Documentation of the teacher-speech therapist of a comprehensive school

The list of necessary documentation for a speech therapist

Maintaining the necessary documentation is an integral part of the work of a speech therapist. This is what often causes a lot of questions for beginners in their activities.

According to the current Regulations on a speech therapy center at a general educational institution, 4 documents are mandatory, constitute financial statements and are not subject to abolition, these are:

List of students with speech disorders;

» register of attendance at speech therapy classes;

Schedule of speech therapy classes;

Speech cards of students enrolled in speech therapy classes.

There are other types of documentation that reflect the areas of work of a speech therapist teacher, these are:

Journal of examination of oral and written speech;

Annual plan of educational and methodical work;

Forward and lesson planning corrective work;

Reporting documentation;

Passport of a speech therapy room.

Document retention periods

As noted above, the mandatory documentation constituting the financial statements must be kept at the speech therapy center for a certain time. So, for example, a register of attendance at speech therapy classes; speech cards of students enrolled in speech therapy classes, with accompanying notebooks for verification work; annual reports on the work done should be kept until the full release of all students listed in these documents from the speech therapy center, that is, 3 years.

It is advisable to store the journal of examination of the oral and written speech of students and the list of students with speech disorders in the speech therapy center until the release of all students entered in the journal and the list of students from the school, that is, 10 years. This is due to the fact that these documents contain information about all students examined and identified by a speech therapist teacher, indicating the measures taken against them and the results of corrective work.

The passport of the speech therapy room is and is stored in the office permanently.

There are no strict retention periods for other types of documentation.

Preparation and maintenance of documentation in the speech therapy center

Each speech pathologist begins his work with an examination and enters the results of this examination in a journal. In section 2, we proposed approved forms for maintaining survey documentation:

Journal of examination of oral and written speech;

List of students with speech disorders;

Speech cards of students enrolled in speech therapy classes.

As noted above, in the process of correctional work, the speech therapist also maintains other documentation.

Register of attendance at speech therapy classes. Information about students enrolled in speech therapy classes is reflected in the attendance register, which contains the list of each group and the schedule of classes, reflects the topics of classes in each group. For the attendance record, you can use a normal classroom journal or a classroom journal. extracurricular activities. The title page should contain information about the educational institution, its location and the academic period for which the journal is started. For example:

Register of attendance at speech therapy classes

in a speech therapy center at the MOU secondary school No. ___

200__-200__ academic year

In the "Information about students" section, the speech therapist places a list of students enrolled in classes in the current academic year, indicating the class, date of enrollment, the result of correctional work ("released", "left to continue correctional work", "released"). If the speech therapy center serves several schools in the area, the number of the school that the child attends is indicated.

Four pages are allotted for each completed group, three pages for a subgroup and an individual student studying individually. On the left side of the page, the group number and speech therapy conclusion are indicated, you can also indicate what period this group is engaged in (the first (second) year of study). When formulating the conclusion, the pedagogical classification of speech disorders is used. For example. Group No. 1: writing disorders caused by phonetic and phonemic underdevelopment of speech (first year of study).

On the right side of the page, the schedule of classes for this group is indicated, for example: Monday, Wednesday, Friday - 10 ° ° -10 40 . Otherwise, the filling does not differ from filling out a regular class journal, where the names of the students are written on the left, in the top row - the dates of the classes according to the schedule, marks are made about the presence or absence of the student in the class (grades for speech therapy classes are not put in the attendance log), and the right part indicates the dates and topics of the classes corresponding to the plan of work with this group. On the pages reserved for subgroup and individual work, on the left side, instead of the name of the group, the disturbed groups of sounds that need to be worked on are indicated, the rest is filled in the same way.

The attendance record is completed at the beginning of each class. The presence of a student is marked with a dot, the absence is marked with the letter "n".

In the case of repeated absences by the child of classes for an unknown reason, the speech therapist informs the class teacher and the student's parents.

At the end of the journal, a place is allocated to record the work of a speech therapist during the survey period and during the period school holidays, as well as for coverage of advisory and educational work.

Accounting for the work of a speech therapist during the survey period

		Type of work
		Examination of the oral speech of students in grades 1 "a", 1 "c". Entering the data obtained into the journal of examination of oral and written speech. Preparing to share survey results with teachers and parents
		Examination of newly arrived students of the 3rd grade, processing and registration of the results of the examination

Accounting for the work of a speech therapist during school holidays

		Type of work
		Preparation of a message for the methodological association of teachers-speech therapists of the city on the topic: "Requirements for conducting speech therapy classes"
		Systematization of material for the development of skills in language analysis and synthesis. Analysis of the written work of students in grades 2 "b", 2 "d". Making additions to the journal of examination of oral and written speech

Accounting for advisory and educational work.

Tuesday - 15°°-16 00 Thursday - 9°°-10 00

Annual plan of educational and methodical work

The whole complex of educational and methodological activities is reflected by the speech therapist teacher in the annual plan of educational and methodological work, which is drawn up before the beginning of the year for which it is scheduled. The annual plan is approved by the head of the educational institution. As an example, we give the annual plan of the teacher-speech therapist in Novorossiysk M.M. Amanatova.

APPROVE

Director MOUSOSH No.

"____" __________200__

Annual plan

educational and methodological work of a speech therapist teacher

MOU SOSH No. ____

for 200 -200 academic year

	Job Title	Deadlines	Note
	Chapter 1. Organizational work
	Examination of the speech of primary school students in order to identify children in need of speech therapy assistance
	Familiarization of primary school teachers with the results of the survey
	Identification of students in need of psychiatric consultation and IPC	During the school year
	In-depth examination of the oral and written speech of students	During the school year	Individually as needed
	Analysis of medical records of first grade students and newly arrived students	During September
	Acquisition of groups of students, ; taking into account the homogeneity of the structure of the speech defect
	Section 2. Working with documentation
	Making a journal of examination of oral and written speech		As the examination progresses
	Filling in the speech cards of students enrolled in speech therapy classes	During the school year	During the hours of advisory and methodological work
	Drawing up and approval of the schedule of speech therapy classes
	Compile a list of students in need of speech therapy assistance
	Registration of information on the number of students with impaired oral and written speech		At the request of the administration
	Drawing up calendar-thematic plans for speech therapy classes with each group
	Registration and filling out the register of attendance at speech therapy classes		As the lessons progress
	Drawing up an annual report on the work done
	Section 3. Correctional and developmental work
	To enroll in speech therapy classes, first of all, students with complex speech defects that prevent successful assimilation school curriculum		As places become available in the group, students can be enrolled during the school year
	Carry out corrective work taking into account the school's working hours	During the school year
	Conduct group and subgroup classes outside of school hours at least 2-3 times a week, according to the approved schedule	During the school year

	Carry out individual lessons with children with complex speech defects 2-3 times a week		During the school year	As required
	To develop interest in classes, use speech games, visual aids, handouts in the work		During the school year
	To study the individual characteristics of students, to show an individual approach to overcoming speech disorders		During the school year
Section 4. Relationship in work with primary school teachers and other specialists
	Familiarization of primary school teachers With diagnostic results
	Involving the administration and class teachers in monitoring the attendance of speech therapy classes		During a year
			During a year	On request
	Mutual attendance of classes		According to the plan of the institution
	Participation in pedagogical councils		According to the plan of the institution
	Participation in the work of the PMPK		During a year	On request
	Cooperation with educational psychologists		During a year
	Collaboration with school medical staff		During a year
	Participation in the work of the methodological association of primary school teachers		During a year	According to the plan of the institution
	Participation in the work of the methodological association of teachers-speech therapists of the city		During a year	According to the GOUNO plan
Section 5 Promotion of Special Knowledge
		Report for a speech at the methodological association of primary school teachers on the topic: “Specific writing errors due to the unformedness of phonemic processes”		According to the plan of the institution
			During a year	As you apply
		Counseling parents on specific issues	During a year	As you apply
		Participation in class and school-wide parent-teacher meetings	During a year	At the request of the administration
		Section 6. Self-education and advanced training
		Studying novelties of special literature	During a year
		Visiting seminars and methodological associations of teachers-speech therapists of the city	During a year
		Studying the experience of speech therapists of the city, mutual visits and analysis of classes	During the holidays during the year
		Preparation for certification	During a year
		Section 7. Equipment of a speech therapy room
		Systematize the material on the correction of optical dysgraphia	During a year
		Update syllable tables	During a year
		Prepare material for the development of coherent speech	During a year
		Make material for working with elements of letters	During a year

Teacher speech therapist:_____________________

Reporting documentation of a speech therapist

At the end of each academic year, from May 16 to May 31, a speech therapist sums up the correctional and methodological work carried out for the entire academic year and draws up digital and analytical reports.

The Model Regulation on the speech therapy center of an educational institution proposes the following form of a digital report.

Report on the number of students,

those with developmental disabilities

and writing and learning outcomes

in a speech therapy center, in a general educational

institution ___________________________

for ______________ academic year

		Oral speech disorders						Writing disorders
		General underdevelopment of speech	Phonetic-phonemic underdevelopment of speech	Phonemic underdevelopment of speech	Phonetic underdevelopment of speech	Stuttering	Reading and writing disorders due to OHP		Reading and writing disorders caused by FFN	Reading and writing disorders due to phonemic underdevelopment of speech
Students identified
Enrolled in a speech therapy center
Discharged from the speech therapy center
Left in speech therapy center

Teacher speech therapist:

Director: ______

A textual analytical report is attached to the digital report, which sets out the content of all educational and methodological work performed during the academic year and an analysis of correctional work with students, indicating positive and negative results. The report is drawn up in triplicate, certified by the head of the educational institution, after which one copy is provided to the city's senior speech therapist who coordinates the work of school speech therapy services, the second copy is provided to the school administration and the third remains at the speech therapy center.

Methodological association of teachers-speech therapists and defectologists of preschool educational institutions

PACKAGE OF DOCUMENTS

speech therapist preschool educational institution

SCROLL

legal documents .

"Preschool education in Russia in documents and materials". Collection of current normative-legal documents and program-methodical materials. Ministry of Education of the Russian Federation, Moscow, 2001

Letter of the Ministry of Education of Russia dated January 22, 1998 No. 20-58-07 in / 20-4 “On speech therapists and educational psychologists” ( about the length of the working day of a speech therapist) With. 137 - 140.

Occupancy standards for groups in preschool institutions, p. 220-221.

Federal Law "On Education" dated July 10, 1992 No. 3266 - 1.

Federal Law on Amendments and Additions to the Law of the Russian Federation "On Education" dated 13.01.96. No. 12 - FZ.

Requirements for the qualification of teaching staff of educational institutions when assigning qualification categories to them.

w/l "Bulletin of education» No. 10 - 1996

Convention on the Rights of the Child. w/l " Bulletin of Education» No. 10 - 1991

Russian Federal Law "On Basic Guarantees of the Rights of the Child in the Russian Federation". w/l « Bulletin of Education» 1999

"The rights of the child in the Russian Federation regarding the UN Convention on the Rights of the Child". w/l " Bulletin of Education"No. 16 - 2000

Job Responsibilities of a Speech Therapist.

Programmatically-methodological support for the activities of a speech therapist teacher of a preschool educational institution.

Act of the PMPK meeting.

List of children of the group.

Cyclogram of the activities of a speech therapist teacher.

regulated activity.

Lists of children by subgroups.

Annual plan of organizational and methodological work.

Prospective plan of corrective work.

Calendar plans indicating the source of the abstract and an explanatory note if the number of classes is reduced.

Report on the work done (digital and text).

Children's speech cards.

Children's individual notebooks.

The priority direction of activity of the teacher-speech therapist of the preschool educational institution.

1 page: Business card:

Education

Work experience

2 page: Selected topic.

3 page: Relevance of the chosen topic.

4 - Perspective and individual plans for the direction; several abstracts of classes on the chosen topic; consultations.

Diagnostic examination.

List of speech techniques (picture material).

Diagnostic notebook.

An approximate plan for writing a report of a speech therapist

List of children with an indication of the speech therapy conclusion at the time of admission to the group and graduation from it;

Quantitative and qualitative analysis and evaluation of the effectiveness of implemented individual and subgroup correctional programs;

Information about the replenishment of the equipment of the speech therapy room;

Information about the professional development of a speech therapist during the academic year.

An approximate scheme for conducting an individual speech therapy lesson:

Exercises for the formation and development of articulatory motor skills:

jaw exercises;

lip exercises;

language exercises;

mimic exercises.

Exercises for the development of fine motor skills of the fingers:

finger gymnastics;

massage and self-massage of hands and fingers;

Exercises for the development of auditory attention, memory, imagination;

Exercises for the development of phonemic perception, skills sound analysis and synthesis;

Corrective work on sound pronunciation:

sound setting;

automation of the delivered sound (in syllables, words, sentences);

differentiation of sounds (delivered and mixed);

automation of sounds in spontaneous speech using lexical and grammatical exercises;

exercises for the development of coherent speech (dialogues, games, retelling ...)

The list of necessary documentation for a speech therapist working at a preschool speech center:

Journal of primary examination of speech and consultations of children.

List of children enrolled in individual speech therapy classes.

Register of children awaiting enrollment in individual speech therapy classes.

List of children in need special conditions education and training.

Journal of expulsion of children from individual speech therapy classes.

Journal of dynamic observation.

Perspective and calendar plans for individual and subgroup correctional speech classes with children.

Annual plan of consultative and methodological work with the pedagogical team of the preschool educational institution and parents.

Progress report for the past academic year.

A speech card for each enrolled child.

Journal of primary examination of speech and consultations of children

P/ P	Date of examination	Surname, name of the child	The state of the articulatory apparatus		State of speech
			Structure	Mobility	Sound pronunciation	Background- matic perception	Vocabulary stock	Grammatical speech structure	Prosody	Primary speech therapy conclusion. recommendations

List of children enrolled in individual speech therapy classes

for _________ academic year

Register of children awaiting enrollment in individual speech therapy classes

for _________ academic year

List of children in need of special conditions for education and training

Journal of expulsion of children from individual speech therapy classes

_________ academic year

Dynamic Surveillance Log

Algorithm for writing an annual plan for the organizational, methodological and correctional and developmental work of a speech therapist teacher in a preschool educational institution.

Main directions		Timing
IWork with kids diagnostic direction Correction-developing direction	Psychological-pedagogical and speech therapy examination of children in order to accurately establish the causes, structure and severity of deviations in their speech development (detection of the level of actual speech development - for children of preparatory groups/previously engaged in speech therapy), subgroups An objective speech therapy conclusion and drawing up group, subgroup and individual plans for correctional and developmental work for the academic year, drawing up a cyclogram of activities. Individual speech therapy examination and counseling Psychological-pedagogical and speech therapy monitoring (revealing the dynamics in the correctional and educational process of each and every one of the pupils of the speech group/engaged in the speech center); reflection of its results in speech cards, if necessary, adjustment of plans for individual and subgroup work with children. Examination of children of mass groups in order to identify speech pathology (complete set speech therapy groups/ enrollment in logopoint). Conducting frontal (subgroup) speech therapy classes on the formation of lexical and grammatical categories and coherent speech; on the formation of correct pronunciation, on the correction of stuttering, preparation for learning to read and write.	III week September During the year, at the request of teachers, parents January-February, May- for children of average, senior groups. February March
IIWork with teachers	Critical analysis of the results of the survey, partial analysis of the results of psychological, pedagogical and speech therapy impact. (PMPk)	planned PMPk DOW
	Planning of corrective and educational work, taking into account the results of the survey.
advisory direction	Advice for educators: Seminars: Workshops
	Observation of classes, games, regime processes in groups with their subsequent analysis.
	Participation in the organization of city methodical associations: Qualitative assessment of the results of the speech therapy intervention (PMPK), determination of general and speech readiness for systematic training in school conditions. Analysis of the psychological, pedagogical and speech therapy impact on preschoolers throughout the school year, assessment of the quality of correctional and pedagogical activities of all specialists working with children of the speech therapy group, preparation of recommendations for primary school teachers on working with children of graduate groups who need special learning conditions (final teachers' council).
IIIWork with parents	Counseling parents of adaptation groups Parent survey Individual counseling (analysis of the results of a psychological and pedagogical examination) Conducting consultations at parent meetings: Holding individual lessons in sound pronunciation, frontal classes: "Open Day" "Speech therapy corners" on the topic: Information stands: Thematic book exhibitions Folders-sliders	During the hours of consultations for parents on the activity schedule during the school year during the school year
IVWork on advanced training	Study of novelties of methodical literature. Participation in conducting methodical associations. Passing refresher courses. Certification for the qualification category. Development of new teaching aids. Creation of a subject-developing environment in a speech therapy room / group.

The results and timing of corrective speech work depend not only on highly professional, but also on general pedagogical, organizational skills of a speech therapist. In this context, the issue of rational documentation is especially important, which reflects, on the one hand, the milestone and current tasks and the content of all activities of a speech therapist, and on the other hand, the level of his vocational training.

Main reporting documents speech pathologists are:

• - speech cards and programs of individual correctional work with pupils for the academic year;
• - work plan of a speech therapist for the academic year;
• - calendar plan of group (subgroup) speech therapy classes;
• - individual notebooks (speech therapy diaries) of children;
• - a notebook for attendance at speech therapy classes;
• - a journal of working contacts of a speech therapist and educators of a speech therapy group;
• - report on the results of corrective work for the academic year.

Practice provides variety of design approaches listed documents. Some of them can be presented in a free and convenient form for use by a specific specialist. For example, plans for individual speech therapy sessions are often included in a student's speech therapy diary (notebook). The journal of working contacts of a speech therapist and educators can also be designed in different ways. Plans for consultative and methodological work with the teaching staff of the preschool educational institution and parents for the academic year and for self-education can be presented both independently and included in the work plan of the speech therapist for the academic year.

Other documents are subject to unified requirements, enshrined in special (correctional) educational programs for children with speech disorders and methodological recommendations. First of all, this applies to individual speech cards. Currently, attempts are being made to differentiate them in accordance with the age and structure of the speech defect of children, so they differ in the degree of development and detail of diagnostic procedures. Hence their different names - a card for a comprehensive examination of a child, a card for a speech therapy and psychological and pedagogical examination, an individual card for the development of a child with speech impairment, etc. However, with all the variety of names and forms of maps, there are certain positions (sections) that remain unchanged (Table 10).

The positive trend of constant improvement of speech cards by speech therapists leads to interesting forms of systematization and generalization of diagnostic data with their help.

The structure of an individual speech map

Introduction	Last name, first name of the child, date of birth, date of enrollment in the group, etc.
Family information	Full name of the parents, home address, telephone number, living conditions and upbringing of the child in the family, etc.
Child's health status	Conclusion of the PMPK (PMPK), data from the examination of the child by a neuropathologist, ophthalmologist, audiologist, orthopedist and other specialists
Characteristics of speech development	Data on early speech development; the current state of the phonetic-phonemic and lexical-grammatical aspects of speech
Characteristics of the cognitive and emotional-volitional sphere	Information about the features of perception, attention, memory, thinking, imagination; peculiarities of behavior and emotional response to various situations, etc.
Characteristics of the motor sphere	Data on the development of general voluntary motor skills, mimic and articulatory muscles, fine differentiated movements of the fingers and hands
Logopedic conclusion
The program of individual correctional work

only at the beginning of the school year, but also during the entire time the child is in the speech therapy group. So, Yu.F. Garku-sha offers such a form of "Individual map of the development of a child with speech impairment", the information from which allows each adult involved in the upbringing and education of the child to get a holistic view of the dynamics of his development, to coordinate and, if necessary, correct the necessary psychological and pedagogical influences in the process of helping the child and his family. The frequency of entering data into the “Individual Development Card of the Child” (2-3 times a year) can be agreed upon by the specialists participating in the correctional process and depends on many factors (features of the psychophysiological development of the child, the severity of deviations in his development, the forecast regarding the required period of their correction or compensation, etc.).

Individual development map of a child with speech impairment

Last name, first name__

Date of Birth_

At what age does she attend kindergarten?_

Where was he brought up before entering a special group?

Family info_

Features of perinatal development_

Features of the development of a child at an early age_

Expert opinions

I. Psychophysical development 1. Physical development

2. Cognitive sphere

II. Characteristics of the conditions of education

III. The formation of the personality and individuality of the child, his social development

1. Features of individual and personal development

2. Features of communication

3. Development of different types of activities

4. Features of the child's learning ability, a brief description of his zone of proximal development

IV. Individual program of correctional and developmental work (the date of entry by each specialist is indicated)

Filling in an individual development map of a child with speech disorders makes it possible to formulate a conclusion about the level of speech and general development of the child, and a generalization of diagnostic data obtained by various specialists gives grounds to outline individual program of complex correctional work long term (academic year). This program includes, as a rule, several sections (Table 11), the representation of which is determined by the child's age, structure, and severity of speech defects and other developmental abnormalities.

Structure and content speech therapist work plan for the academic year(Table 12) is determined by a special (correctional) educational program(for children with phonetic-phonemic, general underdevelopment of speech or stuttering) and is specified on the basis of generalization and analysis of individual correctional programs. Often such a plan reflects not only the diagnostic, corrective and preventive aspects of the activities of a speech therapist, but also organizational and methodological:

Conducting consultations, lectures, seminars, open classes for group educators, other preschool specialists; participation in the work of the pedagogical council;

Exemplary individual program of complex correctional work

	Direction (type) of corrective work
	Strengthening physical health	Coordination of medical procedures with a pediatrician, ophthalmologist, otorhinolaryngologist, exercise therapy doctor
	Statement of the neuropsychic state, strengthening of the nervous system	Referral for a consultation with a neurologist, psychiatrist, psychotherapist; coordination of medical procedures and other types of assistance
	Normalization dentition	Referral for a consultation with a dentist-therapist, dentist-surgeon, orthodontist; coordination of medical procedures and other types of assistance
	Development of common arbitrary movements	Improving the static and dynamic organization of movements, the speed and smoothness of switching from one movement to another
	Development of fine differentiated movements of the hand and fingers
	Formation of the psychological base of speech	Development of cognitive mental processes: attention, perception and memory of different modality, thinking, imagination
	The development of the speech apparatus	Improving the static and dynamic organization of movements of the articulatory, respiratory and vocal sections of the speech apparatus, coordinating their work
	The development of facial muscles	Normalization of muscle tone, the formation of expressive facial expressions
	Formation of the correct sound pronunciation	Staging, automation of sounds, their differentiation (indicate specific sounds / groups of sounds)
	Development of phonemic processes	Learning to recognize, distinguish, highlight sounds, syllables in speech; determining the place, number and sequence of sounds and syllables in a word

	Formation of the syllabic structure of the word	Training in pronunciation and analysis of words of various syllabic structures
	Development and improvement of the lexical and grammatical side of speech	Formation of the ability to understand sentences, logical and grammatical constructions of varying degrees of complexity; clarification, expansion and consolidation of the dictionary on the topics "Seasons", "Transport", etc.; activation of the use of prepositional constructions, word-formation skills, inflection, making sentences and stories
	Preparing for literacy	Formation of the ability to establish a connection between a sound and a letter, the skills of sound-letter analysis, continuous reading with an understanding of the meaning of what is read
	Individual assistance to the child outside of speech therapy classes	Normalization of the general and speech mode in the group kindergarten, family; carrying out individual work by the educator and parents on the instructions of the speech therapist; implementation of the correctional component of the activities of the entire teaching staff of the preschool educational institution

• - participation in parent meetings, organization of seminars, open classes and individual consultations for parents of pupils of a speech therapy group and other groups of preschool educational institutions;
• - participation in the work of the district methodological association, studying the experience of colleagues, summarizing and analyzing their own experience;
• - activities to improve professional qualifications: self-education, participation in thematic seminars, conferences, etc.

Cyclogram of the activities of a speech therapist teacher during the school year

Events

Dates

Diagnostic, corrective and preventive work with children

Examination of the speech of preschool children to identify those who need the help of a speech therapist

Acquisition speech therapy

Participation in work

Examination of children of the speech therapy group, filling out speech cards

Drawing up a work plan for the academic year, a work schedule during the week

Conducting group, subgroup and individual speech therapy classes

Evaluation of the results of work during the year, organization of graduation of children

Methodical work with teachers

Consulting and provision practical help group educators

Participation in the work of the pedagogical council of the preschool educational institution

Participation in the work of the psychological, medical and pedagogical council of the preschool educational institution

Conducting open classes for specialists from preschool educational institutions, the city methodological association of speech therapists, etc.

Strengthening interaction with a speech therapist and teachers of a comprehensive school

Consultative work with parents

Participation in parent-teacher conferences

Parent survey

Work in the "School of parents of children with speech disorders"

Individual consultations, open classes for parents

Conducting a consultation on the topic "Prevention of speech disorders in children of younger preschool age» at a meeting of the club «Young family»

Organizational work and advanced training

Participation in the work of the city methodological association of speech therapists, seminars, scientific and practical conferences, etc.

Work on the topic of self-education "Features of the formation of the syllabic structure of the word in children"

Schedule of group (subgroup) speech therapy classes- obligatory document; it indicates the topic and purpose of the lesson, equipment, approximate progress of work. The group educator is usually present at the speech therapist's classes, except when he himself conducts a subgroup lesson at this time in accordance with his plan. His main task is to record the achievements of children and the mistakes made, in order to analyze them later with a speech therapist.

The calendar plan for individual speech therapy classes is often included in individual notebooks (speech therapy diaries) of pupils. The speech therapist writes down the date and approximate content of the lesson, as well as the speech material that was worked out on it and must be fixed by the educators during the correctional hour in the preschool educational institution and the parents in the family. Illustrative material can also be placed here: the drawings are made or pasted by the child on their own or together with a speech therapist, parents, educators.

Notebook for attendance at speech therapy classes is drawn up, as a rule, in the form of a table, in the columns of which a list of children and dates of speech therapy classes are presented. With the help of symbols (for example, +, -, “b”, etc.), the speech therapist notes which of the children was present at the classes, and if absent, then for what reason. These data are necessary for an objective assessment of the results and timing of corrective work.

Journal of working contacts of a speech therapist and educators contains information that allows the teachers of the group to conduct daily, on the instructions of the speech therapist, individual or subgroup correctional and developmental work with children in the evening. The form of keeping such a journal is quite free, but it must be reflected in it:

• - the date of the correctional lesson by the educator;
• - the names of the children with whom he worked;
• - the proposed speech and educational-game material (articulation exercises, syllables, words, sentences and verses for automating and differentiating sounds, working out the syllabic structure of a word, lexical and grammatical games and exercises, pictures for compiling stories and texts for retelling, entertaining games and exercises for the development of school-significant functions and the correction of their shortcomings, etc.);
• - a brief report on the results of the work (achievements and mistakes of children must be discussed with a speech therapist).

Report on the results of corrective work for the academic year allows you to evaluate the effectiveness of the work done. It is submitted to the educational authorities, the senior speech therapist of the district (city) and the administration of the preschool educational institution and contains the following data:

• 1) picking date;
• 2) the number of children admitted to the group, indicating the speech therapy conclusion of each;
• 3) the number of released children, of which:
  • a) good speech
  • b) with a significant improvement,
  • c) no significant improvement;
• 4) recommended to send:
  • a) to a public school,
  • b) a special (correctional) school of type V,
  • c) a special (correctional) school of the VIII type,
  • d) a group of general developmental orientation;
• 5) the number of children left for the second course, indicating speech therapy conclusions for each;
• 6) the number of children who dropped out for various reasons during the school year;
• 7) implementation of activities included in the plan of advisory and methodological work.

Ekaterina Kharlamova
Documentation of a preschool speech therapist educational institution

« Documentation of a speech therapist teacher of a preschool educational institution»

1. Regulatory the documents(job descriptions, regulations on the speech therapy center, safety instructions speech pathologist);

2. Work schedule speech pathologist, approved by the head;

3. Schedule of classes speech pathologist;

4. List of children enrolled in classes, approved by order for kindergarten;

5. A speech card for each child taken to classes, indicating the date of entry and end of classes, with a work plan for correcting identified speech disorders, progress results once every six months;

6. A schedule of classes with children at the logopoint, approved by the head;

7. Journal of the examination of the speech of children (from 3 to 7 years old, attending preschool;

8. Journal of registration of all children in need of speech therapy assistance;

9. Register of attendance at speech therapy classes for children;

10. Perspective work plan for the year;

11. Calendar plan for individual lessons with children;

12. Individual notebooks for classes with children;

13. Register of consultations with parents;

14. Journal of registration of consultations with teachers;

15. Relationship notebook teachers- speech therapist and educator;

16. Copies of reports on the effectiveness of corrective work for the academic year (for the last 3 years);

17. Materials for working with educators, specialists, parents (consultation seminars aimed at preventing speech disorders in children);

18. Cabinet passport.

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ON THE ORGANIZATION OF THE WORK OF A SPEECH THERAPY POINT OF A GENERAL EDUCATIONAL INSTITUTION:

Letter of the Ministry of Education of the Russian Federation dated December 14, 2000 No. 2 // Bulletin of Education, 2001 No. 2

This instructional letter defines the procedure for organizing the activities of a speech therapy center as a structural unit of a state, municipal educational institution.

A speech therapy center is being created in a general educational institution in order to assist students who have impairments in the development of oral and written speech (of a primary nature) in mastering general educational programs (especially in their native language).

The main tasks of the speech therapy center are:

A) correction of violations in the development of oral and written speech of students;

B) timely prevention and overcoming of difficulties in the development of general educational programs by students;

C) clarification of special knowledge in speech therapy among teachers, parents (legal representatives) of students.

A speech therapy center is created in a general educational institution located in an urban area, in the presence of five to ten classes of the first stage of primary general education andthree to eight grades of the first stage of primary general education in a general education institution located in a rural area.

The speech therapy center enrolls students of a general education institution who have impairments in the development of oral and written speech in their native language (general underdevelopment of speech of varying severity; phonetic and phonemic underdevelopment of speech; phonemic underdevelopment of speech; stuttering; pronunciation shortcomings - a phonetic defect; speech defects; structure and mobility of the organs of the speech apparatus (dysarthria, rhinolalia); reading and writing disorders due to general, phonetic-phonemic, phonemic underdevelopment of speech).

First of all, students with impairments in the development of oral and written speech that prevent their successful development of general educational programs (children with general phonetic-phonemic and phonemic underdevelopment of speech) are enrolled in the speech therapy center.

Enrollment in a speech therapy center is carried out on the basis of a speech examination of students, which is carried out from September 1 to 15 and from May 15 to 30. Examined students with impairments in the development of oral and written speech are registered according to the form in accordance with Appendix 1. Students from among the examined and registered students are enrolled in the speech therapy center throughout the entire academic year.

The maximum occupancy of the speech therapy center of the city educational institution is not more than 25 people,rural educational institution - no more than 20 people.

For each student enrolled in a speech therapy center, a speech therapist fills out a speech card according to the form in accordance with Appendix 2.

The release of students from the speech therapy center is carried out during the entire academic year after the elimination of their violations in the development of oral and written speech.

Classes with students are conducted both individually and in a group. The main form is group lessons. The maximum occupancy of groups is set depending on the nature of the violation in the development of oral and written speech of the student and the location of the educational institution (Appendix 3).

Classes with students in a speech therapy center, as a rule, are held after school hours, taking into account the working hours of a general educational institution.

Pronunciation correction for first grade students with phonetic defects that do not affect academic performance, as an exception, can be carried out during lessons (except for Russian language and mathematics lessons).

The frequency of group and individual lessons is determined by the severity of speech development disorders. Group classes are held:

With students who have a general underdevelopment of speech;

Reading and writing disorders due to general underdevelopment of speech - at least three times a week;

With students who have phonetic-phonemic or phonemic underdevelopment of speech; violations of reading and writing due to phonetic-phonemic or phonemic underdevelopment of speech - at least two to three times a week;

With students with a phonetic defect - at least once or twice a week;

With stuttering students - at least three times a week.

Individual classes are held at least three times a week with students who have a general speech underdevelopment of the second level according to R.E. Levina, speech defects caused by a violation of the structure and mobility of the organs of the speech apparatus (dysarthria, rhinolalia). As these students develop pronunciation skills, classes are held with them in a group. At the same time, classes with these students cannot be held in the same group with stuttering students and students with shortcomings in the pronunciation of individual sounds.

The duration of the group lesson is 40 minutes, the duration of the individual lesson is 20 minutes.

The topics of group and individual lessons with students and their attendance records are reflected in the journal of optional and speech therapy classes.

If it is necessary to clarify the diagnosis, students with speech disorders with the consent of their parents (legal representatives) are sent by a speech therapist teacher to the appropriate medical institution for examination by specialist doctors (neurologist, child psychiatrist, otolaryngologist, ophthalmologist, etc.) or to a psychological and medical institution. pedagogical commission.

Responsibility for the obligatory attendance by students of classes at a speech therapy center is borne by a speech therapist teacher, a class teacher and the head of a general education institution.

A speech therapist provides advisory assistance to teachers of a general education institution and parents (legal representatives) of students in determining the causes of poor progress and gives recommendations on how to overcome them. The speech therapist teacher is responsible for organizing and timely identifying students with primary speech pathology and for completing groups. Teacher speech therapist:

a) conducts classes with students to correct various violations of oral and written speech. In the course of the classes, work is carried out to prevent and overcome poor progress in the native language, due to the primary speech disorder;

b) interacts with teachers on the issues of mastering general educational programs by students (especially in their native language);

c) maintains contact with preschool educational institutions, with special (correctional) educational institutions for students, pupils with developmental disabilities, speech therapists and specialist doctors of children's clinics and psychological, medical and pedagogical commissions;

d) participates in the work of methodological associations of speech therapists;

e) submits to the head of the general educational institution an annual report on the number of students with impairments in the development of oral and written speech in the general educational institution and the results of training in the speech therapy center in accordance with the form (Appendix 4).

For a speech therapy center, an office is allocated with an area that meets sanitary and hygienic standards. The speech therapy center is provided with special equipment (Appendix 5).

Deputy Minister E.E. CHEPURNYKH

Appendix 1 LIST OF STUDENTS WITH DISTURBANCES IN THE DEVELOPMENT OF ORAL AND WRITTEN SPEECH

(filled in by a speech therapist teacher after examining students)

No. p / p

Surname, name of the student, date of birth

Class

Date of examination

Real performance in native language

Conclusion of a speech therapist

Notes

Appendix 2 VOICE CARD

(Other card options are possible, it is filled in for each student enrolled in a speech therapy center)

1. Last name, first name, age.

2. Class.

3. Home address, telephone.

4. Date of admission to the speech therapy center.

5. Progress in the native language (at the time of the survey).

6. Complaints of a teacher or parents (legal representatives).

7. Conclusion of a psychiatrist.

8. The state of hearing.

9. Data on the course of speech development. Anamnesis of general and speech development.

10. The state of the articulatory apparatus (structure and mobility).

11. general characteristics speech (recording of a conversation, independent connected statements):

a) vocabulary: vocabulary within everyday life, wider, etc .; What parts of speech do you prefer? errors in the use of words: substitutions in meaning and acoustic similarity (give examples);

b) grammatical structure: types of sentences used, the presence of agrammatisms (give examples);

c) pronunciation and distinction of sounds: pronunciation of sounds; absence, distortion, replacement and mixing of individual sounds; discrimination of oppositional sounds; reproduction of words with different sound-syllabic composition (give examples); pace and intelligibility.

12. The level of formation of the skills of analysis and synthesis of the sound composition of the word.

13. Writing: the presence and nature of specific errors (mixing and replacing consonants, agrammatisms, etc.) in the written work of students - dictations, presentations, essays performed by them during the initial examination and in the classroom at a speech therapy center (written work is attached to speech map).

14. Reading: the level of mastering the technique of reading (letter by letter, syllabic, words); reading errors; reading comprehension.

15. Manifestation of stuttering:

a) the alleged cause; the severity of stuttering; situations that aggravate its manifestation (answers at the blackboard);

b) the formation of language means (pronunciation, vocabulary, grammatical structure);

c) features of general and speech behavior (organization, sociability, isolation, impulsiveness);

d) adaptation to the conditions of communication.16. a brief description of the child according to the psychologist and teacher (organization, independence, stability of attention, working capacity, observation, attitude to the existing speech disorder).

17. The conclusion of the teacher-speech therapist.18. The results of speech correction (marked in the map by the time the student is expelled from the speech therapy center).

Appendix 3

MAXIMUM CAPACITY OF GROUPS OF STUDENTS WITH DISTURBANCES IN THE DEVELOPMENT OF ORAL AND WRITTEN SPEECH

Groups of students

Maximum occupancy (persons)

A) a general educational institution located in the city

B) a general educational institution located in a rural area

with general speech underdevelopment (OHP)

a) up to 4

B) up to 3

with unsharply expressed general underdevelopment of speech (NVONR)

A) up to 5

B) up to 4

with phonemic-phonemic underdevelopment of speech (FFN) and phonemic underdevelopment of speech (FN)

a) up to 6

b) up to 5

with reading and writing deficiencies due to general underdevelopment of speech

a) up to 5

B) up to 4

with reading and writing deficiencies due to phonetic-phonemic (phonemic) underdevelopment of speech

a) up to 6

B) up to 5

Note. The minimum group size is 3 students.

Appendix 4 REPORT ON THE NUMBER OF STUDENTS WITH DISTURBANCES IN THE DEVELOPMENT OF ORAL AND WRITTEN SPEECH IN THE GENERAL EDUCATIONAL INSTITUTION AND THE RESULTS OF LEARNING IN THE SPEECH THERAPY POINT FOR ______ ACADEMIC YEAR

Classes	Oral speech disorders	Writing disorders	ONR	FFN	FN	Phonetic defect	stuttering	Dyslex, dysgr, conditioned ONR	Dyslex, dysgraph, conditional FFN
Students identified 1 class 2-4 grades
Enrolled in a speech therapy center 1 class 2-4 grades
Released 1 class 2-4 grades
Left 1 class 2-4 grade
dropped out 1 class 2-4 grade

1. Wall mirror for speech therapy classes

(50x100) 1 pc.

2. Mirror for individual work (9x12) 8 pcs.

3. Speech therapy probes, spatulas

4. Split alphabet (wall) 1 pc.

5. Cash registers for letters (individual) 8 pcs.

6. Teaching aids

7. Board games, toys, constructors

8. Washbasin 1 pc.

9. Chalkboard 1 pc.

10. Cabinets for manuals 2-3 pcs.

11. Stationery table 1 pc.

12. Chairs 5 pcs.

13. Set “desk - chair” 8 pcs.

14. watch 1 piece

15. Stopwatch 1pc

16. Metronome 1 pc.

17. Tape recorder 1 pc.

23. VCR pcs.

24. Computer pcs.

25. Floppy disks, disks

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Responsibilities of a speech pathologist

Speech therapist plus // ARTICLES // The legislative framework// Job responsibilities of a speech therapist

The teacher-speech therapist of the speech therapy center is obliged to perform the following job responsibilities.

1. In his professional activity the teacher-speech therapist strives to fulfill the tasks facing the educational institution (hereinafter referred to as the educational institution), and is guided by the Charter of the educational institution and its local regulations.
2. The teacher-speech therapist must be aware of the latest achievements in speech therapy, must apply modern, evidence-based methods.
3. A speech therapist must know and take into account the limits of his own competence. He should not take on tasks that are impossible with state of the art speech therapy science and practice and the level of his professional training, as well as tasks that are within the competence of specialists in other professions.
4. The teacher-speech therapist is obliged to provide the necessary and possible speech therapy assistance to the child in solving speech therapy problems, taking into account his personality and specific circumstances and guided by the principle of "do no harm", i.e. in a form that excludes harm to the health, welfare, honor and dignity of both the child himself and third parties.
5. The teacher-speech therapist is obliged to keep secret information about those who turned to him for help, as well as official and professional secrets.

When working at a speech therapy center at an educational institution, a speech therapist must:
- organize diagnostic examinations and timely identify students with speech pathology; identification of students for enrollment in a speech therapy center is carried out from September 1 to 15 and from May 15 to May 30 according to a schedule agreed with the heads of the educational institution;
- enroll students at a speech therapy center, complete groups;
- conduct classes with students to eliminate various speech disorders and help overcome the failure in the Russian language caused by them; classes with students are held according to the schedule during hours free from lessons;
- to carry out systematic communication with the deputy directors for educational work of supervised schools, class teachers and parents of students attending a speech therapy center;
- attend classes in order to develop a unified focus in the work of a speech therapist and teacher with students with speech impairments;
- to interact with teachers on the development of general educational programs by students (especially in the Russian language);
- inform pedagogical council schools about the tasks, content and results of the speech therapy center;
- at the end of classes, conduct a graduation (graduation lesson), which evaluates the progress of children who have received speech therapy assistance;
- to promote speech therapy knowledge among teachers and parents of students to prevent and correct violations of oral and written speech;
- participate (make presentations and reports) in meetings of methodological associations of teachers, in the work of pedagogical councils;
- visit and actively participate in methodological associations of teachers-speech therapists of educational institutions;
- know the content of the Russian language program, master the methods and techniques of teaching the Russian language, take them into account in their work, use didactic material in accordance with the topic of the program that is being studied in the lesson;
- regularly hold parent meetings and consultations;
- engage in classroom equipment and systematically equip the classroom with the necessary didactic material;
- maintain contact with preschool educational institutions, with special (correctional) educational institutions for students with developmental disabilities, speech therapists and specialist doctors of children's clinics and the psychological, medical and pedagogical commission;
- systematically improve their professional qualifications;
- comply with the rules and regulations of labor protection, safety and fire protection;
- ensure the protection of life and health of students during the educational process;
- immediately inform the administration of the educational institution about the accident that happened to the child in the premises of the speech therapy center;
- maintain documentation in the prescribed form;

main documentation:

1. List of students with speech impediments.

3. Register of attendance (group and individual) classes.
4. Voice map.
5. Annual methodological work plan of a speech therapist.
6. Long-term work plan.
7. Lesson work plans for each group.
8. Abstracts or detailed plans for speech therapy classes.
9. Workbooks and notebooks for testing. 10. Class schedule of groups, certified by the school principal or inspector district department education.
11. Passport of the speech therapy room, card file of equipment, educational and visual aids located in the speech therapy rooms.
12. Annual report on the work of a speech therapist;

At the end of the academic year, draw up a report on the work of the speech therapy center and submit it to the administration of the educational institution;
- draw up a schedule for the work of the speech therapy center by the beginning of the school year, coordinate it with the director of the school (where the speech therapy center is located) and approve it with the administration of the educational institution.

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Documentation and its maintenance

Speech therapist plus // ARTICLES // The legislative framework// Documentation and maintenance

To fix the correctional process that the speech therapist organizes and conducts at the speech therapy center, the following types of documentation are offered.
1. Register of attendance at speech therapy classes by students enrolled in a speech therapy center.
2. Journal of examination of oral and written speech.
3. Speech cards for each child.
4. Overall plan methodological work for the academic year.
5. Long-term work plan for the academic year.
6. Daily (lesson) work plans for each group of students.
7. Notes or detailed lesson plans.
8. Workbooks and notebooks for testing.
9. Notebooks-diaries for individual lessons on the correction of sound pronunciation (located with students).
10. Class schedule of groups, certified by the principal of the school or the inspector of the district department of education.
11. Passport of the speech therapy room, card file of equipment, educational and visual aids located in the speech therapy room.
12. Copies of reports on the work done during the academic year

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The work of a speech therapist during school holidays

Speech therapist plus // ARTICLES // The legislative framework// The work of a speech therapist during school holidays

The school holidays are always filled with various activities organized and conducted by teachers. Some students go on vacation to camps, rest homes, on excursions, so speech therapy classes are not held during this period. During the autumn holidays, a speech therapist conducts a study of the state of written speech of students in grades 2-4 on written work.

This allows you to identify dysgraphic children and control students who previously studied at a speech therapy center. If there are free places in the group with a violation of the letter, it is replenished with new students. During the winter holidays, a speech therapist examines the state of written speech of 1st grade students in copybooks and notebooks.

In addition, he replenishes the equipment of the speech therapy room with visual aids, study tables, posters, etc. necessary for work, visits the methodological room and colleagues to exchange work experience, conducts conversations and consultations for the parents of students studying at the speech therapy center.

A speech therapist checks the state of oral speech of children who will come to school in the fall, identifies children with speech disorders and makes an appropriate entry in medical records.

If there are other speech therapists in the school area (in preschool institutions or a children's clinic), then on spring break it is advisable to conduct a methodological association between speech therapists of school speech therapy centers and speech therapists preschool institutions to develop measures to implement continuity in the work of speech therapists in school and preschool medical institutions.

During the school holidays, a speech therapist, as necessary, consults students studying at a speech therapy center with specialist doctors (psycho-neurologist, neuropathologist, otolaryngologist). At the same time, it should be taken into account that consultation of a child with any medical specialist is possible only with the consent and in the presence of one of the parents or a person replacing them. If the parents give their consent to the consultation, but cannot be present during it, the speech therapist must have a written statement that the parents allow the speech therapist to show the child to a specialist doctor (with a mandatory indication of which specialist).

A speech therapist teacher can use vacation time to conduct speech therapy propaganda among parents and the population of the district.

The work of a speech therapist in June

June is the most convenient time to improve the professional level of speech therapists. Therefore, it is advisable for district (city) methodological offices and institutes for the improvement of teachers to organize monthly courses-seminars in June to exchange best practices. Similar workshops can be organized by senior speech therapists in their areas. Speech teachers can attend seminars organized in other areas.

If there are no speech therapy preschool institutions (or speech therapy groups in mass kindergartens) and a speech therapist in the district children's clinic in the school district, the speech therapist teacher can organize classes in June with those children who will go to school, but have sound pronunciation disorders and are attached to this speech pathology point. These classes are held either in the premises of the kindergarten at a time agreed with the head or educators of the groups, or in the premises of a speech therapy center.

A teacher-speech therapist can conduct similar classes for the correction of sound pronunciation with children already enrolled in the first grades of schools attached to a speech therapy center, who, when enrolled, had impaired sound pronunciation.
In addition, the admission of students to the first grade begins in April. A school speech therapist must necessarily take part in the acquisition of the first classes, identifying children with impaired speech development upon admission and referring them, if necessary, to a consultation with a specialist doctor (psychoneurologist, neuropathologist, otolaryngologist).

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Distribution of working hours of a speech therapist

Speech therapist plus // ARTICLES // The legislative framework// Distribution of working hours of a speech therapist

Examination of oral and written speech of students

The first two weeks of the academic year (from September 1 to September 15) are allotted for the full recruitment of groups and subgroups that will be engaged at the speech therapy center in the current academic year. The speech therapist conducts a survey of the oral speech of first-graders attached to the speech center, and the written speech of students in grades 2-4, clarifies the lists of groups that he preliminarily staffed in May of the previous academic year from among students of grades 2-4.

The examination of the oral speech of first-graders is carried out in two stages. During the first week of September, a speech therapist conducts a preliminary examination of the oral speech of all students admitted to the first grades, and identifies children with certain deviations in speech development. At the same time, he selects those students who need systematic remedial classes. This is done in the morning during class time.
Children in need of speech therapy classes are registered at the speech therapy point with a list

During the second week of September, the teacher-speech therapist conducts a secondary in-depth examination of the oral speech of those children whom he selected for classes at the speech center during the preliminary examination. A secondary in-depth examination of the oral speech of children is carried out in a speech therapy room during the second half of the day, i.e. after lessons. Regular classes at the speech therapy center are held from September 16 to May 15.

The last two weeks of May (from May 16 to May 31) are set aside for examining the oral and written speech of students in grades 1-3 in order to pre-complete groups with impaired writing and reading for the new academic year.
All organizational work speech pathologist, held from September 1 to 15 and from May 16 to 31, is recorded on the corresponding page of the Attendance Record.

Correctional and educational work

By September 15, the speech therapist completes the examination of the oral and written speech of the students, finally completes the groups, subgroups, determines the number of students for individual lessons and, based on this, draws up a class schedule and long-term plans for working with each group of students. The duration of a group lesson is 40 minutes, the duration of an individual lesson is 20 minutes (base: letter of instruction Ministry of Education of the Russian Federation of December 14, 2000 No. 2 "On the organization of the work of a speech therapy center of a general educational institution").

Breaks of 10-15 minutes are allowed between group lessons, 5-10 minutes between subgroup lessons. The speech therapist teacher can use this period of time to check the written work done by the students in the class, record and analyze the mistakes made, so that when planning the next lesson, provide for work to correct these errors, as well as for other work at their discretion: a speech therapist can conduct a group of children and separate them into classes or, conversely, gather a group of children (this may be necessary in the first months of working with first graders), prepare a board or lay out visual and handouts for the next lesson, etc.

The speech therapist determines the number of working hours per day depending on the working hours of the schools attached to the speech center (one- or two-shift), on the number of groups and subgroups, on the presence of a branch, etc.

Classes with students at the speech therapy center, as a rule, are held after school hours, taking into account the working hours of the educational institution. Pronunciation correction for first grade students with phonetic defects that do not affect academic performance, as an exception, can be carried out during lessons (except for Russian language and mathematics lessons) (reason: Letter of the Ministry of Education of the Russian Federation dated December 14, 2000 No. 2 “On the organization of work speech therapy center of a general educational institution).

Students not attending groups extended day come to class from home. Pupils who attend extended day groups are sent by the educators of these groups to speech therapy classes from any regime moment in accordance with the schedule of speech therapy classes. The schedule should be known to educators and be in each extended day group.

Educators of after-school groups are not entitled to detain a child or not let him go to speech therapy classes due to the immediate completion of homework by him or for any other reason; the primary school teacher also cannot decide on his own whether his student should attend speech therapy classes or not. If a speech therapist has conflicts of this kind, he informs the principal of the school about the unauthorized actions of the educator or teacher, and in case of failure to take action, the inspector of the education department.

The frequency of group and individual lessons is determined by the severity of speech development disorders.
Group classes are held:
- at least three times a week - with students who have reading and writing disorders due to general underdevelopment of speech;
- at least two or three times a week - with students who have reading and writing disorders due to phonemic-phonemic or phonemic underdevelopment of speech;
- at least once or twice a week - with students who have a phonetic defect;
- at least three times a week - with stuttering students.

Individual classes are held at least three times a week with students who have a general speech underdevelopment of the second level according to R.E. Levina - speech defects caused by a violation of the structure and mobility of the speech apparatus (dysarthria, rhinolalia) (reason: Letter of the Ministry of Education of the Russian Federation of December 14, 2000 No. 2 "On the organization of the work of a speech therapy center of a general educational institution").