Job description of a speech therapist teacher. Speech therapy classes with children What is speech therapy in kindergarten

Approved:

“On the approval and implementation of job descriptions for teaching staff of MADOU “Kindergarten No. 16” KGO”

Agreed:

With the trade union committee

primary trade union organization

MADOU "Kindergarten No. 16" KGO

Job description

speech therapist teacher

Municipal autonomous preschool educational institution

"Kindergarten No. 16"

Kamyshlovsky urban district

1. General provisions

1.1. This job description was developed on the basis of the “Qualification characteristics of positions for education workers” of the Unified Qualification Directory of positions for managers, specialists and employees, approved by order Ministry of Health and social development Russian Federation dated August 26, 2010 No. 761n, registered with the Ministry of Justice of the Russian Federation on October 6, 2010, registration No. 18638. When drawing up the instructions, the Sample Recommendations on the organization of a labor protection service in an educational institution of the system of the Ministry of Education of the Russian Federation dated February 27, 1995 No. 92 were also taken into account.

1.2.Teacher - speech therapist belongs to the category of teaching staff.

1.3. A speech therapist teacher is appointed and dismissed by the head of an educational institution in the manner prescribed by the legislation of the Russian Federation.

1.4. A person with a higher professional education in the field of defectology is appointed to the position of speech therapist teacher without presenting any work experience requirements.

1.5. A speech therapist works on a normal working day according to a schedule based on a 20-hour week and approved by the head of the educational institution.

1.6. In his activities, the speech therapist is guided by:

The Constitution of the Russian Federation;

Federal Law “On Education in the Russian Federation”;

Legislative acts of the Russian Federation;

Rules and regulations of labor protection and fire protection;

SanPiN 2.4.1.3049-13 “Sanitary and epidemiological requirements for the design, content and organization of the operating mode of preschool educational organizations”;

Federal State Educational Standard preschool education;

“The procedure for certification of teaching staff of organizations engaged in educational activities”, approved by Order of the Ministry of Education and Science of the Russian Federation dated April 7, 2014 No. 276;

Charter and local acts Municipal autonomous preschool educational institution "Kindergarten No. 16" of the Kamyshlovsky urban district;

Internal labor regulations of the Municipal Autonomous Preschool Educational Institution “Kindergarten No. 16” of the Kamyshlovsky Urban District;

Collective Agreement of the Municipal Autonomous Preschool Educational Institution “Kindergarten No. 16” of the Kamyshlovsky Urban District;

Orders and instructions of the head of the educational institution;

This job description;

Employment contract and Education Agreement on educational programs of preschool education.

1.7. A speech therapist teacher must know:

priority areas of development educational system Russian Federation;

laws and other regulatory legal acts regulating educational, physical education and sports activities;

Convention on the Rights of the Child;

developmental and special pedagogy and psychology;

anatomical, physiological and clinical foundations of defectology;

methods and techniques for preventing and correcting deviations in the development of students and pupils;

normative and methodological documents on issues of professional and practical activity;

program and methodological literature on working with students and pupils with developmental disabilities;

the latest achievements of defectological and pedagogical sciences;

labor protection rules and fire safety;

theory and methods of managing educational systems;

modern pedagogical technologies for productive, differentiated, developmental education, implementation of a competency-based approach;

methods of persuasion, argumentation of one’s position, establishing contacts with students, pupils of different ages, their parents (persons replacing them), work colleagues;

cause diagnostic technologies conflict situations, their prevention and resolution; fundamentals of ecology, economics, sociology;

labor legislation;

basics of working with text editors, spreadsheets, email and browsers, multimedia equipment;

internal labor regulations of an educational institution; labor protection and fire safety rules.

2.Job responsibilities

Teacher-speech therapist of educational institution:

2.1. Carries out work aimed at maximizing the correction of developmental deficiencies in pupils with speech disorders, development children with severe speech impairments.

2.2.Carries out examinations of pupils, determines the structure and severity of their developmental disorders.

2.3. Completes groups for classes, taking into account the psychophysical state of students. Conducts subgroup and individual classes to correct developmental deficiencies and restore impaired functions.

2.4. Works closely with teachers and other teaching staff and attends classes.

2.5. Consults teaching staff and parents (legal representatives) on the use of special methods and techniques to provide assistance to children with disabilities.

2.6. Maintains the necessary documentation:

Working program of correctional and developmental education for children with severe speech disorders at a speech therapy center;

Journal of individual and subgroup speech therapy sessions;

Speech card for individual support of children with severe speech impairments;

Statistical report on the results of correctional and developmental education for children with severe speech impairments;

Analytical report on the results of activities for the academic year;

Class schedule and cyclogram of working time use;

Passport of the speech therapy office.

2.7. Contributes to the formation of a general personal culture, socialization, conscious choice and mastery of professional programs.Implements an adapted basic general education program for children with severe speech impairments at a speech therapy center.

2.8. Studying individual characteristics, abilities, interests and inclinations of students, pupils in order to create conditions to ensure their development in accordance with the age norm, the growth of their cognitive motivation and the formation of educational independence, the formation of competencies, using various forms, techniques, methods and means of teaching, modern educational technologies, including information and digital educational resources, ensuring the level of training of students and pupils that meets the requirements of the federal state educational standard, federal state requirements.

2.9. Conducts training sessions based on achievements in the field of methodological, pedagogical and psychological sciences, developmental psychology and school hygiene, as well as modern information technologies.

2.10.Respects the rights and freedoms of students and pupils.

2.11. Ensures the protection of the life and health of students and pupils during educational process.

2.12. Participates in the work of pedagogical, methodological advice, other forms of methodological work, in the work of conducting parent meetings, recreational, educational and other activities provided for by the educational program, in organizing and conducting methodological and advisory assistance to parents (persons replacing them).

2.13. Complies with labor protection and fire safety regulations.

3. Rights

A speech therapist teacher has the right:

3.1.Participate in the management of an educational institution in the manner determined by the Charter of the educational institution.

3.2.Elect and be elected to the Council and other elected bodies of the educational institution.

3.3. Receive the necessary organizational, educational, methodological and material and technical support for their professional activities, use libraries, information resources, educational services, educational and methodological, social, welfare, medical and other departments of the institution free of charge in accordance with the collective agreement.

3.4.Perform other work and duties paid under an additional contract, except in cases specifically provided for by the legislation of the Russian Federation.

3.5. For moral and material incentives based on the results of work.

3.6. Respect and polite attitude on the part of parents (legal representatives) of pupils and colleagues.

3.7.On measures social support established by current legislation.

3.8. To appeal orders and instructions of the administration of an educational institution;

3.9. To protect professional honor and dignity.

3.10. A speech therapist teacher, in addition, has the right to:

informed choice of educational programs, means, forms and methods of teaching, methods for monitoring children’s achievement of planned results in mastering the basic general education program of preschool education ; creative manifestation of pedagogical initiative;

early appointment labor pension for old age in the manner prescribed by law;

reduced working hours, extended paid leave;

long leave for a period of up to one year at least every 10 years of continuous teaching work, which is granted upon the personal application of a teaching employee in the manner and under the conditions established by current legislation;

certification on a voluntary basis for the appropriate qualification category and receiving it in case of successful completion of certification;

additional measures of social support provided in the Kamyshlovsky urban district to teaching staff of general education institutions.

4. Responsibility

4.1. Teacher speech therapist is obliged to comply with the Charter of the educational institution, the job description of the speech therapist teacher, internal labor regulations, educational agreement on educational programs of preschool education and other regulatory local acts of the educational institution.

4.2. For non-performance or improper performance without valid reasons,rank of the Charter of the educational institution and the internal labor regulations of the educational institution, legal dispositionsregulations of the head of an educational institution and other local regulations, positionIn accordance with the duties of a speech therapist teacher established by this Instruction, the speech therapist teacher bears disciplinary liability in the manner prescribed by labor legislation. For gross violation of labor duties as a disciplinary The penalty may be dismissal.

4.3. For the use, including one-time use, of educational methods related to
physical and (or) mental violence against the student’s personality, speech therapist teachermay be relieved of his position in accordance withcompliance with labor legislation andFederal Law “On Education in the Russian Federation”.

4.4. For violation of fire safety, labor protection, sanitary
hygienic rules for organizing the educational process, maxi standardssmall load on the child in organized forms of education, the teacher-speech therapist is brought to administrative responsibility in the manner and in cases provided for by administrative legislation.

4.5. For culpable infliction of damage to an institution or participants in the educational process in connection with the performance (non-performance) of their official duties -The speech therapist student bears financial responsibility in the manner and inwithin the limits established by labor and (or) civil legislation.

5.Relationships. ConnectionsBy positions.

Teacher speech therapist:

5.1. Interacts with parents (legal representatives) of children.

5.2.Interacts with teachers and other specialists of the educational institution on development and planning of a unified psychological and pedagogical strategy for supporting each child with severe speech impairments in the process of his correctional and developmental education.

5.3. Coordinates with the senior teacher the work program of correctional and developmental education for children with severe speech impairments at a speech therapy center in accordance with the adapted basic general education program for children with severe speech impairments Municipal autonomous preschool educational institution "Kindergarten No. 16" of Kamyshlovsky urban district for each academic year no later than five days before the start of the planned period.

5.4. Provides results to the senior teacher a statistical report on the results of correctional and developmental training for children with severe speech impairments and an analysis of correctional and developmental work at a speech therapy center for the academic year (May).

5.5. Interacts with the occupational health and safety specialist on all safety issues in the educational process.

5.6. Receives from the head of the educational institution and the senior teacher information on regulatory and legalnizational and methodological nature, gets acquainted with the corresponding current documents;

5.7.Reports to the head and pedagogical council of the educational institution.

The job description for a speech therapist teacher was compiled by the head

MADOU "Kindergarten No. 16" KGO________________Smertina T.M.

Job description teacher-speech therapist laced, numbered, sealed on 5 (five) sheets

Received the job description in hand:___________________________________________

(signature, transcript of signature, date)

__________________________________________________________________________________

The role of the teacher-speech therapist in kindergarten

Kindergarten is the first link in the public education system. To become highly educated, a person must master all the riches native language. Therefore, one of the most important tasks of a kindergarten is the formation of correct oral speech of children based on their mastery of the literary language of their people.
The development of speech must be closely linked with the development of the child’s thinking. Mastering a language and its grammatical structure gives children the opportunity to freely reason, ask questions, draw conclusions, and reflect various connections between objects and phenomena.
The most important prerequisite for solving speech problems in kindergarten is proper organization an environment in which children would have a desire to speak, name their surroundings, and engage in verbal communication.
Most parents, some earlier and some later, think about how correctly their children babble, and whether there is a deviation in the fact that their child is laconic, or pronounces sounds incorrectly, and perhaps changes letters in words. For the first time, your child needs to come to the children's clinic for an appointment with a speech therapist at the age of 2 years. And, despite the absence of any pathologies in speech development, the speech therapist in the kindergarten where you will take your child will help the development of competent and beautiful speech.
One year old babies begin to develop speech apparatus, at that moment he speaks the first coherent words, tries to pronounce sentences. It is not always easy for parents to understand what words and sounds their child is trying to pronounce, whether he is doing it correctly, and how correctly his speech is being formed. Experts advise taking your child to a speech therapist for the first time at two years of age. You can do this in any children's clinic, or go to a private doctor whose specialization is based on working with children.
Speech disturbances may then appear when the child reaches four to five years of age. At this time, children attend kindergarten, where they constantly talk to each other, adopting the conversational manners of their elders. All sorts of factors can influence errors in pronunciation, starting from the formation of an incorrect bite in a child and ending with his internal state and his elementary “I don’t want and won’t” speak sounds legibly. This is actually why a speech therapist should work in kindergarten.
A speech therapist in kindergarten should monitor the children and identify their speech defects. Speech therapist in preschool institution it's quite easy to do. A speech therapist in a kindergarten monitors children, their habits, studies their behavior patterns, conducts personal conversations, and then sums up the proper development baby's speech.
But is there a speech therapist everywhere in kindergarten and are his duties included in teaching children who have no identified deviations?
The answer is clear. Every kindergarten should have a speech therapist. Firstly, he conducts separate classes with children who have been diagnosed with speech pathology (general speech underdevelopment, dyslalia, dysarthria), and the plans for the work of this specialist There should be group developmental lessons:
lexical and grammatical aspects of speech,
phonemic representation,
fine and articulatory motor skills,
movement coordination,
attention and memory.
When listing the tasks that a speech therapist should perform in kindergarten, the main ones can be noted: to identify children whose speech development is impaired, to correct these disorders and to prevent the occurrence of such disorders.

Children may confuse letters and not pronounce letters, so at the age of 2, the child must be taken to an appointment with a speech therapist at the district clinic. Also, when choosing a kindergarten, you should pay attention to the presence of a speech therapist in the kindergarten; even if the child pronounces letters well, then the supervision of a speech therapist will not hurt. A speech therapist will help develop correct diction and competent speech.

Why do experts recommend visiting a speech therapist at the age of 2 years? Because speech begins to develop as early as one year. The child begins to pronounce the first words, combine them into sentences, and parents cannot always understand whether the child’s speech apparatus is forming correctly. Therefore, it is worth visiting a speech therapist in a district clinic or in a private clinic and make sure of the degree of development of the child’s speech apparatus. Such a visit will provide an opportunity to avoid future speech problems.
At the age of four to five years, children may experience disturbances in their already established speech apparatus. But at this age, children, as a rule, go to kindergarten, they communicate, adopt the speaking styles of each other, elders and teachers. Problems with speech can appear for various reasons: the child’s reluctance to pronounce letters and words correctly, malocclusion, the internal state of the child, the psychological climate in the family. Therefore, children should be supervised by an experienced speech therapist in kindergarten, who will work with each child.

What does a speech therapist do in kindergarten? A speech therapist monitors children, analyzes their speech and identifies problems. An experienced specialist will easily find a speech defect. In order to identify a problem with the speech of a particular child, a speech therapist talks with children, conducts certain classes, observes the children’s speech from the outside, studies their behavior and manner of speaking.

Many parents ask questions to teachers and management kindergarten about whether children with good speech should work with a speech therapist?
The answer to this question should not raise doubts. A speech therapist is necessary for every child in kindergarten. A speech therapist, first of all, works with children who have pathologies in speech development, and, secondly, conducts developmental group classes for all children. Developmental activities provide an opportunity for children to learn how to construct sentences correctly.

Group classes must necessarily include classes aimed at:

- development of articulatory motor skills;
- development of competent speech;
- development of coordination of movement, memory and attention.

A speech therapist in a kindergarten performs many functions, but the main one is working with problem children. The speech therapist should focus on eliminating speech defects in children, carry out preventive measures, and combat the emergence of speech disorders.

Speech therapists usually organize special speech therapy groups in kindergartens, so a specialist works with children throughout the day. In order to join such a group, a doctor's prescription is required. Speech therapy groups are formed for children from 5 years of age. As a rule, a speech therapist starts a “Speech Therapy Diary” in which all work with children is recorded. Also, for individual lessons, an “Individual Work Schedule” is drawn up. The speech therapist must make recommendations and prescriptions for parents and educators. These recommendations must be strictly followed throughout the day, as well as on weekends.

After completing training in a speech therapy group, each child should be able to read words correctly and meaningfully, simple texts and sentences, distinguish and pronounce sounds, parse words into sounds phonetically, be able to pronounce each individual sound, control your own pronunciation, clearly pronounce all sounds.

How speech therapy classes are conducted in the garden. The speech therapist is necessarily involved in the development of the child’s articulatory apparatus and conducts special articulatory gymnastics. This gymnastics should help the child learn to pronounce sounds correctly. To practice such gymnastics, a number of special exercises have been developed that should be performed not only in the garden, but also at home.

Typically, speech therapists recommend the following exercises for use, as well as various speech therapy exercises:

1. "Window":
- open your mouth wide and say “hot”;
- close your mouth and say “cold”.
2. “Ball”: consistently inflate and deflate the cheeks.
3. “Smile”: you should clench your teeth, open your lips and smile widely.
4. “Pipe”: you should clench your teeth, tighten your lips as much as possible and pull them forward.

The last two exercises must be performed several times, alternating them.

The following exercises are also used in articulation gymnastics:

1. “Knead the dough”; first you need to smile broadly, then put your tongue between your lips and spank “five-five-five-five-five”, and bite the tip of the tongue with your teeth. This exercise is performed several times in a row.
2. “Clock”: a wide smile, and then the tip of the tongue is moved in turn along each corner of the mouth, as if clockwise.
3. “Football”: you need to close your mouth and then rest your tongue on both cheeks in turn; from the outside it will seem like balls are jumping in your mouth.
4. “Swing”: make a wide smile, move your tongue down and up.
5. “Delicious milk”: smile broadly, make your tongue as wide as possible in the shape of a “spoon” and lick your upper lip.
6. “Pony horse”: you should stretch out your lips, make a “narrow tongue” and try to pronounce the sound of clopping hooves.

These are the main exercises; speech therapists use many other effective exercises in their work.

It is also important to develop motor skills. Maria Montessori noted back in the last century that in humans speech and small movements of the arms and hands are interconnected. She argued that speech problems arise from problems in the development of fine motor skills in the child. A little later, biologists discovered that the centers in the brain that are responsible for the development of speech and the movement of fingers are very close to each other. Therefore, if fine motor skills develop, then speech develops, since two nearby areas of the brain tense and work.
Here are examples of exercises that develop motor skills in preschool children.

You and your child can pour water from containers with different necks: from narrow to wide and vice versa.
It is effective to build various shapes using your fingers. For example, you can show how a steamship travels or make a swan. All kinds of shapes will help develop motor skills, as well as concentrate the child’s attention on the object.

Still developing well fine motor skills mosaic. If there is no mosaic, you can simply sort buttons or bolts. A construction set is also suitable for developing motor skills.
You can cut out various objects and shapes from paper.

Svetlana Gogoreva
Speech therapist in kindergarten

Some parents, fortunately, do not even know what they are for speech therapist in kindergarten. And parents of children with speech disorders had to come into close contact with science speech therapy and meet experts in this field.

Speech therapy is the science of speech disorders, their overcoming and prevention through special correctional education and upbringing, which is one of the sections of special pedagogy - defectology, and is divided into preschool, school and adult. This article will mostly focus on preschool speech therapy. Speech therapy combining medicine, psychology and pedagogy, and without knowledge of the basics of these specialties, can be useless, and sometimes "dangerous".Teacher- speech therapist for children Sada is a general specialist who works with all types of speech disorders in preschool children.

What functions does it perform? speech therapist in kindergarten? Speech therapist in kindergarten conducts a complete and detailed examination of each child for the characteristics of his speech development. Most often this happens at the beginning school year, special examination protocols are used, the child’s medical record is studied, parents are interviewed, if necessary speech therapist can refer the child for a consultation with an ENT doctor, an ophthalmologist, a neurologist, an audiologist, or a defectologist. IN ideal conclusion on speech development the child is placed collegiately: speech therapist, psychologist and neurologist. And after that speech therapist, taking into account the characteristics of the child’s psyche and the severity of the speech defect, selects a speech correction program.

The speech correction program is carried out in stages, and in most cases, includes myself:

Formation of correct speech breathing,

Development of phonetic perception,

Normalization of speech motor skills,

Correction of sound pronunciation disorders,

Overcoming violations and developing the lexical and grammatical aspects of speech,

Development of connected speech.

If a child successfully masters and completes a speech correction program, then in the future speech therapist teaches him the elements of literacy, prepares him for learning in secondary school. The duration of the correction program depends on the severity of the speech disorder, the psychological and neurological status of the child, and on professionalism speech therapist. Each lesson conducted speech therapist in kindergarten, is a whole complex of games and exercises, as well as various types gymnastics and massages for the tongue of children. In class speech therapist uses toys, Pictures, musical instruments and a lot of various didactic auxiliary material. And the most main attribute classes is a mirror in front of which most tasks are performed. Have speech therapist and speech therapy instruments - probes for massage and sound production. Speech therapist in kindergarten regularly conducts not only frontal (classes with the whole group), but also subgroup and individual classes.

What speech disorders does it correct? speech therapist in kindergarten?

1. Oral impairment speeches:

Dislalia (tongue-tied)– disturbance of sound pronunciation with normal hearing and preserved innervation of the speech apparatus;

Dysarthria is a violation of the pronunciation aspect of speech caused by insufficient innervation of the speech apparatus;

Stuttering is a violation of the tempo-rhythmic organization of speech, caused by the convulsive state of the muscles of the speech apparatus;

Bradylalia is a pathologically slow rate of speech;

Tahilalia - pathologically accelerated rate of speech;

Alalia is the absence or underdevelopment of speech due to organic damage to the speech areas of the cerebral cortex in the prenatal or early period of a child’s development.

In addition to problems with oral speech, children suffer from a written language disorder, which is corrected at school.

2. Violation of funds communication:

FND – phonetic speech underdevelopment. This is a violation of sound pronunciation with normal physical and phonemic hearing and the normal structure of the speech apparatus. There may be a disorder of a single sound or several sounds at the same time. Such disorders may manifest:

In the absence (pass) sound - aketa instead of rocket

In distortions - throat pronunciation of the sound r, buccal pronunciation - w, etc.

Incorrect pronunciation can be observed in relation to any consonant sound, but those sounds that are simple in the method of articulation and do not require additional movements of the tongue (m, n, p, t, most often) are disturbed less often are violated:

Whistling sounds - S, Z (and their soft pairs, C;

Hissing sounds - Sh, Zh, Ch, Shch;

Sonorous (lingual)– L, R (and their soft pairs);

Rear lingual – K, G, X (and their soft pairs).

Most often children with FND speech therapist in kindergarten takes classes for six months.

FFND - phonetic-phonemic speech underdevelopment. This is a violation of the processes of formation of the pronunciation system (native) language in children with various speech disorders due to defects in the perception and pronunciation of sounds. With intact physical hearing, children cannot distinguish or confuse similar sounds (whistling and hissing; sonorant; soft and hard; voiced and voiceless). For example, when asked to repeat a series of different sounds or syllables, the child repeats all sounds or syllables as if they were the same (pa-pa-pa instead of pa-ba-pa). And when a speech therapist in kindergarten asks what sounds does he hear? The kid replies that the sounds are the same. It is not physical, but phonemic hearing that is responsible for the process of distinguishing close sounds. (hearing for phonemes). And, as a result of a number of reasons, it turns out to be disturbed or unformed.

A phoneme is the minimum unit of sound structure of a language. Each phoneme in speech is represented by its own variants (allophones). A phoneme has a basic variant - a sound in a strong positions: for vowels - this is the position under stress, for consonants - the position before the vowel or sonorant.

In the phonetic-phonemic underdevelopment of children, several states:

Difficulties in analyzing sounds that are disturbed in pronunciation;

With formed articulation, non-discrimination of sounds belonging to different phonetic groups;

Inability to determine the presence and sequence of sounds in a word.

The main manifestations characterizing FFNR:

1. Undifferentiated pronunciation of pairs or groups of sounds, i.e. the same sound can serve as a substitute for two or more sounds for a child. For example, instead of sounds "With", "h", "sh" child makes a sound "s": "sumka" instead of "bag", "boob" instead of "cup", "syapka" instead of "a cap".

2. Replacement of some sounds with others that have simpler articulation, i.e. complex sounds are replaced by simple ones. For example, a group of hissing sounds can be replaced by whistling sapka instead of hat, "R" is replaced by "l" Laketa instead of rocket.

3. Mixing sounds, i.e. unstable use the whole a number of sounds in different words. A child can use sounds correctly in some words, but in others replace them with similar ones in articulation or acoustic characteristics. For example, a child can pronounce sounds correctly "R", "l" And "With" isolated (i.e. one sound, not in a syllable or word, but in speech utterances instead "red cow" speaks "licking feces".

In addition to the listed features of pronunciation and phonemic perception in children with FFND observed: general blurred speech, unclear diction, some delay in the formation of vocabulary and grammatical structure of speech (errors in case endings, use prepositions, agreement of adjectives and numerals with nouns).

Children with this speech disorder speech therapist in kindergarten must take remedial classes throughout the year.

GSD – general speech underdevelopment. As the name implies, with this type of disorder, all components of the speech system, that is, the sound side, suffer (phonetics)– violation of sound pronunciation and phonemic perception; semantic side (vocabularies, grammars)– poor vocabulary, few generalizations, synonyms, antonyms, etc., errors in inflection and word formation, difficulties in coordinating words; poor development of coherent speech - the ability to tell and retell.

It is typical for children with OHP:

Later start speeches: the first words appear by 3-4 years, phrasal speech of two words by 5 years;

Speech is full of agrammatisms (irregular forms and variants of words) and not sufficiently phonetically designed;

Expressive speech lags behind impressive speech, that is, the child, while understanding the speech addressed to him, cannot correctly voice his thoughts;

The speech of children with ODD is difficult to understand.

Most often, when talking about ONR, they mean speech disorders children with normal intelligence and hearing. The fact is that with hearing or intellectual impairments, speech underdevelopment, of course, occurs in most cases, but in this case, OHP already has the character of a secondary defect.

The formation of correct speech development is a complex process - the joint work of a doctor - a neurologist, speech therapist, psychologist, educator, music worker, physical education specialist. This work must be coordinated and comprehensive. Actively influencing the child with specific by professional means, teachers build their work on the basis of general pedagogical principles. At the same time, determining objectively existing points the contact of various pedagogical areas, each teacher carries out his work not in isolation, but complementing and deepening the influence of others. Therefore, taking into account the individual characteristics of each child with speech impairments, preschool education specialists outline a unified set of joint correctional and pedagogical work aimed at the formation and development of the motor, intellectual, speech and social-emotional spheres of personality development of a preschool child.

And at the end of my work, I would like to say that parents play an equally important role in the speech development of children. Therefore, in addition to activities with the child speech therapist in kindergarten conducts consultations with parents, during which he explains to the parents the child’s speech impediment and teaches the necessary techniques and exercises for homework.

Thank you for your attention!

Job description of a speech therapist

I. General provisions
1. A speech therapist belongs to the category of specialists.
2. A person with a higher defectology education is appointed to the position of Speech Pathologist (without presenting requirements for work experience; teaching experience from 2 to 5 years; from 5 to 10 years; from 10 to 20 years; over 20 years)
4. The speech therapist should know:
4.1. Constitution of the Russian Federation.
4.2. Laws of the Russian Federation, regulations and decisions of the Government of the Russian Federation and educational authorities on educational issues.
4.3. Convention on the Rights of the Child.
4.4. Developmental and special pedagogy and psychology.
4.5. Anatomical, physiological and clinical foundations of defectology.
4.6. Methods and techniques for preventing and correcting deviations in the development of students.
4.7. Regulatory and methodological documents on issues of professional and practical activity.
4.8. Program and methodological literature on working with students (pupils) with developmental disabilities.
4.9. The latest achievements of defectological science.
4.10. Rules and regulations of labor protection, safety and fire protection.
5. The speech therapist reports directly (to the director, institution or other official)
6. During the absence of the Speech Pathologist (vacation, illness, etc.), his duties are performed by a person appointed by order of the director of the institution. This person, acquires the corresponding rights and bears responsibility for the high-quality and timely performance of the duties assigned to him.

II. Job responsibilities of a speech therapist

Speech therapist:
1. Carry out work aimed at maximizing the correction of developmental deviations in students.
2. Examines students (pupils), determines the structure and severity of their defect.
3. Completes groups for classes, taking into account the psychophysical state of students (pupils).
4. Conducts group and individual classes to correct developmental disorders and restore impaired functions.
5. Works closely with teachers and educators, attends classes and lessons.
6. Consults teaching staff and parents (persons replacing them) on the use of special methods and techniques to assist children with developmental disabilities.
7. Maintains the necessary documentation.
8. Promotes the formation of a general personal culture, socialization, conscious choice and mastery of professional programs.
9. Uses a variety of forms, techniques, methods and means of teaching within the framework of state standards.
10. Implements educational programs.
11. Provides a level of training for students (pupils) that meets the requirements of the state educational standard, and is responsible for their implementation not in full.
12. Respects the rights and freedoms of students (pupils) contained in the Law of the Russian Federation “On Education”, the Convention on the Rights of the Child.
13. Systematically improves his professional qualifications.
14. Participates in the activities of methodological associations and other forms of methodological work.
15. Communicates with parents (persons replacing them).
16. Complies with labor protection, safety and fire protection rules and regulations.
17. Ensures the protection of life and health of students during the educational process.

III. Speech therapist's rights

The speech therapist has the right:
1. Get acquainted with the draft decisions of the institution’s management concerning its activities.
2. On issues within his competence, submit for consideration to the management of the institution proposals to improve the activities of the institution and improve working methods; comments on the activities of the institution’s employees; options for eliminating existing shortcomings in the institution’s activities.
3. Request personally or on behalf of the management of the institution from structural divisions and other specialists information and documents necessary to fulfill his official duties.
4. Involve specialists from all (separate) structural units in solving the tasks assigned to it (if this is provided for by the regulations on structural units, if not, then with the permission of the head of the institution).
5. Demand that the management of the institution provide assistance in the performance of his official duties and rights.

IV. Responsibility of the Speech Pathologist

The speech therapist is responsible for:
1. For improper performance or failure to fulfill one’s job duties provided for in this job description - within the limits determined by the current labor legislation of the Russian Federation.
2. For offenses committed in the course of carrying out their activities - within the limits determined by the current administrative, criminal and civil legislation of the Russian Federation.
3. For causing material damage - within the limits determined by the current labor and civil legislation of the Russian Federation.

The possibility of applying non-financial (non-financial) motivation methods at different stages of the personnel management system not only includes policies and procedures on non-material remuneration of employees, but also practices in the field of selection, adaptation,...

Interview questions cover 3 aspects: First aspect: Business process assessment. The candidate must be able to analytically assess the business situation and have a broad outlook. Second aspect: Assessment of the ability to work with information. The candidate must receive, operate and...

The need to analyze the personnel policies of an enterprise usually arises: during the period of internal transformation of the company - reorganization, stage of rapid growth, reduction, liquidation; under the influence of external factors - changes in labor legislation, practices and...

The procedure for approving personnel policies can be carried out at the level of: HR Director General Director Board of directors. If the final approval of a particular personnel management policy is the responsibility of the organization’s Board of Directors or...

The personnel policy should include the following concepts and sections: The main content of the personnel policy This section defines the objectives that the enterprise’s personnel policy is intended to help achieve, or the ultimate goal of the policy. For example, the goal...

This section provides organizations with practical information on how to develop HR policies and procedures. This manual is intended for employees of the HR department. It will be useful for those who are just starting to develop...