The plan of self-education of a speech therapist at the dow logo station. Individual plan of self-education "The use of ICT in the work of a speech therapist

Municipal budgetary preschool educational institution

"Kindergarten No. 17"

Kanash city

Documentation

self-education

speech pathologist

Petrova Vera Dmitrievna

The study of literature on the topic

Practical implementation of the theme of self-education

Tasks:

1. Determine the degree of development of the problem in the theory and practice of speech therapy.

2. Increase your own level of knowledge by studying the necessary literature, visiting the RMO, self-education.

3. Develop a long-term plan for working with children.

4. Prepare diagnostics for the beginning and end of the school year.

5. Develop lesson plans for the formation of correct sound pronunciation and teaching literacy of children with OHP (compensating group preparatory to school), plans for individual work with children on the formation of phonemic perception, sound-syllabic analysis and synthesis skills.

6. Organize frontal classes on the formation of correct sound pronunciation and teaching literacy of children with OHP (compensating group preparatory for school) and individual lessons with children on the development of phonemic perception, skills of sound-syllabic analysis and synthesis.

7. Spend advice for parents on the topic "The role of play in preparing children for literacy."

8. Spend advice for teachers on the topic « Games and exercises for the development of phonemic perception using visual symbols.

9. Spend advice for educators on the topic "The use of mnemotables in teaching children to read and write."

10. Make didactic games and manuals for teaching children to read and write.

11. Prepare methodological development

12. Make changes to the content of the subject-developing environment of the group.

13. Prepare a speech for pedagogical council on the topic of self-education (progress report).

Municipal state preschool educational institution "Kindergarten No. 29"

"Plan for self-education of a speech therapist"

Arkhipova Elena Anatolyevna

Methodical literature:

1. Alexandrova sounds, or Phonetics for preschoolers /. - St. Petersburg: Detstvo-press, 2005. - 48 p.

2. Altukhova to hear sounds / - St. Petersburg: Publishing house "Lan", 1999. - 112 p.

3. Durova. How to teach children to hear and pronounce sounds correctly /. - M .: Mosaic-Synthesis, - 112 p.

4. Tumakov a preschooler with a sounding word / Ed. . - M.: Mosaic-Synthesis, 2006. - 144 p.

5. Fundamentals of speech therapy work with children: A textbook for speech therapists, kindergarten teachers, teachers, students of pedagogical schools / Ed. ed. d.p.n., prof. . - 2nd ed., Rev. - M .: ARKTI, 2003. - 240 p. 6., Filicheva teaching children with underdevelopment of the phonemic structure of speech. M., 1978.

7. Tkachenko notebook. Development of phonemic perception and sound analysis skills. SPb., 1998.

8. Gorchakova of phonemic processes in children with speech disorders // Modern trends in special pedagogy and psychology: Scientific works of the All-Russian scientific and practical conference "Modern trends in special pedagogy and psychology" - Samara, SGPU, 2003 - p.70-83

9.Dyakova and correction of phonemic perception in preschoolers.

10. Seliverstov games with children. - M .: VLADOS, 1994 - 344 p.

11. Tkachenko notebook. Development of phonemic perception and sound analysis skills. SPb., 1998.

12. Shvachkin phonemic perception of speech at an early age. // Izvestiya APP RSFSR, issue 13. 1948. - S.101-133.

13. Beltyukov analyzers in the process of perception and assimilation of oral speech. - M.: Pedagogy, 1977. - 176s.

Topic: "Correction of the speech of preschool children by means of game technologies".

Rationale for the chosen topic:

The topic: "Correction of the speech of preschool children by means of gaming technologies" has become relevant today.

The federal state educational standard for preschool education defines targets, i.e. social and psychological characteristics of the child's personality at the stage of completion of preschool education, among which speech occupies one of the central places, as an independently formed function, namely: by the end of preschool education, the child understands oral speech well and can express his thoughts and desires.

To achieve the targets, systematic prevention and correction of speech disorders in children is necessary. But the information density of the preschool stage of teaching children and preparing them for school is so great that it imposes a complex of complex tasks on the speech therapist teacher, the search for such forms and methods of work to correct speech disorders that would be effective, but would not overload the child.

This form can only be the game. In a playful way, complex and, at times, uninteresting speech therapy exercises become an exciting task for the child.

The federal state educational standard of preschool education classifies play and communication as the main activities of children, therefore, game communication is the necessary basis within which the formation and improvement of the child's speech activity takes place.

game method This is the main method of working with children. During games, children master the skills and abilities of correct speech, as well as other activities. The game makes the learning process itself emotional, effective, allowing the child to get his own experience.

Target: improve your professional level

Tasks:

1. The study of modern approaches to the use of gaming technologies in speech correction of preschool children.
2. Planning work on the use of gaming technologies.
3. Describe the forms and methods of working with children and parents using gaming technologies.
4. To introduce a system of work on the use of gaming technologies in the correction of the speech of preschool children, the dissemination of positive experience.

1. Professional and pedagogical activity.
2. Methodical work. Replenishment of the teacher's methodical piggy bank.
3. The study of special literature.
4. Generalization of practical experience on the topic, dissemination of positive work experience.

1. Professional and pedagogical activity:

2. Methodical work. Replenishment of the teacher's methodical piggy bank.

3. The study of special literature.

4. Generalization of practical experience on the topic, dissemination of positive work experience.

Individual plan for self-education

teachers - speech therapistDOW

for the 2015-2016 academic year.

Information about yourself:

FULL NAME. ___________________________________________

Year and place of birth : ________________________________________

Education: higher, ___________________________________________-.

Year of ending: _____________-G.

Diploma specialty : teacher speech therapist.

Place of work: MADOU "_____________________________________".

Job title : teacher speech therapist.

General experience : ___ years; teaching experience: ____ years; experience in this position: ____ years.

Date of assignment: ___________ 20___.

Refresher courses:

Refresher courses for kindergarten teachers on the topic: "__________________________________________", name of the university, _____ ac. h, certificate No. __________ dated _________________

Methodical theme: Stimulation of speech activity through the development of fine motor skills of the hand.

Theme development timeline : from 2012 to 2017

The purpose of self-education :

improvement of the methodological basis, level of qualification, professional skills and competence.

Tasks:

Raise your own level of knowledge;

Develop a long-term plan for working with children;

Conduct diagnostics at the beginning and end of the academic year;

Organize the work of the circle on the topic, create a working curriculum;

To arrange a speech activity center in the group and in the office;

Prepare and conduct consultations for teachers and parents on the topic;

Participate in seminars, conferences, webinars of various forms and levels;

Conduct a master class for teachers and parents on the topic.

Rationale for the chosen topic .

The number of pupils with speech disorders increases from year to year, the degree of manifestation of a speech defect is aggravated, so the problem of stimulating speech development is very relevant. The speech of the child is formed in the process of communication with his peers and adults around him.

The Federal State Educational Standard for Preschool Education defines targets, among which speech occupies one of the central places, as an independently formed function, namely: by the end of preschool education, the child understands oral speech well and can express his thoughts and desires.

In this regard, one of the main tasks of a teacher - a speech therapist of a preschool educational institution is the organization of a single educational process with the interaction of specialists (teacher - speech therapist, teachers of groups of all ages of the kindergarten, teacher - psychologist, music directors, physical education instructor) and parents in order to create effective conditions for the full development of the child's speech.

The tool for stimulating speech development is work to improve the motor sphere of the child: general and fine.

The result of the work should be high results in the development of the kindergarten program, a good quality of preschool training, in particular, speech, the creation of methodological tools (recommendations, booklets, consultations, manuals for parents, teachers, pupils for further support and improvement of speech function).

self-education- one of the forms of advanced training of teachers, independent systematic training. The choice of a methodological topic is determined by the degree of its relevance for the teacher, the preschool educational institution, the level of the teacher's knowledge of the scientific and theoretical base and the practical skills necessary in pedagogical activity, knowledge of issues of psychology, didactics, and the theory of education.

Self Education Plan.

Professional and pedagogical activity.

		Timing
	Timely identification of children with special developmental needs, history taking, development of questionnaires and questioning, the formation of correction groups, the development of an individual route for correcting the speech of each child.	Beginning of the school year
		In tech. of the year
	Creation of an accessible, safe, variable, multifunctional subject-developing environment in accordance with the Federal State Educational Standard.	During a year
	Online counseling of parents on issues of speech development through communication on the pages of the teacher's personal website - a speech therapist, the kindergarten website on the Electronic Education portal, on-line classes of the Hand in Hand elective for children with disabilities, in personal correspondence.	During a year
	Assistance to music directors in preparing children for matinees, festivals, competitions.	According to the DOW plan
	Preparing children for competitions - readers, creative competitions, olympiads, quizzes on teaching literacy, Russian language, literary genre	During a year
	Development of scenarios and holding events together with teachers of preschool educational institutions: entertainment, master classes, pedagogical projects, exhibitions, quizzes, competitions, councils, teachers' councils.	During a year
	Consultations for parents: group and individual: "FGOS DO on speech development", "Law on education in the Russian Federation", "Causes of speech disorders", "Manifestations of speech disorders", "Conditions for full-fledged speech development", "The norm of speech development: how to to achieve?”, “Articulation gymnastics: with or without it”, “Interaction at all levels”, “Hand in hand”, “Speech and motor skills”, “How to start working on correcting sound pronunciation”, “Do no harm”, “What I know about my child", "Speech breathing: what is it?", "Voice formation", "Dictation or fiction", "Targets", "Unity of requirements in kindergarten and family: developing a strategy", "How to make children's speech figurative and expressive"	During a year
	"Joint file cabinet" - selection, search, production, creation of didactic games, manuals that can be used both in kindergarten and at home. Forms of work: round table, creative workshop, search in stores, on the Internet, joint projects.	During a year
	Seminars - workshops, integrated classes for the development of breathing, voice, intonation and motor skills of a preschooler	During a year
	Seminars - workshops "Methods and techniques for the development of coherent speech by improving the motor sphere of the child"	September, January, May
		During a year
	"Prevention of dysgraphia in children 5-7 years old" - preparing the child for writing and developing fine motor skills	During a year
	Implementation of the "Hand in Hand" project - pedagogical support for parents of children with speech difficulties	During a year
	Preparing and conducting PMPK: developing a scenario and conducting the release of children from a speech therapy group, examining children in the middle group, enrolling children in speech therapy groups for the next academic year
	Summarizing work experience on a methodological topic: introspection of classes, a report on the work done, monitoring the development of a child, maintaining diagnostic cards, developing recommendations for parents and teachers on the topic, publications in collections, on educational sites, portals, participation in full-time and correspondence conferences, seminars, webinars, competitions - Mercibo, VseWebinars, SC Sphere, Prodlenka.	During a year
	Participation in the work of RMO speech therapists	According to the RMO plan
	Availability, maintenance, updating of a personal website	Constantly
	Classes on-line elective "Hand in hand" for children with disabilities in the system of E-education in the Republic of Tatarstan	Constantly
	Creative cooperation with teachers of preschool educational institutions, elementary school, other social institutions that accompany the development of the child on the topic.	During a year

Methodical work.

Replenishment of the methodological piggy bank, generalization and dissemination of practical experience on the topic.

3. The study of special literature.

In a preschool educational institution, for conducting individual and subgroup classes, a speech therapist teacher is allocated an office that must meet certain sanitary and hygienic requirements. The office is equipped and designed in accordance with the recommendations set forth in the regulatory documents.

In order to systematize and take into account teaching aids, literature, a speech therapist draws up a passport for a speech therapy room (a passport is issued regardless of whether the speech therapist has a separate room, or occupies part of a group room, or part of any other room).

The passport, which is a notebook (album, magazine), lists all the equipment in the office, visual materials, educational and methodological aids, games, teaching aids, educational literature, etc. Instead of a speech therapy room passport, it is possible to draw up a file cabinet.

Scheme of the passport of a speech therapy room

The need for continuous improvement of professional skills of teachers of special educational institutions is due to the modernization of correctional education, the improvement of scientific and practical approaches to the diagnosis and correction of various forms of speech disorders.

Self-education, being one of the main means of improving professional skills, allows you to solve a number of problems and difficulties that a speech therapist has in the course of correctional and pedagogical activities.

Choosing a topic for self-education is a crucial moment. The discrepancy between the topic of individual self-education of a speech therapist and objectively existing personal professional needs does not bring the desired result. Therefore, a speech therapist is recommended to choose the main (cross-cutting) topic for self-educational activity, which will allow solving problems and overcoming the difficulties that arose at a certain stage of correctional and pedagogical work.

The study of the chosen topic involves the preparation of a plan, one of the options for which is given below.

Self-education plan for a speech therapist

Full name _ on 2()0_/00_ account. year

Theme "Dysarthria: erased or minimal forms of its manifestation"

Rationale for the chosen topic

Currently, many speech disorders in preschool children are complicated by mild (“erased”) forms of dysarthria.

Erased dysarthria is a speech disorder of central origin, characterized by combinatory multiple disturbances in the process of motor implementation of speech activity (articulation, diction, voice, facial expressions, melodic-intonational side of speech). The leading link in the structure of the speech defect is persistent phonetic disorders due to insufficient innervation of certain groups of muscles of the articulatory apparatus. The unformed sound pronunciation negatively affects the formation of other aspects of speech. The state of non-speech functions and a number of mental processes in these children is also characterized by qualitative originality.

The number of children with erased dysarthria tends to increase significantly, since it is rather difficult to treat with speech therapy, and often has residual effects. Therefore, the problem of early prevention and complex (medical, psychological, speech therapy) correction of this form of dysarthria seems to me very relevant today.

Plan for studying the topic.

The problem of studying the erased form of dysarthria in children in the works of domestic scientists.

Clinical and physiological aspects of this form of dysarthria.

Examination of children with an erased form of dysarthria. Issues of differential diagnosis.

A systematic approach to the correction of this speech pathology (medical, psychological, pedagogical, speech therapy impact).

Selection and approbation of the most effective methods and techniques of corrective and speech therapy impact on the elimination of erased dysarthria.

List of literature for self-study

Arkhipova E.F. Erased dysarthria in children. M., 2006.

Wiesel T.G. Anomalies of speech development of the child. M., 1995.

Volkova GL. Methods of psychological and logopedic examination of children with speech disorders. Issues of differential diagnosis. SPb., 2005.

Gurovets G.V., Maevskaya SI. On the issue of diagnosing erased forms of pseudobulbar dysarthria / Problems of speech therapy. M., 1978.

speech therapy. Proc. allowance / Ed. L.S. Volkova. M., 1989.

Paramonova L.G. speech therapy for everyone. SPb., 1997.

Povalyaeva ML. Handbook of a speech therapist. Rostov n/a, 2002.

Innovative and professional activities upon completion of the study of the topic

Prepare a message for educators and specialists of preschool educational institutions, parents on the problem "Modern approaches to the prevention and correction of the erased form of dysarthria in children."

To systematize the material, modify and test games, exercises for the development of the prosodic side of speech in a child with an erased form of dysarthria.

Issue a manual on differential diagnosis "Differences between functional dyslalia and erased dysarthria."

The influence of professional skills on the results of corrective work with children

Comparative analysis of quantitative and qualitative indicators of the results of correctional work for 2-3 years.