciation world of sounds”, “Fun games for the development of speech and hearing”, “To help a speech therapist”, “Computer verbal and didactic games”. The programs are built on the basis of teaching methods for children with developmental disabilities by L. N. Efimenkova, G. A. Kashe, R. E. Levina, L. V. Lopatina, N. V. Serebryakova, R. I. Lalaeva, N. S. Zhukova, E.M. Mastyukova, T.B. Filicheva, G.V. Chirkina, as well as programs for education and training in kindergarten edited by M.A. Vasilyeva. Computer programs are focused on step-by-step developmental learning in various content areas. Their use in teaching children with developmental problems allows solving two problems: pedagogical diagnostics of development and individualization of remedial education. The use of these programs allows you to work on the formation, development and correction of the following characteristics: • sound pronunciation, • prosodic components of oral speech, • phonemic hearing and perception, • lexical and grammatical means of the language, • communication skills, • articulatory motor skills, • reverse speech kinesthesia, • fine motor skills of the fingers (working with a manipulator - mouse, keyboard), • auditory and visual perception, • attention, • verbal and visual memory, • will and motivation, • verbal and logical thinking.
topics of creative, design, research work; event scenarios.
list of equipment for the speech therapy room (office passport); availability of a computer and computer teaching aids (list of audio recordings, educational films, educational and developmental computer programs, visual aids); list of methodological literature; a list of dictionaries and other reference literature on the subject; availability of didactic material.
work programs; generalization and dissemination of one’s own pedagogical experience at the municipal, regional, all-Russian and international levels (master classes, seminars, conferences, round tables, etc.); materials for teacher participation in the work of creative groups; publications (in the media, the Internet, scientific and methodological collections).
final results work on the problem
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