Self-analysis of the activity of a speech therapist teacher educational and methodological material on the topic. Self-analysis of a speech therapist teacher for the first qualification category Speech therapy topics of self-analysis for category 1 certification
Natalya Skvortsova
Self-analysis of the activities of a speech therapist
Introspection professional achievements speech pathologist
Skvortsova Natalya Ivanovna
(Full Name)
teacher-speech therapist _MBDOU CRR d / s No. 7 "City of Childhood"
(Place of work, position)
Information about speech pathologist:
Experience (general, in office speech pathologist) 12, 3; in the position speech therapist teacher -9 years.
Load (for the period since the previous certification) on years:
1. Dynamics of the results of the development of students (pupils) for the period since the previous certification
1.1. The success of mastering by students (pupils) programs,
implemented (composed) speech pathologist
Year Total
trainees (pupils enrolled in speech therapy groups The number of children who have mastered
program (or released from a speech therapy group / point)
2011-2012 26 26 100
2012-2013 31 30 96.7
Comments (description up to 3 thousand characters, including program names, purpose of use, author's methodological support and result, including in the form of drawings
The work uses a program of speech therapy work to overcome OHP in children, author: Filicheva T. B., Chirkina G. V.
The aim of the work is to implement a correctional program for the development of speech, to overcome shortcomings in the speech development of preschoolers aged 5-6, based on differentiated learning and an individual approach, to provide timely qualified systematic speech therapy assistance.
In my work I implement the following tasks:
Development of sensorimotor functions.
Formation of kinetic and kinesthetic bases of articulatory movements.
Development of phonetic and phonemic hearing.
Formation of skills of sound-letter analysis and synthesis.
Development of prosodic components of speech.
Ensuring the relationship of correctional and general developmental processes.
Development of cognitive processes.
Development of fine motor skills and coordination of movement.
Development of general speech communication.
Implementation of a person-centered approach.
Ensuring interaction with teachers and specialists of preschool educational institutions.
Involving parents in the work to overcome speech defects in pupils.
Directly corrective activity with children is carried out in two forms: individual and frontal. Children are enrolled after examination and following the results of the meeting of the PMPK district. A personal file is drawn up for each child, in which included: birth certificate, parents' statement, parental consent to the examination and work of a speech therapist, speech card, referral to PMPK, admission protocol, individual program.
Frontal classes are held three times a week, individual - according to the cyclogram activities.
The correctional process is based on the legal documents of the organization of speech therapy DOW: conventions on the rights of the child, the Law of the Russian Federation "On Education", Concepts of special (correctional) Education of the Ministry of Defense of the Rostov Region, Model Regulations for Preschool Educational Institutions, Model Regulations on Special (correctional) OU for students, pupils with developmental disabilities, etc.
A unified correctional and developmental environment has been created that is maximally aimed at overcoming speech disorders in children.
In addition to this work, circle work is carried out, which children attend at the request of their parents once a week. A plan has also been drawn up for this work, and an attendance log is kept.
1.2. The effectiveness of corrective work with students (pupils).
Work results teachers- speech therapist for correction (development)
oral speech of students (pupils)
year Indicators of positive dynamics of students' speech development (pupils)
Development of sound pronunciation Development of vocabulary Development of the grammatical structure of the language Development of coherent speech Development of communication skills
Pers. % Person % Person % Person % Person %
2011-1012 24 92.3 26 100 26 100 26 100 26 100
2012-2013 28 90.3 29 93.5 31 100 31 100 31 100
The effectiveness of work on speech correction for two academic years (2011-2012, 2012-2013) reflected in annual reports, protocols for the release of PMPK, diagnostic cards.
By the end of each academic year, the development of the grammatical structure of speech, the development of communicative skills and abilities reaches a 100% level, the development of the pupils' vocabulary in 2011-2012. year came to the norm, and in 2012-2013, one pupil did not meet the age norm, which is due to the individual development of this child and his hereditary factors.
By the end of the academic years, the sound pronunciation did not meet the norm in 2011-2012 for two people; in 2012-2013 - 3 people. Despite the systematic correction, some sounds remained distorted in these pupils, which is due to the severity of the speech defect of these pupils.
2. Results teacher activities-speech therapist with teachers, narrow specialists and parents (legal representatives) students (pupils)
2.1. Information about consultations for educators, specialists and parents (legal representatives)
appeals
Year of teachers and specialists of the educational institution Parents or legal representatives
2011 9 64.3 28 100
2011-2-12 10 71.4 26 100
2012-2013 10 62.5 31 100
The year 2011 is indicated separately in the table, since I have been working in this kindergarten since March 2011. In 2011, the number of teachers in the kindergarten was 14 people. In the 2011-2012 academic year, there were 14 teachers and specialists in the garden. In 2012-2013 academic year year ped. staff increased to 16 people.
Consultations for specialists and the educator were held both in group form (at teachers' councils and teaching hours), and individually, at the request of the educator or specialist.
Consultation Topics:
The development of fine motor skills in young children.
The development of lexical and grammatical representations in children with ONR.
Work with parents of a consultative nature was carried out in 100% of the volume. These are group consultations, and individual consultations, in the form of booklets, speeches at parent meetings.
Themes:
Stages of formation of children's speech.
Speech alphabet for parents of younger preschoolers.
Kitchen games.
We read and analyze works with children.
When should you see a speech pathologist?
fourth year of life. The development of speech.
2.2. A variety of directions and forms of education and preventive work teachers- speech therapist with adults (teachers, students, parents)
Direction
activities 2011-2012 2012-2013
Enlightenment in the field of speech development of children Speech at the Ministry of Defense of the district Speech at the teachers' council at the beginning of the year. MO reports throughout the year.
Education in the field of education and upbringing of children with speech disorders Speeches at the teachers' council at the beginning of the year Consultation and recommendations for educators of the speech therapy group on an individual approach to the pupil and the unity of the methods used.
Interaction with other specialists of the educational institution (for example, councils, ShPMPC, etc.) Participation in PMPk DOW. Drawing up a package of documents. individual programs. Participation in the work of PMPk DOW. Drawing up individual development programs.
Other areas of prevention and education (including work with students) Consultations for children who do not attend preschool educational institutions Accompanying the practice of a 4th year student of the SFedU speech therapy faculty Markova E.S. With the preparation of an internship program and recommendations for its implementation, based on our preschool educational institution.
The basis of corrective correctional work is the understanding of the direct dependence of the effectiveness of diagnostic, corrective and preventive work with children on the level of professional skills, special knowledge and skills of all participants in the correctional educational process. Therefore, sufficient attention has been paid to this work.
3. Result teacher activities-speech therapist for the creation and testing of program-methodical, didactic, educational and other materials.
In 2013, she posted her electronic portfolio on the educational project website. what is the evidence (Appendix).
I also participated in the monthly contest. "Best Lesson Summary", where she presented a summary of the speech therapy circle "Wonder Tree", for October (certificate in application). "Best Holiday Script" Synopsis of Combination Entertainment for Mother's Day "Next to mom - good!", for November (certificate in application).
Also participated in an interactive competition "Magist"- "Best Lesson Summary".
I am a member of the creative team of DOW. Participated in the work of the adaptation group of the preschool educational institution. Classes were developed and conducted in this group from February to May 2013. (summaries in the appendix)
4. Ensuring the quality of the organization of the correctional educational process based on the effective use of modern technologies (speech therapy techniques, including information technology
In my work I use modern educational technology:
Information computer technologies.
The results of the use of information computer technology - a positive impact on various aspects of speech, the mental development of children, expanding the level of educational opportunities with the help of modern multimedia tools. The use of computer presentations at all stages of learning in individual and group educational activities as a visual didactic material, as well as a means of visualization and indirectly increases motivation for learning, increases concentration, develops creativity, forms skills self-control, skill on one's own acquire new knowledge.
Problem learning technology.
Helps to learn the ways independent acquisition of knowledge, skills, to motivate the search for the essential features of a new situation in which to act. Creation of problem situations and active independent activity pupils, according to their decision at all stages of education, based on the zone of proximal development of the child's personality, contributes to the acquisition of knowledge, skills, skills, the development of the mental and creative abilities of children.
Game technologies To master the role-playing game, to form readiness for teaching activities. Imitation of real situations, fictional or restored fairy tales or mini-stories. Formation of imagination, symbolic function of consciousness, speech, development of higher mental functions.
The annual examination of children of preschool and primary school age presented me with problem : the percentage of children with speech disorders is quite high and continues to grow. There is a large gap between the number of those who need speech therapy assistance and the number of those enrolled in classes. Up to 25 children study at the speech center at the same time. Speech therapy classes are designed for 6 or 12 months of study. Each released child is immediately replaced by the next. The teacher-speech therapist needs to organize the correctional process in such a way as to provide effective speech therapy assistance to as many children as possible. Therefore, the leading purpose I consider my speech therapy work: the creation of optimal conditions for overcoming speech problems, allowing to achieve positive results as quickly as possible.
Since speech deficiencies are an obstacle to full communication with peers, adults, they contribute to the development of a sense of insecurity and increased anxiety in them, the main tasks my activities are: 1) preserve the physical and mental health of children with speech disorders; 2) carry out correction of shortcomings of the prosodic, expressive, emotional side of speech; 3) successfully socialize children with speech defects.
Achieving positive results in solving these problems depends on many components. This is the timely detection of speech disorders, and the competent construction of the correctional process, and the interest of adults surrounding the child, and confidence in the success of the child himself.
I pay special attentiondiagnostic activities, the results of which affect the entire system of correctional, educational and upbringing processes. In order to understand, analyze and subsequently properly plan work with each child, depending on his personal characteristics, I use the following diagnostic methods: observing the child in the course of various activities and when performing special diagnostic tasks;
studying the history of his early general, speech development and the conditions of family education; interviews with parents and their questionnaire; special diagnostic tasks; studying the recommendations of other specialists (neurologist, otolaryngologist, psychologist).
I carry out the diagnosis of speech disorders in preschool children according to the method of G.A. Volkova "Methodology for the examination of speech disorders in children.This technique considers speech as a complex multi-level system, the components of which depend on each other and complement each other, which makes it possible to identify the interaction of non-speech and
speech processes. During the examination, I use the didactic aids of Konovalenko V.V. "Express - examination of sound pronunciation", Smirnova I.A. “Speech therapy album for examining the phonetic-phonemic system of speech” and “Speech therapy album for examining the lexical-grammatical structure and coherent speech”, N.V. Nishchevoi "Picture material for the child's speech card".
To identify speech disorders in younger students, I use material from the methodological manual Gribova O.E., Bessonova T.T. "Technology of the organization of speech therapy examination in a secondary school."
These techniques allow a more in-depth study of the features of the speech development of each child, clarify the structure of the defect and assess the severity of the violation.
Such a comprehensive examination helps to identify not only speech disorders, but also to study the personality characteristics of the child. This is important when drawing up an individual work plan and, in turn, has a positive effect on the final result of the speech therapy process.
Diagnostic results for the inter-certification period
2007-2008 academic year | 2008-2009 academic year | 2009-2010 academic year | 2010-2011 academic year | 2011-2012 academic year |
|
Total examined (% of the total number of children) | (100%) | (100%) | (100%) | (100%) | (100%) |
Identified with speech disorders (% of total examined) | (44%) | (39%) | (44%) | (57%) | (45%) |
% of the number identified with violations | FFN | (10%) | (13,6%) | (17%) | (17%) | (16%) |
FN | (35%) | (32%) | 13 (25%) | (57%) | (62%) |
|
ONR | (14,5%) | (20%) | (10%) | (13%) | (13%) |
|
NV ONR | (8%) | (7%) | (13%) | (12%) | (8%) |
|
Tempo rhythm. violations | (1,3%) | (1,5%) |
||||
Reading and writing disorders | 17 (33%) |
In the process of correctional and developmental activities, I use modern pedagogical technologies:
The technology of correction of sound pronunciation by T.B. Filicheva, G.V. Chirkina - provides for a phased organization of correctional work, taking into account the leading defect and the improvement of all speech components;
Game and computer - help to maintain steady attention and working capacity, increase the speech and cognitive activity of children-speech pathologists;
Pedagogy of cooperation - allows you to focus on the personality of the child, to see his problems and potential opportunities. When using this technology, it becomes possible to successfully introduce project activities with children and parents into the correctional educational process.
Individualization of training by V.V. Shadrikov - makes it possible to track the dynamics of the speech development of each student and plan correctional work, taking into account his age and personality characteristics.
Health-saving, of which I use compensatory-neutralizing (Japanese finger massage technique) and stimulating (fairy tale therapy, sand therapy) in my work.
The use of these technologies helps to achieve the maximum possible success in overcoming speech difficulties, optimize the correction process and contribute to the improvement of the whole organism.
Interaction with children is systemic and constructive in nature, implemented through various organizational forms: classes (individual, subgroup); games (educational, educational, educational, productive, story, role-playing, mobile, etc.); non-traditional activities (logo tales, travel across the sand country, using ICT); integrated classes in collaboration with the music director; joint projects.
At any lesson, regardless of the form, work is carried out on:
- development of general, fine and articulatory motor skills;
- the formation of spatio-temporal representations;
- correction of defective sound pronunciation;
- development of phonemic hearing and phonemic perception;
- clarification and expansion of vocabulary;
- mastering grammatical categories;
All classes are held in compliance with the method of teaching pronunciation, which is characterized as:
- analytical-synthetic - allowing to analyze and synthesize the elements of a whole word (syllable, sound);
- concentric - involving the use of basic sounds for staging disturbed ones;
- polysensory - involving the maximum use of hearing, vision, tactile and vibrational sensations of the child.
In classes for the prevention and correction of dysgraphia, I pay special attention to the formation of full-fledged phonemic representations, the skills of analyzing and synthesizing the sound composition of a word, the development of grammatically correct writing skills, the formation of children's skills to work in macro and micro groups, in pairs; the ability to listen and hear a friend. At the end of the lesson, I always give an objective assessment of the activities of each child. Most often I use assessments in the form of an emotional attitude or value judgment. I also try to involve the children themselves in the evaluation of educational activities, as thisdevelops the analytical activity of the brain, criticality, meaningfulness of assimilation of the material.
It must be said that the level of cognitive interest of children in all forms of conducting classes is different. There are children with low motivation for learning activities. And we have to work hard on this, because in order to successfully move towards the goal, it is necessary that every child experience the joy of the lesson. And this is possible only when the child is interested, when he succeeds, and he knows that he is understood and perceived as he is. Therefore, I try to offer the child such tasks, performing which he will be successful,I note the slightest progress of the child in the process of becoming correct speech, thereby stimulating his desire to move on. All this taken together creates a positive motivation for the child in relation to classes.and allows you to achieve good results by the end of remedial training
Based on the data in the table below, it can be seen that the percentage of children with speech disorders is quite large and amounts to approximately 45% of the total number of students. This suggests that almost every second child in an educational institution has certain problems in the development of speech.
At the same time, in general, the number of students who left the speech center with corrected speech is approximately 77%. The remaining 23% are cases of complex speech disorders caused by organic lesions of the central nervous system or impaired writing and reading of unclear etiology, as well as the results of corrective work that needs to be continued. Nevertheless, all the children left for further work have a positive dynamics in the development of speech. Most importantly, children disappear or significantly reduce the painful experiences associated with speech defects, which contributes to their successful socialization in the team.
The effectiveness of corrective work for the inter-certification period
2007-2008 | 2008-2009 | 2009-2010 | 2010-2011 | 2011-2012 |
|
Identified with speech disorders (% of the total number of children in educational institutions) | (44%) | (39%) | (44%) | (57%) | (45%) |
Enrolled in speech therapy classes (% of the total number identified with speech disorders) | (67%) | (68%) | (65%) | (33%) | (41%) |
Released with corrected speech | (78%) | (73%) | (79%) | (76%) | (81%) |
Left with improvements to continue corrective work | (22%) | (27%) | (21%) | (24%) | (19%) |
The results of correctional work would have been much lower if it were not for the interest in the success of teachers and parents. Therefore, in order to attract the attention of adults to the speech problems of children, I annually spendadvisory and educational workon the dissemination of special knowledge in the field of speech therapy and psychology:
- speeches at meetings of the methodological association of primary school teachers and preschool teachers;
- development of guidelines and memos for teachers to work with children of different ages who have problems in the development of speech;
- providing educators with information sheets with recommendations on the use and conduct of articulation and lexical and grammatical exercises for each age group within the thematic week.
In recent years, with the expansion of teachers' knowledge in the field of speech therapy, work with them is more often carried out individually, as their requests have become more specific and narrowly focused.
As for the participation of parents in the speech therapy process, the activity of many of them is often reduced. This is due to the low level of knowledge of the characteristics of the development of children of preschool and primary school age. At the same time, the duration of correctional work increases, and the quality decreases, because such parents are indifferent to the problems of children and neglect the implementation of the recommendations of a speech therapist. To avoid these difficulties, and also taking into account the needs of parents, I am actively working in this direction:
- speak at parent meetings;
- in the speech therapy corners "Rechevichok" and "Tips of a speech therapist" I post information on the problems of speech development of children of different ages; I conduct seminars, trainings, collective and individual consultations;
- I involve parents in participation in competitions and joint projects;
- I offer handouts in the form of booklets "We play and learn" for homework on the development of articulatory, fine motor skills and the lexical and grammatical structure of speech.
Every year, on the basis of MKU secondary school No. 25, I conduct advisory work at the Znaykina School, where I tell parents about the criteria for a child’s speech readiness for learning to read and write, give recommendations on the development of the sound composition of the word, enrichment of the dictionary, development of coherent speech. At the request of parents, I conduct an individual examination of the child and, if necessary, provide the necessary speech material for self-study. In addition, together with a psychologist, I work in the adaptation group "Our Baby" for young children who are preparing to enter kindergarten. Here, parents learn about the peculiarities of the speech development of two-year-old children, receive information booklets containing exercises for the development of breathing, articulation and fine motor skills, exercises for the coordination of speech and movement, as well as recommendations for the prevention of speech disorders.
Such work allows teachers to objectively evaluate speech therapy assistance in the educational process, and parents to understand the importance and need to eliminate speech problems as early as possible in order to avoid secondary violations.
Improving the educational process is impossible without the professional and personal growth of the teacher. Therefore, I spend a lot of time onmethodical work.I regularly improve the level of professional skills at specially organized courses and by participating in seminars, methodological associations and competitions of various levels. During the three years of the inter-certification period, I dealt with the problem of writing disorders in schoolchildren. The processes of formation of writing and reading in children depend on how well such components of speech are developed as: phonemic hearing, sound-syllabic analysis and synthesis, lexical and grammatical structure, as well as correct visual perception and reproduction of sign symbols in writing. Therefore, I studied in detail the specific manifestations of each type of dysgraphia on the material of students' written works. Based on the manual Mazanova E.V. “School logo station. Documentation, planning and organization of correctional work, I developed a work program to overcome various forms of dysgraphia, taking into account the contingent of students, their mental capabilities and the most common specific writing errors. This program was reviewed and agreed upon by the MO of speech therapists of the district. Within the framework of this topic on self-education, I developed and submitted for consideration by the MO of speech therapists didactic manuals on the development of sound-syllabic analysis in schoolchildren, the prevention and correction of optical dysgraphia; cards with game exercises used in the classroom to eliminate agrammatic dysgraphia and dysgraphia due to the lack of formation of language analysis and synthesis.
Over the past two years, she has been working on the topic “Non-traditional speech therapy technologies”. Experience on this topic was presented on the website of the Festival of Pedagogical Ideas "Open Lesson".
My article “We will conquer a difficult sound together”, which presents the experience of working with parents, is included in the collection of Baikal pedagogical readings.
In 2012, she took part and became a finalist in the municipal competition "Educator of the Year". In addition, I am a laureate of the All-Russian competition for the title of the best specialist in the field of special pedagogy in the nomination "The Best Speech Therapist 2012".
Taking into account modern requirements, she created a subject-developing environment for a speech therapy room; methodological and didactic material is systematized by sections and is corrective directed. On the personal website of the Social Network of Educatorssome of the materials of my work are presented.
In the course of my professional activities, I constantly keep in touch with the teachers of the Center for Psychological and Pedagogical Rehabilitation"Trust" of the city of Nizhneudinsk, which helps to solve many organizational andmethodological issues in working with problem children.
Thus, ensuring the organizational, content, methodological components of the speech therapy process, as well as the interrelated efforts of adults to eliminate the speech pathology that children have, allows us to achieve the main goal of any educational institution, which isin the organization of work on the integrated development of children through the creation of a single educational space, the implementation of an integrated approach in the pedagogical process.
I believe that the main goal of my activity is achieved. In the future, I plan to build my work based on the tasks set. The search for new effective techniques and methods of speech therapy will continue.
Head of educational institution ____________________________
Do you think it is easy to correct diction defects in a child? I ask for a reason, because some parents seriously believe that speech therapists are just for “beauty” in the kindergarten, like psychologists. What do you think about it? Maybe someone thinks that the child will speak out on his own, without the help of a specialist?
I take any accusations against educators to heart. Those who have not worked in our field cannot imagine what difficulties we face every day, and what a huge burden of responsibility lies on us. The saying "The soldier is sleeping - the service is on" does not apply to teachers.
So I decided to dig deeper and lift the veil of secrecy of some teaching professions. I think that nothing so successfully characterizes any activity as the introspection of a professional. If speech therapists read my article, I hope they will leave their feedback. Or maybe a young specialist does not know how to write introspection, then I will give the main outline. Just in time there will be methodological literature for speech therapists and tempting offers.
Treasures of the Internet
UchMag has prepared a surprise: if you replenish your personal account in the store, you will get the opportunity to access the webinar materials for free "Performance map of the teacher of distance education: requirements and content". You will receive detailed professional instructions on how to build a portfolio and scorecard.
The unique method of studying with your own children, developed by T. Fedotova, is now available to everyone: there is an opportunity to take an online course "Talk Silent". Make payment easy, and in return you will receive detailed instructions on how to conduct classes with children, how to test your child. You can become a member of a closed community and receive constant support from a specialist.
You can also take part in an offline seminar "The use of innovative speech therapy technologies in the practice of a speech therapist" are valuable materials that will help you apply the principles of health-saving technologies to your daily work.
It will be useful, in my opinion, for the employees of the preschool educational institution "Certification of pedagogical workers: how to make a professional portfolio of a speech therapist". If you are preparing for the first category certification for the first time, it is difficult to do without such tips and instructions.
In addition, those who have difficulties completing a portfolio will definitely need a training disk. “Map of the effectiveness of the professional activity of a pedagogical worker. Introspection".
Why do teachers need self-analysis?
Let's figure out what self-analysis of a teacher in general and a speech therapist in particular is. This is a research activity aimed at studying one's own productivity as a specialist. The speech therapist analyzes the work carried out personally in the following areas:
- Prevention;
- Diagnostics;
- Correction;
- child development;
- Consulting activities with children, parents, educators;
- Perspective plan of activity;
- Research;
- Self-education.
According to the requirements of today, we are obliged to form a single educational space "kindergarten - primary school", where the tasks set are carried out taking into account the prospects facing children at each stage of education. The value and competitiveness of a teacher is determined by his ability to look for new ways to solve these problems.
Self-analysis is a kind of tool for a specialist who strives for self-improvement. In no other way can you prove your competence, except for the real results that are reflected precisely in introspection.
In addition, you should not even apply for certification if you have not compiled a self-analysis, have not prepared a portfolio. This is your passport, a document of a specialist.
Particularly serious requirements are imposed on certification for the highest category, here it’s not enough just to work diligently, you need to demonstrate your searches, research results, and show your potential.
In general, a speech therapist is obliged to build his work in such a way as to ensure the organization of a meaningful speech therapy and developmental process in a single educational space of a preschool educational institution so that every child has the opportunity to develop and eliminate speech pathologies. And a mandatory element in this process is self-reflection and introspection.
How specifically to compose a self-analysis of a speech therapist?
It is better to just try to answer sample questions:
- The goal of a speech therapist in a particular preschool institution;
- To what extent is the goal consistent with the general goals of the professional activity of a preschool institution?
- What important tasks have been solved in a specific period (for example, between certifications)?
- What results did the speech therapist and children achieve?
- What is the objective role of a speech therapist teacher in the implementation of the general educational tasks of a preschool educational institution?
- How are the needs of children realized during joint activities with a speech therapist?
- How are children's achievements recorded?
- What technologies and methods are used in the work?
- Name the forms of interaction with the parents of children;
- How are relationships with colleagues?
- What difficulties did you experience in your work life?
- What are the results of a survey of parents in relation to a speech therapist?
- Describe the direction of future activity, taking into account the errors.
Self-analysis of the professional achievements of a speech therapist
____________ Yulina Victoria Vladimirovna ___________
(Full Name)
Public Educational Institution of Omsk "Secondary School No. 63"
(Place of work, position)
Information about the teacher-speech therapist:
General work experience - 6 years;
teaching experience - 4 years;
in this position - 4 years; in this institution - 2 years.
Load (for the period from the previous certification) by years:
20 hours 2006 - 2007 academic year
20 hours 2007 - 2008 academic year
15 hours 2010 - 2011 academic year
15 hours 2011 - 2012 academic year
1. Dynamics of the results of the development of students (pupils) for the period from the previous certification
The success of mastering the programs by students (pupils),
One of the common reasons for the failure of elementary school students is a variety of violations of oral and written speech, which often make it difficult to master reading and literate writing. These are, first of all, children whose pronunciation deficiencies are accompanied by underdevelopment of phoneme formation processes. The lag in phonetic development creates serious obstacles for the successful assimilation of the program material for reading and writing by the child, since he has insufficiently formed practical generalizations about the sound composition of the word.
Even greater difficulties in learning are experienced by children with OHP, which manifests itself in the unformedness of all components of the language system (phonetics, vocabulary and grammar). Getting into a mass school, such children become unsuccessful students due to their abnormal speech development.
For the period from 2010-2011 to 2011-2012 academic year, 50 people were enrolled in the speech therapy center at the Omsk secondary educational institution "Secondary School No. 63" (Appendix 1):
with general underdevelopment of speech (OHP level 3) - 4 students (8%);
with unsharply expressed general underdevelopment of speech (NVONR) - 8 students (16%);
with phonetic-phonemic underdevelopment (FFN) – 13 (26%);
with phonetic disorder (FN) – 3 (6%);
with a violation of writing and reading, due to FFN - 22 students (44%).
So, the main goal of my professional activity is to create the prerequisites for mastering the language as an academic subject by correcting and developing all aspects of oral and written speech.
Stable positive results in the development of program material by students are ensured through the implementation of all areas of speech therapy work.
Taking into account the characteristics of children, during the classes I use different organizational forms: subgroup and individual lessons. I widely apply the methods of differential diagnostics, which determine the correctness of the acquisition of subgroups and the choice of an adequate strategy and technique of speech underdevelopment in individual classes.
The effectiveness of correctional and speech therapy work with students is increased through the introduction of new pedagogical technologies, the use of multimedia tools.
For the majority of students, within two years after the provision of speech therapy assistance, there is an increase in the quality of assimilation of program material in the Russian language and literary reading.
The timely identification of students with speech disorders, the correct qualification of existing defects in oral and written speech, the organization of remedial education makes it possible to prevent these children from writing and reading disorders and not to lag behind in the assimilation of program material in the Russian language.
1.2. The effectiveness of diagnostic work with students, expressed through various indicators of speech and intellectual development (for example, the development of mental processes; speech functions, communication skills, etc.)
At the beginning of the school year, a speech therapy examination of primary school students is carried out. In just two years, 579 students were examined, of which it was found among first-graders (Appendix 2):
general underdevelopment of speech (OHP level 3) - 4 learning. (2.4%),
unsharply expressed general underdevelopment of speech - 8 learning. (4.8%),
phonetic-phonemic underdevelopment (FFN) - 13 learning. (7.7%),
phonemic underdevelopment (FN) - 3 learning. (1.8%)
violation of writing and reading, due to phonetic-phonemic underdevelopment - 22 learning. (13%).
According to the diagnostic examination, a correctional program is developed for each student. According to speech defects, younger students are divided into groups. Much attention is paid to an individual approach to children, taking into account their psychophysiological state. This is due to the fact that students of the same class differ sharply in the level of speech development, in the formation of analysis and synthesis, in the degree of severity and pathogenesis of sound pronunciation disorders.
Analyzing the results of diagnostics, it can be noted that at the beginning of the academic year, many students had insufficiently formed grammatical structure of speech: they made mistakes in the use of complex prepositions, mistakes in converting nouns into the plural. The skills of sound-letter analysis and synthesis are also insufficiently developed (there were difficulties in determining the number and sequence of sounds in more complex speech material); when writing from dictation, they made a large number of specific errors (substitutions d-t, b-p, zh-sh, omitted both vowels and consonants), associated with the underdevelopment of phonetic and phonemic processes and occurring in children with impaired innervation of the organs of articulation (with clinical diagnosis of dysarthria), as well as hesitating when reading polysyllabic words, saying the ending at random.
In addition, it can be noted that at the beginning of the year, many students:
there was a slow pace of writing;
there were difficulties in mastering graphic skills;
some of the students were awkward, slow;
the part has a low level of verbal communication;
some of the students had persistent poor progress in the main subjects, in such children the volume of short-term and long-term memory was significantly reduced.
1.3. The effectiveness of corrective work with students.
The results of work on the correction (development) of written speech of students
Efficiency of work with first-graders with speech and writing disorders
The effectiveness of working with students who had impaired oral and written speech, released from the logopoint.
As a result of the work on the course program on "Overcoming the general underdevelopment of speech in students of grades 1-2 of educational schools" after the first stage of training, students of grades 1 in two years have formed the following knowledge, skills and abilities:
full-fledged auditory perception and focus on the sound side of speech, the main gaps in the formation of phonemic processes were filled in, the initial ideas about the sound-alphabetic, syllabic composition of the word were clarified, taking into account program requirements (24 training - 92.3%);
all sounds were set and differentiated (24 trainings - 84.6%);
the children's vocabulary has been clarified and activated, the words-terms necessary at this stage of learning (sound, syllable, fusion, word, vowels, consonants, hard - soft consonants, voiced - deaf consonants, sentence) have been introduced into the active dictionary, the constructions of a simple offers with little distribution (25 tuition - 96%)
Upon completion of the second stage of the course of the program, 20 students - 90.9% in practical terms learned:
navigate in the morphemic composition of the word, i.e. be able to determine by means of which parts of the word, before or after the common part of related words, new words are formed and their meanings change;
actively use various methods of word formation;
use new words correctly in sentences of various syntactic constructions (i.e., establish a connection between form and meaning);
convey the essence of the exercises performed, the sequence of mental actions performed in a detailed statement.
As a result, upon graduation from the speech therapy center, students:
* got a complete understanding of the sound side of speech;
* mastered the skills of language analysis and synthesis;
* mastered the skills of correct writing and reading;
* received a developed coherent speech.
2. The results of the activity of a speech therapist teacher with teachers, narrow specialists and parents (legal representatives) of students
2.1. Information about consultations for teachers, professionals and parents (legal representatives)(Annex 4)
Close cooperation with teachers and a teacher-psychologist begins in September in the process of diagnosing the speech of students and continues throughout the school year (mutual attendance of classes, mutual assistance, involvement of teachers in monitoring the speech activity of children). Every year I take an active part in the methodological work of the school: participation in monitoring the adaptation of students, participation in pedagogical councils, participation in seminars for elementary school teachers.
According to the methodological work plan, parent-teacher meetings are held, at which parents get acquainted with the results of the survey, with corrective work and the need to participate in it. Each of the parents of children enrolled in a speech therapy center gets the opportunity to get acquainted in detail with the speech profile of the class and the child, with information about the existing violations of sound pronunciation, phonemic perception, vocabulary, development of fine motor skills, spatial orientation. Individual consultations are also held, both for teachers and parents, at which recommendations are made to eliminate defects in oral and written speech. Such information encourages a significant part of parents to take a constructive position in relation to the child. They change a number of attitudes (“My child is fine; everything will go by itself, without my participation”, etc.), the sense of responsibility for the quality of education increases, they begin to look for new forms of relationships with children. As a result of interaction with parents, children increase their motivation to attend speech therapy classes, the process of correcting impaired speech functions is much easier and faster.
2.2. A variety of directions and forms of education and preventive work of a speech therapist with adults (teachers, students, parents)
| Year Direction activities | 2010 – 2011 | 2011 - 2012 |
| Education in the field of speech development of children | * Advisory assistance to parents in matters of speech development of children, the choice of an upbringing strategy and methods of remedial education. | * Speech to the parents of future first-graders on the topic "Speech readiness of the child to study at school." * Published in the materials of the Festival of Pedagogical Ideas "Open Lesson" (on the website of the Festival, on a CD and in a collection of abstracts) a memo for parents of future first-graders "What parents need to know about speech readiness for learning at school." |
| Education in the field of education and upbringing of children with speech disorders | She took part in the work of the methodological association of primary school teachers of the Białystok secondary school on the topic “Prevention and correction of dysorphography using modern pedagogical technologies”, prepared and presented material on the topic “Correction of dysgraphia using information and communication technologies”. | * Published in the materials of the Festival of Pedagogical Ideas "Open Lesson" (on the website of the Festival, on a CD and in a collection of abstracts) speech therapy lesson for students in grades 2 "Sounds [v] - [f]. Letters V c and F f.
|
| Interaction with other specialists of the educational institution (for example, councils, SPMPK, etc.) | Speech at the pedagogical council of grades 1-4 on the topic “Introduction of “speech therapy warm-up” in the lessons of literacy and reading. | Speech at the pedagogical council of grades 1-4 on the topic "Dysgraphia due to the underdevelopment of phonemic hearing." |
| Other areas of preventive work and education (including work with students) | – | She took part in the student scientific and practical conference "Actual problems of teaching and raising children with special educational needs - 2012" of the Faculty of Special Pedagogy and Psychology of the Omsk State Pedagogical University, prepared and presented material on the topic "Development of Dialogic Speech of Primary School Students with OHP Level 3 and NVONR through the organization of a collective activities". |
3. The result of the activities of a speech therapist teacher in the creation and testing of program-methodical, didactic, educational and other materials.
To deepen theoretical knowledge in the field of pedagogy, developmental psychology, neurolinguistics, psycholinguistics and speech therapy, new psychological and pedagogical, special and methodological literature is used. Audiovisual means, Internet resources are used.
Since 2010, I have been working on the methodological topic "Prevention and correction of writing disorders in primary school students using computer technology."
Participated (November 2010) in the work of the methodological association of primary school teachers of the MOU "Bialystok Secondary School" on the topic "Prevention and correction of dysorphography using modern pedagogical technologies", prepared and presented material on the topic "Correction of dysgraphia using information and communication technologies ".
For 2 years I have been actively participating in the work of the urban methodological community of teachers - speech therapists of secondary schools on the topic "Prevention and correction of dysorphography using modern pedagogical technologies", prepared and presented the material:
- to the theoretical part of the manual on the topic "Symptomatics of dysgraphia" (2010-2011)
– thesaurus for the theoretical part of the manual "Dysorphography" (2011-2012)
Published in the materials of the Festival of Pedagogical Ideas "Open Lesson" (on the website of the Festival, on a CD and in a collection of abstracts) speech therapy lesson for students in grades 2 "Sounds [v] - [f]. Letters V c and F f ”, as well as a memo for parents of future first graders“ What parents need to know about speech readiness for schooling ”was published. She was awarded a diploma for presenting her teaching experience at the All-Russian Festival "Open Lesson".
She created her own personal website in the social network of educators (Web site address: http:// nsportal. en/ yulina- victoria- vladimirovna), on which she posted her electronic portfolio. The following materials are published on the personal mini-site:
« The influence of finger games on the development of speech”- a positive comment was received on this material from a primary school teacher of the Chuvash Republic, the city of Alatyr Ivanova Olga Dmitrievna (portfolio).
Speech therapy lesson on the topic "Word. Sentence. Text".
Report on the topic: "Development of Dialogic Speechjunior schoolchildren with TNR through the organization of collective activities ".
She took part in the All-Russian creative competition for teachers "Subtle Art" (an essay was published, a certificate was received), which was held on the Distance Educational Portal "Prodlyonka" (March 2012).
Took part in the II All-Russian competition of presentations for schoolchildren and teachers "TopSlide"
.
The competition presented a presentation on the topic “Unstressed vowels in the root of the word. Consolidation” (a diploma of the participant of the competition was received).
4.
Ensuring the quality of the organization of correctional and educational process based on the effective use of modern technologies (speech therapy techniques), including information technology
In correctional and speech therapy work, the following modern pedagogical methods and technologies are used:
| Educational technologies and methods | Purposes of using technologies and methods | Author's didactic support | Results of use |
| 1.Health-saving technologies | The use of psychological and pedagogical techniques, methods, approaches to preserve and improve the health of students directly in educational activities. | I use exercises for breathing, relaxation, physical exercises, exercises for the development of higher mental functions, elements of logorhythmics, articulatory and mimic gymnastics, gymnastics for the eyes and fingers for individual, frontal, subgroup forms of organizing classes. | Successful adaptation of students in the educational and social space, disclosure of their creative abilities. |
| 2. Logopedic technology for correcting writing and reading disorders in elementary school students L.N. Efimenkova, I.N. Sadovnikova, A.V. hawk, T.V. Mazanova | Filling gaps in learning activities, preventing the transition of these problems to subsequent stages of learning. | I use them to examine writing skills, write lesson plans for logo classes, to overcome dysgraphia and consolidate the material. training and test tasks. | Improvement of all components of the speech system. By the end of the school year, correction of both oral and written speech, improved performance in the curriculum. |
| 3.Technology of differentiated learning | Creation of optimal conditions for the detection and correction of speech disorders. | Assimilation of the program at various planned levels. | Clear pronunciation, sufficient vocabulary, grammatically correct sentences and statements. |
| 4.Technology of game learning | The development of imagination, attention, memory, speech, thinking, the ability to compare, contrast, find analogies. | I use didactic and word games, games for the development of mental processes, phonemic hearing, syllabic structure, for teaching literacy. | Increasing cognitive activity, the formation of motivation for learning activities. |
| 5.Technology of organized communication | The development of dialogical speech, communicative relations, the ability to work in a team. | In the classroom, interaction models are used: "teacher-student", "student-student", "student-group", "student-learning material". | The communicative side of the educational process is being strengthened, the activity of students is ensured, and communicative skills are being formed. |
| 6.ICT (there is a certificate in ICT competence) | Increasing motivation, development of independence and creative activity, formation of the ability to work with information, a qualitative change in control over the activities of students. | Developing speech therapy programs and simulators for all sections of the program: "Games for the Tigers", "Baba Yaga learns to read", "Learning to speak correctly", "I'll go there I don't know where", "Funny ABC", "Entertaining logic". Presentations for each lesson. | Qualitative individualization of training, expansion of the amount of educational information presented, ensuring the flexibility of managing the educational process. |
5. The presence of a methodological system of a teacher-speech therapist,tested in the professional community.
The topic of pedagogical experience: "Prevention and correction of violations of written speech in younger students using computer technology."
The essence of pedagogical experience.
The problem of writing disorders among students is one of the most relevant for school education, since the number of children with speech disorders is steadily growing from year to year. Students with speech development difficulties are not successful in the classroom, lessons for them turn into a series of school failures. These children have low self-esteem, they lose confidence in their abilities. Helplessness in learning is manifested in a decrease in interest in learning and in an increase in mental and physical stress. There is a need to constantly improve the correctional educational process, to find ways to increase the effectiveness of the correctional impact on students with speech disorders in a speech therapy center at a general education school.
Computer technologies are among the most effective teaching aids. Modern computer technologies allow me to use a computer for diagnostic purposes (creating a data bank of students' speech indicators at the beginning and at the end of correctional work, analyzing the results in the form of diagrams). To implement correctional tasks in individual classes, in combination with traditional methods, I use specialized computer programs (“Games for the Tigers”, “Baba Yaga learns to read”, “Learning to speak correctly”, “I’ll go there I don’t know where”, “Funny alphabet” , "Entertaining logic") in compliance with all technical and sanitary and hygienic requirements (SAN PiNa 2.2.2 / 2.4.1340-03). The most widely used in my practice is the Power Point computer program, which allows you to create presentations for consultations, parent meetings, frontal classes with students, workshops, conferences. An integral part of the work to eliminate speech disorders in children is the interaction of a speech therapist teacher with parents and teachers. Created computer presentations: "Articulation gymnastics", "Speech readiness for schooling", "Dysgraphia and dysorphography" help to increase the awareness of parents and teachers in the correction of speech difficulties. Speech therapy classes using computer presentations have been held since the 2010 academic year. The use of presentation tools allows me to bring a visual effect to the lessons and helps the student in need of remedial learning to learn the material faster and in full. Presentations provide an opportunity to present carefully prepared information in an attractive way. The use of this type of information technology increases motivation for speech therapy classes, maintains attention at all stages of the lesson, and develops cognitive activity. Creating motivation, increasing emotional mood is one of the main components of the key to success in the prevention and correction of writing and reading disorders. I would like to note that the use of ICT in each remedial lesson is not realistic, and it is not necessary. No best computer can replace a teacher when teaching a child. Only by complementing each other, the teacher and technology can achieve high results in optimal time. New computer technologies make correctional work more interesting for schoolchildren and more positive for teachers. At the same time, work efficiency is high if ICT is not perceived as a “panacea”, but is an integral part of a thoughtful, pre-planned system of work to correct and prevent speech defects.
Representation of the methodological system
| Year Level | 2010 - 2011 | 2011 - 2012 |
| Municipal | * City methodological community of teachers-speech therapists of general education schools, at the MOU "Secondary School No. 54", performance |
Recently, the contingent of general education schools has undergone significant changes. Every year, among students entering the first grade, the number of children with various deviations in speech development increases, which prevents the formation of a full-fledged educational activity. There are a number of speech problems that can only be solved within the framework of a special speech school, but there are a small number of them, and on the contrary, a huge number of children have speech problems that can be solved within the framework of a general education school.
The urgency of the problem is indicated by the fact that the earlier speech therapy correction begins, the higher the effectiveness of eliminating speech defects proper, not complicated by secondary consequences, as well as the pedagogical neglect that accompanies them. The timely identification of students with speech pathology among them, the correct qualification of the existing defects in oral speech and the organization of corrective education adequate to the defect make it possible not only to prevent the appearance of writing and reading disorders in these children, but also to prevent a lag in the assimilation of program material in the Russian language.
A necessary condition for the harmonious development of the child's psyche is the usefulness of speech activity. Mental and speech development
child's health are closely related.
Overcoming and preventing speech disorders contribute to the deployment of the creative forces of the child's personality, eliminate obstacles to the realization of its social orientation, to the acquisition of knowledge.
The methodological theme of the educational institution in which I work is "the skill of a teacher is the key to quality education and the socialization of students."
Improving the efficiency and quality of teaching school students involves the timely identification, prevention and elimination of some of their shortcomings in oral and written speech.
The main goal of my teaching activity is the maximum correction of deviations in the development of students' speech (correction of deviations in the development of oral speech and the prevention of secondary disorders, as well as the correction of existing disorders of written speech). This contributes to the achievement of the goal of the activity set by the educational institution, the solution of urgent problems of education at the present stage of its development.
To achieve this goal, in the course of work, I solve the following tasks:
1) examination of students' speech (September - starting diagnostics,
January - intermediate, May - final);
2) development and implementation of a system of work to correct violations
students' speech;
3) conducting group and individual classes to correct deviations in speech development, restore impaired functions;
4) advising teachers and parents on the use of
special methods and techniques for helping children with
deviations in speech development.
5) self-education, self-improvement of professional activity
ness.
Speech therapy work in our educational institution consists of three main blocks: diagnostic (comprehensive examination of the oral and written speech of students); correctional block (system of organization of correctional education); block of prevention and counseling (work to prevent the occurrence of secondary disorders, counseling parents, teachers).
To organize effective corrective work, timely and high-quality examination is necessary.in order to identify children with impaired oral and written speech.For this purpose, a socio-psychological service has been organized in our school, one of which is the functioning of the school psychological and pedagogical council. The initiator of the organization of the school PMPK, and I am its chairman, for two years. I consider it positive in the organization of this service that when a child enters a school who experiences any difficulties in learning, teachers and specialists, after a qualitative examination, jointly draw up a plan for corrective work with this student, identify his intact and impaired aspects and comprehensively overcome the existing ones. limitations.
To examine children, I have tested many methods, I settled on the methodFotekova T. Akhutina T. "Neuropsychological diagnosis of speech pathology in children."
This technique is very voluminous, but it accurately determines the results of the examination, since according to the speech profile of the subject, one can see the intact aspects of speech development, and the disturbed ones. To diagnose the oral and written speech of younger students, I use a simplified version of this study of oral and written speech. In difficult cases, when examining children with a complex defect structure, I use the full version of the technique. For each child in need of psychological and pedagogical support, an individual development map is created, which reflects the results of the examination by specialists (speech therapist, psychologist, laborer, pedagogical characteristics), and an individual educational route for the student is drawn up for a year.
After examining oral and written speech, I complete groups, subgroups for organizing speech therapy classes. Using L.N. Efimenkova, I.N. Sadovnikova, N.N. Yakovleva, S.A. Lagutina, A.V. Yastrebova, T.P. Bessonova, E, V Mazanova, M.A. Povalyaeva, etc.) for each group (FFNR, ONR, Mixed form of dysgraphia) I draw up author's work programs, focusing on the individual and potential capabilities of my pupils, annually making adjustments to the content of the program. Since in our district there is only one speech center based on preschool educational institutions, the majority of preschoolers who need speech therapy assistance are deprived of these services. Therefore, when entering school, almost 49% of first-grade students have monomorphic and polymorphic pronunciation disorders. For each child I draw up an individual plan of work to correct the pronunciation side of speech.
In my work, I rely on knowledge of the basics of the theory of general and special pedagogy, general and developmental psychology, physiology, methods of corrective work with children with speech disabilities, as well as on personal experience.
One of the mechanisms for realizing the goals and objectives of modern education is the inclusion of a child in educational activities using the activity method (L.G. Peterson). The use of the activity method in logo classes has changed the usual course of the lesson, the topic of which is determined by my students. I widely use the technique of creating a problem situation that requires the development of new knowledge, which allows increasing the interest of students in the problem under study and achieving high results and contributes to the formation of the child's personality.
When working with children to correct a speech defect, it is always necessary to normalize the mental and physical condition of the child. The solution of these problems is helped by the use of health-saving technologies:
A) kinesiological exercises (A.L. Sirotyuk) fist-rib-palm, ear-nose, etc.;
B) logarithmic exercises without musical accompaniment
(telling poems with movements); elements of su-jok therapy.
C) finger games (a combination of exercises for the development of fine motor skills with actual speech exercises);
I actively use health-improving techniques both in group and individual classes (gymnastics for the eyes, exercises for the formation of correct posture, articulation and breathing exercises). Useful in working with logopaths is the use of psychotherapeutic influence (relaxation, the use of formulas for suggesting correct speech).
Along with generally accepted methods and techniques, I actively use gaming technologies in my work.
Game technologies provide ample opportunities for the creative activity of children, intellectual development, the formation of cognitive interest and creative thinking, the expansion of vocabulary and the development of coherent speech, which is very important for overcoming speech disorders. One of the effective forms of conducting final speech therapy classes is the use of gaming technologies. To traditional competitions, competitions intellectual and entertaining games were added according to the type of popular TV shows: “What? Where? When?", "KVN". The competitive basis has been preserved in them, only the game design has changed. It is in such classes that the child learns to plan joint partner activities, shows his abilities, and asserts himself.
The use of information technology in correctional workallows you to make the lesson attractive and truly modern, to carry out the individualization of training. Computer technologies make it possible to put before the child and help him solve cognitive and creative tasks based on visibility.
In my work I use presentations both in group (at the stage of differentiation of sounds, in the course of work on the development of coherent speech), and in individual classes. In individual lessons, in order to increase the level of motivation for logos and the development of mental operations, mental processes, I use ready-made disks: Cyril and Methodius “Elementary school. Literacy education"; “Learning to think. A collection of games that develop thinking skills”, “Baba Yaga learn to read”, etc.
Every year, the number of dysgraphic children who, due to the specifics of speech disorders, have serious difficulties in mastering the school curriculum increases in the primary level.This topic: "Violations of written language in younger students" became the topic of self-education, on which I worked for five years (2006-2011).The starting point of his laborious work wasstudy of the level of development of written speech instudentselementary school and the development of effective techniques and exercises that correct written speech.The results of the study of the written speech of younger schoolchildren and the analysis of traditional approaches to the correction of the above violations are reflected in the research work on the topic: "Violations of written speech in younger schoolchildren of the MOU KSOSH No. 1". In my work, I reflected the data of diagnostics of written speech of students in grades 2-4, analyzed the types of errors and the main types of writing disorders. A total of 152 students were examined, to determine the level of development of written speech, the following was carried out: a comprehensive group examination of written speech (written section); analysis of current written work (notebooks); study of school documentation (personal notebooks, gradebook, questionnaires and conversations with teachers in the Russian language).The results of the written sections showed that all kinds of specific errors were observed in the written work of the students. Most of the errors were of an acoustic nature (grades 2-3), in grade 4 - dysorphographic; in second place are syntactic errors; in third place - dysorthographic errors; in fourth place - optical-spatial and syntactic errors.
An individual speech therapy examination (of some teachers who have the largest number of errors in written work) revealed such shortcomings as: unformed phonemic perception, underdevelopment of spatial perception, impaired sound pronunciation; underdevelopment of visual perception.
Analysis of the written work of students in grades 2-4 MOU KSOSH No. 1
When working with dysgraphic children, you have to be creative in your work, combining and adapting various techniques. Therefore, using the traditional systems of correctional work (L.N. Efimenkova, I.N. Sadovnikova, N.N. Yakovleva, E.V. Mazanova) diversified her work using neuropsychological techniques in the correction of dysgraphia (A.E. Soboleva). At each lesson I used one or more of such exercises as: "Graphic drawings", "Writing letters on the palm, on the back, in the air." To expand the field of view I use a variety of color tables. In addition, I use the following exercises: "Word Cube"; "Arabic letter"; "Old Russian letter"; "Cryptor"; "Shop", etc. I use a special techniquework on mistakes (the work of the student is offered in a printed version + a memo “Algorithm for working on mistakes” is given).
In order to study the effectiveness of the use of specific techniques in the correction of dysgraphia, an experimental study was conducted, in which 10 third-grade students enrolled at the logopoint in groups with a speech conclusion took part: a mixed form of dysgraphia. To study the state of the writing process at the beginning and at the end of the school year, the children were offered a dictation that met all the requirements. As a result of the analysis, it was found that in almost every work all kinds of specific errors were observed. Most of them were phonemic errors, in second place were errors of linguistic analysis and synthesis, in third place were agrammatical errors, in fourth place were optical errors. The table gives a comparative analysis of the number of errors in the written work of students at the beginning and end of the school year.
Comparative analysis of the number of specific errors in the written work of students at the beginning and end of the school year.
Types of Specific ErrorsBeginning of the school year
The end of school year
phonemic errors
Errors in language analysis and synthesis
grammatical errors
Optical
After analyzing the written work of younger students at the beginning and end of the school year, we can conclude that there is a significant improvement in the state of writing of third-graders, and that the systematic use of neuropsychological techniques directs the process of correcting writing along an effective path of learning and development of schoolchildren.
The use of such techniques in the classroom provides for the development of all necessary functions, especially arbitrariness, and at the same time the developmental goal is achieved. In the process of classes, younger students develop the ability to follow the rules, develop speech, imagination, spatial representations, fine motor skills, perception, attention, memory, logical thinking, everything that is necessary to master the Russian language.
When organizing speech therapy work to correct the pronunciation side of speech, I rely on the ontogenetic principle, the principle of a detour, taking into account the individual characteristics of the pupil. I use a specific method of correction - motor-kinesthetic; visual (presentations, mimic tables).
Correctional work is closely intertwined with educational work, which is aimed at humanizing the pedagogical process and a student-centered approach to each student.
The quality of knowledge and skills of my pupils is stable and high, which is reflected in the tables (Appendix No. 3)
enrollmentLeno
released
The quality of speech therapy
work %
2007-2008
2009-2010
2010-2011
In speech therapy classes, I use a kind of grading system:
in the form of an emotional relationship; value judgment; rocks of achievements” (High, medium, low level); mark-symbol ("smart": sad, cheerful)
One of the important directions in my work is prevention and counseling. Regularly, during the year, outside of class, I organize individual and group consultations for parents and teachers, workshops, speeches at methodological associations and pedagogical councils, draw up various methodological materials on stands in accordance with the annual plan. Since there is a shortage of specialists in our district - speech therapists, I prepared and held two open district events: Workshop for elementary school teachers on the topic: "Violations of the written speech of younger students" in 2010; master class for teachers of the Kachugsky district on the topic: “Effective methods and techniques for correcting acoustic dysgraphia in primary school students"-2011.
I believe that one of the main conditions for successful work with a child is the establishment of trusting relationships, psychological contact with parents. I use the following forms and methods of working with parents in my work: individual and group consultations, thematic exhibitions, information stands, open classes.
In the inter-certification period (2007-2012) she showed 4 open classes: 2007 at the district methodological association of elementary school teachers - an integrated lesson: “Literary quiz” Through the pages of the works of K.I. Chukovsky"; 2008 - at the district methodological association of elementary school teachers - a group speech therapy lesson - “Differentiation of paired consonants “K-G”, “K * -G *”; Practical acquaintance with prepositions (K, OT); 2010 -group speech therapy lesson (for primary school teachers of the Kachug secondary school No. 1 on the topic: “Journey to the country of Beautiful speech”;2010 -group speech therapy lesson for teachers of the MO socio-psychological service MOU KSOSH No. 1 on the topic: "Inhabitants of our forests."
For five years I have been a member of the municipal psychological and pedagogical commission, for the high-quality preparation of documentation and work, I was awarded a diploma from the Kachug RONO.
I pay great attention to creating conditions for correctional activities, so I try to provide my office with everything necessary. The office has a large number of books, manuals, didactic material. A card index was drawn up and systematized for all sections of the program, as well as a cabinet passport. For participation in the competition
"The best office", held within the framework of the MOU Kachug secondary school No. 1, was awarded a diploma of the third degree.
One of the most important conditions for the effective activity of a speech therapist is the increase in professionalism. This is self-education, attending advanced training courses, working in the socio-psychological and pedagogical service of the school, as well as active work in the school PMPK.
At the moment, in my professional activity, I have encountered the following problems: 1) An increase in the number of children with a complex structure of a speech defect; 2) Insufficient technical equipment of a speech therapy room, a socio-psychological service in our educational institution; 3) "Information vacuum" of specialists from remote and rural institutions.
Self-analysis performed by a speech pathologist
municipal state educational
institutions Kachug secondary school No. 1
Nikolaeva N.V.
Director of MKOU KSOSh No. 1 Tatarnikova T.A.
Appendix No. 1
Application №2
Exercises to correct writing disorders associated with the articulation of sounds
BUT)Insert a vowel at the beginning of a word: AOYUIE
Perch, -green, -glue, -rarely, -strov, - whined.
b) Replace the vowel to get a new word:
House-…., tank-…., shaft-…, shock-….
IN)Replace a consonant at the beginning of a word to make a new word:
Point-…., day-…, beam-….
D) Return the letter to its place: З or С
A_puffed with _neg le_ _ka_chno kra_iv.
2) The designation of the softness of consonant sounds in writing in vowels.
1. Insert into the words the pair of the vowel that the ear has in the word:
San_, hand_, sign_, An_.
2. Insert the letters Y-I:
Sl_v_, pl_t_, g_r_, s_t_y
3) Designation of the softness of consonant sounds with a soft sign.
1. Write the words in units. including:
Koni-kon uh, steppe-….
2. Insert soft sign where needed:
It was a hot day.
Los_- forest_resident_.
4) Stunning voiced consonants in the middle of a word
1. To the word written like this, add the word as it is written:
(legs) - ..., (elbows) - ..., (glasses) - ..., (holofka) - ...
2. Write the words in 2 columns: in the first - with a voiced consonant, in the second - with a deaf consonant:
Book_ka, bula_ka, cha_ka, re_kiy, kolya_ka ...
5) Skipping letters or underwriting words:
Magic dictation:
Autumn has come-
--------- -----.
Healthy-
yy
Arabic script:
"!ObisapS";
6)) Exercise "Proofreading".
For this exercise, you need a book, boring and with a fairly large (not small) font. A student every day for five (not more) minutes works on the following task: crosses out the given letters in a solid text. You need to start with one letter, for example, "a". Then "o", then consonants with which there are problems, first they also need to be asked one at a time. After 5-6 days of such classes, we move on to two letters, one is crossed out, the other is underlined or circled. The letters should be "paired", "similar" in the mind of the student.
7)) Exercise "We write aloud."
An extremely important and irreplaceable technique: everything that is written is spoken aloud by the writer at the time of writing and the way it is written, with underlining, highlighting weak parts.
That is, "More-Yo O-din ch-rez-you-cha-Y-but important-y-y-y-yom" (after all, in fact, we pronounce something like "LOOKING FOR ADIN EMERGENCY IMPORTANT PREYOM"). The example is simpler: "There was a jug WITH MILK ON THE TABLE" (a jug with malak was melting on the steel).
By "weak beats" here we mean the sounds to which, when uttered in fluent speech, the speaker pays the least attention. For vowels, this is any unstressed position, for consonants, for example, a position at the end of a word, such as "zu*p", or before a deaf consonant, such as "lo*shka". It is also important to clearly pronounce the end of the word, since it is difficult for a dysgraphic person to complete the word to the end, and often for this reason the habit of "putting sticks" is developed, i.e. add at the end of the word an indefinite number of squiggle sticks, which, with a cursory glance, can be mistaken for letters. But the number of these squiggles and their quality do not correspond to the letters of the end of the word. It is important to determine if your child has developed this habit. However, regardless of whether it exists or not, we are accustomed to the sequence and gradual pronunciation, we pronounce each recorded word!
8) "Missing letters".
Performing this exercise, it is proposed to use the hint text, where all the missing letters are in their places. The exercise develops attention and confidence in writing skills.
For example:
To __ something, n__ m__ gl__ be __ and __ e__ and about t__ m, o__ y Lariosik __ to __ the hall_ i n_ ed __ those __. Any k__em __l__ch__e n__ m__zh__t b__t__ n__ st__ro__e Petlyury in__el__ig__n__n__y ch__l__ve__ v__ob__e and d__en__lm__n, p__d__i__av__y ve__sel__y on s__m__es__t p__t ty__ya__ and p__sy__a__schi__ __el__g__a__my in __est__es__t tr__ s__ov__ in ch__st__o__ti ... M__shi__nym ma__lo__ and k__ro__i__om na__lu__sh__m ob__az__m b__li s__aza__y and Nai-Tours and Colt Al_shin brown_ing. Lariosik, p__d__b__o Nikolka, s__su__il __uk__v__ and p__m__ga__ __maz__va__b and __kl__dy__at__ all in d__in__u__ and __y__o__th hard_to__rob__u __z-__od ka__am__l__. __ab__ta __y__a sp__shn__y, ib__ kazh__omu p__rya__och__omu ch__lo__e__u, u__a__tvo__avsh__mu in rev__lyu__i__, o__li__no i__v__st__o, __t__ o__y__ki pr__ __s__h vl__st__h __ro__skho__yat from __vu__ cha__ov t__i__ts__ti __in__t __o__i to __esti chas__v p__tn__dtsa__i m__nu__ ut__a z__mo__ and from d__en__dtsa__i ch__so__ no__i to __etyr__h __tra le__o__. V__e __e ra__ot__ z_-d__rzh__la__, bl__go__a_ th Lariosik, k__to__y__, z__ako__ya__ with __s__ro__st__om de__yatizar__dn__go p__sto__eta s__s__em__ Colt vl__zh__l in __u__ku __boy__u not t__m __onts__m and __t__b__ v__ta__it__ e__, __on__do__il__s zn__chi__el__no__ us__l__e and __or__do__no__ k__li__e__t__o m__sl__. Kr__m__ to__o, pr__izo__lo v__or__e and n__ozhi__a__no__ pr__pya__st__i__: k__ro__k__ with v__o__en__ym__ in n__e re__ol__ve__am__, p__go__a__i Nikolka and Al__ks__ya, she__ro__om and __ar__o__ko__ __a__le__n__ka A__ek__e__, k__r__b__a, v__lo__e__na__ v__u__r__ __lo__m par__fi__ov__y __um__gi and s__a__uzh__ p__ v__e__ __v__m __bl__p__e__na__ li__kim__ __olo__am__ __le__t__i__e__ko__ __z__lya__ii, n__ __ro__eza__a in f__rto__k__.
9) Labyrinths, Graphic dictations.
Labyrinths well develop large motor skills (hand and forearm movements), attention, continuous line. Make sure that the child changes the position of the hand, not the sheet of paper.
Stationery for dysgraphics:
Massaging the pads of the fingers is important for the proper functioning of the brain when writing. I recommend this to all speech pathologists. Therefore, it is good if the place of the "grip" of the writing object (pen or pencil) is covered with ribs or pimples.
But even better, if it is convenient for the student to hold this same pen, then the handwriting will soon stabilize. And for this, the body must be trihedral. Such pens and pencils for dysgraphics with a triple section for the support of three holding fingers are produced, for example, by Staedtler. There are trihedral pencils and felt-tip pens from Centropen.
Unfortunately, it has not yet been seen that both "conveniences" are combined: both the triangle and the pimples. So buy a "pimple" pen and a triangular pencil.
Gel pens are considered the most suitable for dysgraphics (pressure is felt), but in the first grade they will most likely be banned from use: they often leak, freeze, and deteriorate. Therefore, at home, even for the smallest, it is useful to play a medieval copyist - to train to write with a pen and ink (if the parents do not know how, then you can ask your grandparents). "Pen" writing forms the correct position of the hand relative to the surface of the paper. At the same time, however, there is a fascinating opportunity to smear and smear a notebook, table, nose, knees, etc. in ink, so be careful.
Application №3
The results of correctional and speech therapy work
2007-2008
2009-2010
2010-2011
Total examined
from 1-4 grades
83 people
223 people
75 people
Identified children with speech disorders (enrolled in the logopoint)
to the group
higher classes
per individual
classes
to the group
higher classes
per individual
classes
to the group
higher classes
for individual lessons
ONR-12
FFNR-9
Disgra
fia-33
ONR-9
FFNR-12
ONR-5
FFNR-7
Dysgraphia-20
ONR - general underdevelopment of speechIIIlevel
FFNR-phonetic-phonemic underdevelopment of speech
Children with defects in the pronunciation side of speech are enrolled in individual classes.
Results of correctional and speech therapy work (%)
enrollment
Leno
released
Quality
speech therapy
work %
2007-2008
57 (21)
36 (16)
63 (76)
2009-2010
21 (31)
14(16)
67 (52)
2010-2011
32 (17)
20 (11)
63(65)
Municipal state educational institution
Kachug secondary school №1
Self-analysis of pedagogical activity
at reader -speech therapist
Nikolaeva Natalia Viktorovna
2011
