Homework book for children 6–7 years old with general speech underdevelopment.

Material for designing speech therapy notebooks

Material for designing speech therapy notebooks

Speech therapy notebooks must be designed in such a way that parents understand them. Usually in a notebook I write which sounds are broken and what I am doing with them now: stage, automate or differentiate; work schedule and rules for using the speech therapy notebook.

1. Work schedule and how to use the speech therapy notebook.

The work schedule is glued to the flyleaf so that it is easier for parents to navigate when they can approach the speech therapist.

Also, paste into a notebook or put in a folder a sheet: “How to use a speech therapy notebook,” where the following rules are written:

How to use a speech therapy notebook?

1. The notebook must be brought to each speech therapy session.
2. Homework is posted on Thursday-Friday.
3. All homework is completed for 15-20 minutes a day. Don't try to complete all tasks in one day; divide them over several days.
4. All tasks that are pasted into the notebook must begin with articulatory gymnastics.
5. Assignments must be completed every day. If they haven’t written anything to you today, you need to repeat what was asked before.
6. Don't do your child's homework, do it with him.
7. Teach your child to treat the notebook with care: do not wrinkle it, do not bend the pages.

1. Disturbed sounds and articulatory gymnastics.

A sign with broken sounds will answer parents’ questions about what you are assigning to your child, and will also remind you at each lesson what has been assigned and what needs to be assigned to the child in the future (so as not to look at the sound pronunciation screen).

Last name child's first name

A circle is placed in the bottom cells indicating what we are doing with the sound at this time.

⃝ — sound setting

⃝ — sound automation

⃝ - sound differentiation

Articulation gymnastics are also included for parents, with a precise explanation of each exercise.

Articulation gymnastics

Do this before every homework assignment.

All these reminders are pasted into the notebooks for parents, only after that the homework assignments are pasted directly into the notebooks.

Speech therapy notebooks for children with speech disorders

The atmosphere of the Federal State Educational Standards school, with high requirements at the present time, joining a new team produces an inevitable turning point even for a healthy and prosperous child. Children with speech impairments are frightened by the variety of different loads at school. Failure to master the school curriculum leads to the fact that children often lose faith in their abilities and become isolated from their classmates. Sometimes this leads to a reluctance to learn and a loss of cognitive interest.

Preventive work to prevent writing in children with special needs is carried out, as a rule, from middle preschool age. The work is carried out on material accessible to preschoolers - drawings. Being convinced that any children's activity, including visual arts, is very beneficial for the development of speech, and especially for children with systemic disorders. Therefore, speech therapists use drawings in speech therapy interventions on children’s speech. Another problem is preparing the hand for writing.

In the context of speech-language preschool institutions, this task becomes more complicated, since children with ODD, along with general motor insufficiency, also exhibit immaturity of fine motor skills and insufficient hand-eye coordination. Children have an inability to correctly navigate in space and on a plane, i.e. on a sheet of notebook. All this leads to a mixture of optically similar letters.

In everyday work with children with speech disorders. it is necessary to include games and tasks for the development of general and fine motor skills, spatial perception, hand-eye coordination, spatial perception, hand-eye coordination, voluntary attention and auditory and visual memory. The work should be carried out systematically and systematically by both the speech therapist and parents and educators.

Then, by the time the children graduate to school, speech pathists will have the necessary skills in working with notebooks.

Speech therapists have developed speech therapy notebooks in which children work with pencils or markers. In the process of learning to work with a speech therapy notebook, logopaths learn to listen carefully to the verbal instructions of an adult when drawing a sample, and visually remembers the order of the stages of work. Learns to accurately count cells in a given figure, alternating in coloring and shading. Logopaths learn to actively act independently. These activities develop the eye, improve shape and color discrimination, and help clarify spatial concepts.

Below are materials from speech therapists: speech therapy notebooks, projects and programs, as well as links to pages that do not yet have a section.

Speech therapy notebooks, programs, miscellaneous

Author's additional educational program "Speech"

Topic 1 Vowel sounds and letters. Syllables. Emphasis.

Topic 2 Consonant sounds and letters.

Topic 3 Yotated vowel sounds and letters. The meaningful role of the soft sign and the hard sign.

Program for the development of nonverbal communication of primary school children through a system of correctional and developmental classes

Program for the correction and development of oral and written speech in a special correctional school of the VIII type

Speech therapy notebook “Distinguish between paired consonants”, a manual for parents and teachers

Miscellaneous:

What problems do speech pathologists identify and solve?

Advice for parents from a speech pathologist

Exercises to relax the muscles of the articulation organs. Self-massage of the tongue

Materials in Ukrainian:

Methodological recommendations for conducting recreational physical education for children with problems with psychophysical development

Physical exercise, as one of the main subjects in the correction of development

Carrying out corrections has been transferred to the initial plan

It is possible to carry out staged diagnostics

The complete set of exercise therapy groups is subject to development

Take some money before the event

Child's individual notebook

An individual notebook (diary) is issued for each child in the speech therapy group. Tasks are written in it to consolidate the knowledge, skills and abilities acquired in the classroom. Considering that the child is studying under the guidance of teachers and parents, the speech therapist in this notebook gives methodological recommendations for completing the proposed tasks.

Currently, a large number of printed workbooks have appeared for individual work with children with speech disorders [3]. The speech therapist has the right to make a choice: either he, together with the parents and the child, brightly and colorfully designs an individual notebook, or uses a printed publication, making adjustments to it taking into account the individual characteristics of the child and the dynamics of his development. If the speech therapist prefers ready-made printed publications, then the individual notebooks are accompanied by a notebook for communication with parents, where the date, task numbers, pages, and additional types of work with the child are recorded.

At the end of the week, individual notebooks are given to parents for home study on weekends. On weekdays, the teacher and speech therapist work with the child using notebooks.

Notebook for children's attendance at speech therapy classes

To record children's attendance at speech therapy classes, a special notebook is created. On the left side of the second page there is a list of children in the speech therapy group. On the rest of the second and third pages, the month and date are indicated at the top and the “Note” column is highlighted, in which the speech therapist indicates the number of classes the child missed in each month and makes other notes. The notebook must be filled out before classes begin. The letter “n” indicates the absence of a child in a preschool educational institution.

The accounting notebook also allows you to coordinate individual work, namely: regulate the number of lessons per week with each child (the speech therapist uses the “+” sign daily to determine a group of children for individual work), alternate the days and times of individual lessons so that there are no problems in mastering general education programs, analyze the organizational aspect of individual lessons for any period of study in order to increase the effectiveness of logo-correction work.

Notebook of working contacts between speech therapist and teacher

The speech therapist and teacher solve many problems related to the correction of speech activity together: the formation of phonetic-phonetic processes, the lexical-grammatical structure of speech and coherent statements, the development of the communicative function of speech, higher mental processes, etc. The leading role in the organization of correctional and pedagogical work belongs to the speech therapist. It develops correct speech skills in children, and the teacher reinforces them. Practice shows that the effectiveness of overcoming speech disorders in preschoolers largely depends on how productively, skillfully and competently the teacher includes the trained speech material in the situation of natural communication of children and systematically controls the sounds in the child’s speech.

In the afternoon, the teacher conducts special individual lessons with children, the content of which is determined by the speech therapist. Tasks are written down in the work contact notebook of the speech therapist and teacher[4] individually for each child, subgroup (from 3 to 6 people) or the entire group. Evening classes include articulation and finger exercises; pronouncing words, phrases, poems, texts previously worked out by a speech therapist for the purpose of automation, differentiation of delivered sounds; games, tasks on the formation of phonemic processes, lexical and grammatical components of the language; examining specially selected subject and plot pictures and composing stories based on them; various types of exercises to develop attention, memory, and thinking. All types of tasks should be familiar to children and explained in detail to the teacher.

An approximate form of keeping a notebook of working contacts between a speech therapist and educator[5]

Plan of interaction between a speech therapist and participants in the correctional pedagogical process

The success of joint correctional and pedagogical work with children with severe speech impairments largely depends on the properly organized interaction of a speech therapist, educators, psychologist, music director, physical education instructor and visual arts specialist, medical workers, social educator and parents. Each of them, solving their own problems defined by educational programs and regulations on preschool educational institutions, must take part in the formation and consolidation of correct speech skills in children, the development of the sensorimotor sphere, higher mental processes and health promotion.

The speech therapist organizes the interaction of specialists in the correctional and pedagogical process of the preschool educational institution. He plans and coordinates psychological and pedagogical support for children with severe speech impairments.

The rational organization of joint activities helps to correctly use personnel potential, working time, determine the main directions of correctional and developmental work and skillfully implement personality-oriented forms of communication with children.

Plans for joint activities of pre-school specialists