Educational project “Speech therapy school for parents”

Educational project “Speech therapy school for parents”

Author:

Antikyan Inna Vladimirovna,

teacher-speech therapist of the highest qualification category,

MBDOU "General developmental kindergarten "Semitsvetik"

gp. Andra, Khanty-Mansi Autonomous Okrug-Yugra, Tyumen region

Educational project “Speech therapy school for parents”

as an effective form of teacher-speech therapist interaction

with the family of a child with disabilities

(from work experience)

All of us, practicing teachers, can note with regret the fact that recently the number of children with various developmental delays has been steadily increasing. There are plenty of reasons for the birth of such “special” children in the modern world: these are unfavorable environmental conditions, physical and mental ill health of future parents, intrauterine pathologies of the fetus, various pathologies during childbirth, as well as serious diseases suffered by the child in the first years of life, when his brain is especially actively developing.

When a child with special educational needs comes to kindergarten, it is often the speech therapist who becomes his main teacher, close friend and guide to the world of children and adults around him. To teach the means of communication, to develop the ability to build a dialogue with people around him, to gain self-confidence - this is most important, in my opinion, in the work of a speech therapist with “special” children.

Based on my work experience, I can say that a good, lasting positive result of correctional work is possible only through well-structured joint activities of the speech therapist teacher and the family of a child with disabilities. And here my main task as a specialist is to organize and coordinate such a system of work with preschool teachers and the child’s family, during which all participants in the educational process will be actively involved and maximally interested in success!

Communicating for several years with parents of children with disabilities, I noted that they are often reluctant to attend and participate with their children in collective events and projects implemented in preschool educational institutions, preferring individual forms of interaction with a speech therapist teacher.

But we all know: a child’s speech actively develops only in the process of communication, and the more diverse the forms of this communication, the more successful the process of correction of the child’s speech and mental development as a whole will be.

We can also observe that not all parents know and think about how valuable the first years of life are for the development of a child, when with competent comprehensive medical and pedagogical influence and parents’ awareness of problems in the child’s development, it is really possible to compensate for them and give the opportunity for the baby to live and develop normally.

Therefore, I saw the need to create and implement such an educational project as the “Speech Therapy School for Parents,” considering it as an effective form of interaction between a speech therapist teacher and the family of a child with disabilities.

The goal of this project is to involve the family of a child with disabilities in joint educational, correctional, developmental and educational activities aimed at the child mastering the communicative qualities that he will need for full communication with the world around him, in accordance with his physical, mental and age characteristics .

This project has been implemented annually for many years; initially it was focused on interaction with all parents of children attending preschool educational institutions.

However, in recent years, along with the traditional annual meeting topics, master classes for parents such as “Prevention of sound pronunciation disorders in middle preschool age. Implementation of interaction between kindergarten and family” or “Home speech therapist: game techniques for automating sounds in children” (Appendix 1), I include in the annual planning the topics of meetings directly aimed at providing speech therapy assistance to families raising “special” children.

For this purpose, the most effective, in my opinion, is a combination of collective and individual forms of work with parents.

According to my observations, many mothers raising children with special needs are closed about the development of their child, are embarrassed by this problem, or, worst of all, may not recognize and disagree with the fact that the problem really exists and it needs to be solved as as quickly as possible without wasting precious time.

In such a situation, the teacher-speech therapist needs to be a subtle psychologist and tactfully, and with reasoning, explain to the mother the essence of the problem and possible ways to solve it. Of course, not everything depends on the speech therapist, but we, as specialists, can competently influence the attitude of parents to existing problems in the development of their children.

Of course, in many respects, the result of correctional work depends on the coherence in the work of the entire teaching staff. Here, the speech therapist teacher also acts as a coordinator and curator, since, having special knowledge in the field of defectology, special pedagogy of psychology, he is able to familiarize teachers with the specifics of working with children with developmental disabilities through seminars, master classes and business games.

Activities taking place at the “Speech Therapy School for Parents” are planned in advance, but during the year this plan is subject to correction, since the project is open, person-oriented and is designed to provide real and truly necessary assistance to the parents of a child with disabilities.

How does it work and what are the secrets of successful mutual communication between a speech therapist and families raising “special” children?

Firstly, we must help the mother overcome her lack of confidence in her strengths and teaching abilities and show her that, if desired, it is the mother who can become the best teacher for the child: a defectologist, a psychologist, a speech therapist... but if she is really interested do everything possible for the development of your child. At each individual lesson, I take photos and videos of fragments of the lesson and send them to parents. If something becomes unclear to them, I provide clarifications and recommendations.

Secondly, we need to try to make parents our allies, so that together, helping each other and the child, we can achieve a good result of correctional work. Therefore, we invite mothers to open individual practical classes, clearly demonstrating how to properly work with a child at home, how to interest the baby and keep his attention. Very often, the speech therapist’s assistant is the older children in the family or fathers, who, as you know, are closer to the child in terms of interest in play and are not so burdened with household chores. I also suggest that parents make interesting educational aids for their children from scrap materials, using original ideas from the Internet.

Thirdly, we will show and tell the family about every slightest success of the child and teach parents to celebrate the child’s successes, praise him and motivate him for further achievements. It turns out that not all parents know how important praise is for a child.

Fourthly, we can unobtrusively introduce parents of children with disabilities at our meetings so that they have the opportunity to informally discuss educational problems and share special techniques with each other or simply speak out on topics that interest them.

Fifthly, when we see that both mother and child have already gained some confidence and readiness to communicate with children and parents in the group, we gradually involve them in participating in micro-group, general group, and then in general kindergarten events.

For example, Pasha K., a child with level II of general speech underdevelopment, with the help of his mother, participated in the defense of the parent-child project “Our Author’s Tongue Twister” and, with difficulty overcoming embarrassment, nevertheless uttered the tongue twister composed by his parents.

And after completing the preparatory school group, Pasha, having moved to the III level of speech development, became more confident, agreed to participate in the online Olympiad and took a prize. The child overcame his fear of public speaking and gladly took part in a speech therapy quest and began to communicate more actively with peers and adults.

Seeing the success of their child and receiving the support and help of a speech therapist, parents become active participants in the correctional and speech therapy process. They take part in events and project activities at the preschool educational institution.

In my experience, the long-awaited result of such systematic rapprochement and cooperation with a family raising a “special” child, as a rule, is a trusting relationship between parents and child with a speech therapist, which contributes to the successful correction of the child’s speech and his mastery of the necessary communication skills.

Annex 1.

Activity plan for the “Speech Therapy School for Parents”

for 20__-20__ academic year

Individual counseling at the request of parents - on Wednesdays from 17.00 to 18.00

Bibliography

1. Bachina O.V. Samorodova L.N. Interaction between a speech therapist and the family of a child with speech impediments. M., 2009
2. Chirkina G.V. The role of the family in the correction of congenital developmental disorders in children. M., 2004

Certificate of publication in the media" Series A No. 0006086

We invite teachers of preschool education in the Tyumen region, Yamal-Nenets Autonomous Okrug and Khanty-Mansi Autonomous Okrug-Yugra to publish their teaching materials: - Pedagogical experience, original programs, teaching aids, presentations for classes, electronic games; — Personally developed notes and scenarios of educational activities, projects, master classes (including videos), forms of work with families and teachers.

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Areas of joint activity

• establishing partnerships and creating an atmosphere of mutual support;
• formation of a motivated attitude of parents towards correctional activities;
• selection and implementation of various variable forms of interaction;
• increasing the psychological and pedagogical competence of parents in matters of child speech development;
• providing practical assistance to parents, supporting their confidence in their own pedagogical capabilities;
• training parents in specific speech therapy techniques