Regulation on speech therapy point at school. Approximate provision for a speech center in dhow

POSITION

about speech therapy station MOUThe name of the institution.

1. General Provisions

1.1. Present position about speech therapy station MOUInstitution name (hereinafter - the Regulation) was developed in accordance with the Federal Law Russian Federation dated December 29, 2012 No. 273-FZ "On education in the Russian Federation", by the letter of the Ministry of Education of the Russian Federation dated December 14, 2000 No. 2 "On the organization of the work of a speech therapy center in general educational institution"; the order of organization and implementation educational activities on the main general education programs - educational programs preschool education, approved by the order of the Ministry of Education and Science of the Russian Federation dated 30.08.2013 No. 1014; by order of the Ministry of Education and Science of the Russian Federation dated October 17, 2013. No. 1155 Moscow "On the approval of the federal state educational standard preschool education "; sanitary and epidemiological rules and regulations SanPiN 2.4.1.2660-10.

1.2. Position regulates the organization of the speech therapy center inMOU Institution name (hereinafter referred to as the Institution), the main directions of legal, educational and correctional activities, guarantees the possibility of receiving speech therapy assistance to children with speech disorders, providing conditions for their personal development, pedagogical rehabilitation.

1.3. A speech therapy center is opened by the head of the Institution in the presence of the relevant regulatory and legal, logistical, program, methodological and personnel conditions in order to early identify and overcome developmental deviations oral speech children preschool age.

1.4. To organize the activities of a speech therapy center, the position of a speech therapist is introduced into the staffing table of the Institution (at the rate of no more than 20 children with mild speech disorders, at the age of 3 - 7 years at one rate).

1.5. The activity of a speech therapy center can be terminated by liquidation by the decision of the Founder or the head of the Institution.

2. The main tasks of the speech therapy center

2.1. The main tasks speech therapy point are:

Diagnostics implementation speech development children 3-7 years old;

Definition and implementation individual route correction and (or) compensation of a speech defect, taking into account its structure, conditionality, as well as individual and personal characteristics of children;

Interaction with psychological, medical and pedagogical commissions (hereinafter - PMPK);

Organization of interaction of all subjects of the correctional and educational process in the implementation of an integrated approach for the rehabilitation of children with speech development problems;

Dissemination of speech therapy knowledge among teachers and parents in order to prevent speech disorders in children, as well as to optimize the process of speech therapy influence.

3. Organization of the activity of the speech therapy center in the Institution

3.1. Acquisition of speech therapy stationis carried out according to the principle of different ages from among students 3-7 years old with speech impairments attending the Institution.

3.2. Enrollment of children to a speech therapy center is carried out on a first come, first served basis according to the register of children in need of speech therapy assistance (Appendix No. 1), preference for enrollment is given to children 5-7 years old.

3.2.1. The list of children in need of speech therapy is compiled on the basis of a speech therapy examination, which is carried out by a speech therapist teacher of the Institution annually from September 1 to September 15 and from May 15 to May 30, the results of the examination are recorded in the log therapy examination log (Appendix No. 2)

3.2.2. The list of children enrolled in a speech therapy center is developed by a speech therapist teacher, agreed by the senior educator, approved by the head of the Institution (Appendix No. 3). Enrollment in a speech therapy center is possible only with a written statement from the parents ( legal representatives) (Appendix No. 4). Parents (legal representatives) have the right to refuse to enroll in a speech therapy center, in which case the refusal must be recorded in writing (Appendix No. 5).

3.2.3. For each child enrolled in a speech center, a speech card is filled out (Appendix No. 6 and No. 7) and individual plan correctional work (Appendix No. 8).

3.3. Children with speech development disorders: phonetic, phonemic, phonetic-phonemic are enrolled in the speech center. Children are allowed to stay at the speech centerwith an uncomplicated form of general speech underdevelopment (hereinafter referred to as OHP) 4 levels of speech development (hereinafter referred to as urb), (according to R.E. Levina).

3.3.1. The total number of children enrolled in a speech center should not exceed 20 people,12-15 children receive speech therapy at the same time.

3.3.2. Children with severe, persistent speech disorders who have a speech therapy conclusion are not eligible for admission to a preschool speech therapy center:ОНР (1,2 lvl. River); ОНР (3 r.r.r.); OHR (level 3 r.r.), Dysarthria; OHP (level 3 r.r.), Rhinolalia; stuttering; systemic speech underdevelopment; systemic speech impairment; aphasia.

3.3.3. If a child aged 3 to 7 years has the above complex speech disorders, the speech therapist teacher gives recommendations to parents (legal representatives) about the need for a comprehensiveexaminations by PMPK specialists in order to resolve the issue of his transfer to a preschool institution in which they operate speech therapy groups, for achievement maximum effect in work on the correction of speech disorders. In case of refusal passing PMPK it is necessary to receive a written refusal from the parents (legal representatives) (Appendix No. 9).

3.3.4. If the PMPK recommends a specialized institution, but the parents (legal representatives) refuse to transfer to a specialized institution, then it is necessary to take a written refusal from the parents (legal representatives) (Appendix No. 10).

3.3.5. In exceptional cases, a child with severe speech impairment or children with anotherand disabilities (hereinafter referred to as HIA) can be enrolled in a speech therapy center within the framework of inclusive education, but in this case, the number of people enrolled in a speech therapy center decreases at the rate of 1: 2 or 1: 3, depending on the severity of the diagnosis. For each child with disabilities, the PMPK draws up an adapted educational program (Appendix No. 11)

3.4. The release of children from the speech therapy center is carried out throughout the school year after the elimination of their speech disorders.

3.5. New children are admitted to the speech therapy center as soon as space becomes available throughout the school year.

3.6. The main form of organizing work with children with speech impairments at a speech therapy center is individual lessons.Subgroup lessons are organized as needed at specific stages speech therapy workif there are children of the same age who have speech disorders similar in nature and severity.The maximum occupancy of the subgroup of children is established depending on the nature of the disorder in the development of oral speech, the age of the students and ranges from 2 to 6 children.

3.6.1. Classes with children at the speech therapy center are held daily, both during the hours free from classes in the daily routine, and during their conduct, according to the cyclogram approved by the head of the Institution.

3.6.2. The duration of classes should not exceed the time provided for by the physiological characteristics of the age of children and"Sanitary and Epidemiological Rules and Norms" 2.4.1 2660-10. Frequency of individual and under group lessons depends on the nature of the violation of speech development and should be at least 2-3 times a week with each child.

3.6.3. The beginning and duration of the academic year at the speech center corresponds to the work of the Institution.

3.6.4. Total course duration speech therapy classes depends on the speech therapy opinion and individual characteristics children.

3.7. Parents, speech therapist, educator and head of the Institution are responsible for compulsory attendance at classes.

3.8. The distribution of the working time of the speech therapist teacher is as follows: 85% - work with children, 15% - organizational and methodological work.

4. Management of the speech therapy center

4.1. Control over the work of all speech therapy stations at the NMR Institutions is carried out by the Education Department of the NMR Administration.

4.2. The head of the Institution exercises direct control over the work of the speech therapy center.

4.3. The head of the Institution ensures the creation of conditions for carrying out correctional and pedagogical work; selects teachers for correctional work.

4.3.1. Teacher-speech therapist is assigned to persons with higher pedagogical or defectological education with the qualification of a speech therapist, proficient in the methods of neuropsychological examination of children with speech disorders and other higher mental functions, individual and subgroup correctional work, theoretical and practical knowledge in the field of speech therapy, provided for by the training program in accordance with the requirements of the qualification characteristics.

4.3.2. A speech therapist teacher is appointed and dismissed in accordance with the procedure established for teachers of educational institutions, providedlegislation of the Russian Federation.

5. Rights and obligations of participants in the correctional and educational process

5.1. The participants in the correctional and educational process at the speech therapy center are: a child, parents (legal representatives), a speech therapist, educator, and administration of the Institution.

5.2. A child with speech impairment has all the rights stated in the UN Convention on the Rights of the Child, the legislation of the Russian Federation and the Federal State Educational Standard of DO.

5.3. Parents (legal representatives) create conditions in the family favorable for the general and speech development of the child. They interact with teaching staff to overcome the child's speech disorders.

5.4. The speech therapist teacher examines the speech development of the Institution's children, registers a list of students who need speech therapy assistance.

5.4.1. Prepares a list of children enrolled in a speech therapy center for the academic year, in accordance with the maximum occupancy established by clause 3.3.1. of this Regulation.

5.4.2. Determines the frequency, duration of individual and subgroup lessons at the speech therapy center. 5.4.3. Planning, conducting corrective work with children enrolled in a speech therapy center to correct violations in the development of oral speech.

5.4.4. Independently selects methods and techniques of correctional work. Draws up individually tailored remedial actions to ensure the satisfaction of special educational needs children with disorders in the development of oral speech, their integration into the Institution.

5.4.5. Tracks the dynamics of eliminating speech disorders of students enrolled in a speech therapy center. Corrects the content of correctional work, methods, techniques of speech therapy assistance.

5.4.7. Interacts with the teaching staff of the Institution, parents (legal representatives):

Provides advisory assistance to teachers, parents (legal representatives), informs about the course of correctional work, gives the necessary recommendations.

Conducts an increase in the pedagogical competence of parents (legal representatives) of children attending the Institution in the development and education of preschool children with speech disorders. 5.4.8. Liaises with specialists of health care institutions, territorial psychological, medical and pedagogical commission. 5.4.9. Supervises the implementation by educators of recommendations for the speech development of children enrolled in the Speech therapy center. 5.4.10. Maintains the necessary documentation for planning, carrying out corrective work (Appendix No. 12). 5.4.11. Submits an annual report on the effectiveness of the correctional work of the speech therapy center to the head of the Institution until May 30 according to the form (Appendix No. 13).

5.4.12. Participates in the work of the methodological association of NMR speech therapists.

5.4.13. Improves his professional qualifications and is certified in accordance with the current regulatory documents.

5.4.14. The speech therapist teacher at the speech therapy center is subject to all the benefits and advantages (the duration of the next vacation, the procedure for retirement benefits) provided for by the legislation of the Russian Federation for teachers of rural educational institutions.

5.5. The educator creates a subject developmental environment for timely speech development and the prevention of disorders in the development of oral and written speech children of the whole group.

5.5.1. Monitors content assimilation educational program preschool education by children enrolled in a speech therapy center.

5.5.2. Observes the course of speech development of children, diagnoses the prerequisites and signs of the formation of atypical (advanced, delayed, distorted) options for the development of oral speech.

5.5.4. On the instructions of a speech therapist teacher, he participates in the implementation of corrective measures that provide correction and compensation for deviations in speech development, taking into account the age and psychophysiological characteristics of children enrolled in a speech therapy center.

5.5.5. Controls correct pronunciation sounds corrected by a speech therapist teacher at the stage of automation in children enrolled in a speech therapy center, in all types of children's activities, regime moments during the day.

5.5.6. Interacts with a speech therapist teacher, parents (legal representatives) of the Institution on the development of the educational program of children enrolled in a speech therapy center.

5.5.7. Involves parents (legal representatives) of children enrolled in a speech therapy center in correctional work. Provides a stake in its performance.

5.6. The Administration of the Institution ensures the creation of conditions for carrying out correctional and pedagogical work with children.

5.6.1. Selects teachers for correctional work.

5.6.2. Provides speech therapy center with special equipment, teaching aids, taking into account the specifics of correctional work according to the recommended list (Appendix No. 14).

6. Material and technical base and financial support of a speech therapy center

6.1. For a speech therapy center in the Institution, an office is allocated that meets the requirements of SaNPiN.

6.2. The administration of the Institution is responsible for the equipment of the speech therapy center, its sanitary condition and repair.

6.3. The speech therapy station is funded by the Institution on the basis of which it was created.

Regulations on speech therapy point

1. General Provisions

1.1 This regulation was developed in accordance with the Federal Law of December 29, 2012 No. 273-FZ "On Education in the Russian Federation", the Charter of the institution, based on the letter of the Ministry of Education of Russia dated December 14, 2000 No. 2 "On the organization of the work of a speech therapy center of a general educational institution."

1.2.H. This Regulation regulates the activities of the speech therapy center in the organization.

2.Tasks of speech therapy center

2.1. Timely identify violations in the development of oral and written speech of students; determine their level and character.

2.2 Eliminate these violations.

2.3. Disseminate special knowledge in speech therapy among teachers, parents (legal representatives).

3.Organization of speech therapist activities

3.1. A logopedic center is created for students with disabilities in the development of oral and written speech:

General underdevelopment of speech at different levels;

Phonetic and phonemic speech underdevelopment;

Pronunciation deficiencies - phonetic defect.

3.2. First of all, students who have impairments in the development of oral and written speech are enrolled in a speech therapy center, which impede the successful development of general education programs.

on May 25. Survey data is recorded in the Speaking and Writing Survey Log.

3.4. The maximum occupancy of the speech therapy station is no more than 20 people (rural educational institution) for each student, the speech therapist teacher fills in a speech card.

3.5. Graduation of students from the speech therapy center is carried out throughout the academic year after the elimination of their violations of oral and written speech.

3.6. The terms of speech therapy work are in direct proportion to the severity of speech disorders in children, their individual personality characteristics. They can range from 6 months to 2 years or more.

3.7. Classes with students are conducted both individually and with a subgroup and in a group. 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.

3.8. The frequency of subgroup and individual lessons is determined by the severity of speech development disorders. Individual lessons are held at least twice a week. The duration of a group lesson is 40 minutes, the duration of an individual lesson is 20 minutes (taking into account the movement of children). Topics of group and individual lessons with students and the account of their attendance are reflected in the journal of optional and speech therapy lessons.

3.9. If it is necessary to clarify the diagnosis, students with speech disorders, with the consent of their parents (legal representatives), are sent by the speech therapist to the appropriate treatment and prophylactic institution for examination by specialist doctors (neuropathologist, child psychiatrist, otolaryngologist, ophthalmologist) or to a psychological, medical and pedagogical commission. Responsibility for the compulsory attendance by students of classes in a speech therapy center is borne by a speech therapist, class teacher, head of the secondary school, parents (legal representatives).

3.10. Teacher-speech therapist works 5 days a week. The weekly workload of a speech therapist teacher is 20 hours (1 stage), of which 18 hours are allocated for direct speech correction work with students, and 2 hours for organizational, methodological and advisory work with pedagogical staff and parents. All benefits and benefits (duration of the next vacation, increase in the wage rate by 20%, the procedure for retirement benefits) provided for by the legislation of the Russian Federation for teachers of urban and rural educational institutions.

3.11. During vacation time, a speech therapist teacher is involved in pedagogical, methodological and organizational work, which consists in the following:

Identification of children who need speech therapy assistance when registering children for school;

Participation in the work of the methodological association of speech therapists;

Participation in seminars, practical conferences of the school, district, region;

Preparation of didactic, visual material for classes;

4. Management of speech therapy station

4.1. General management of the speech therapy station of the MOU SOSH is carried out by the director.

4.2. Director of MOU Secondary School:

Provides the creation of conditions for carrying out correctional and pedagogical work with students;

4.3. Teacher-speech therapist:

Conducts classes with students to correct various violations of oral and written speech.

Interacts with teachers on the development of general education programs by students (especially in their native language)

Explains to teachers, parents (legal representatives) the tasks and specifics of correctional work to identify defects in the speech development of students, submits an annual report until June 15.

4.4. The logopedic office is provided with documentation and special equipment.

Logopedic station documentationat the secondary school _______

List of students with impairments in the development of oral and written speech.

Speech cards for each child enrolled in a speech therapy center.

An individual card for a child enrolled in a speech therapy center.

Journal of the survey of oral and written speech of students.

The register of attendance of speech therapy classes by students enrolled in a speech therapy center.

The annual plan of the organizational and methodological work of the speech therapist with the pedagogical team and parents.

Notebook of the account of consultations.

Working hours of the speech therapist.

Workbooks for lessons on the correction of sound pronunciation and writing.

Work program for correcting violations of oral and written speech.

Cabinet passport.

Analysis of the work done during the academic year.

Appendix 1

List of students with

Developmental disorders of speaking and writing.

(filled in teacher-speech therapist after examining students.)

September 2014

Last name, first name student.	G.R.	Class	Date of examination vania.	Real academic performance natively language.	Conclusion teachers- speech therapist.	Note.
1.Kotov Oleg	14.05.08	1-a	09.09.13	Start at / year	HBONR

Appendix 2

Speech Map

(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. Academic progress in the mother tongue (by the time of the survey).
6. Complaints from teachers or parents (legal representatives).
7. The conclusion of a psychiatrist.
8. Hearing condition.
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 of speech (recording of a conversation, independent coherent statements):

a) vocabulary: vocabulary within everyday life, wider, etc.; which parts

mostly uses speech; mistakes in the use of words: substitutions in meaning and acoustic similarity (give examples);

b) grammatical structure: types of sentences used, presence

agrammatisms (give examples);

c) pronunciation and distinction of sounds: pronunciation of sounds; absence,

distortion, replacement and mixing of individual sounds; distinction between opposition sounds, reproduction of words with different sound-syllable composition (give examples); the pace and intelligibility of speech.

1. The level of formation of the skills of analysis and synthesis of sound

composition of the word.

1. Writing: the presence and nature of specific errors (confusion and

replacement of consonants, agrammatisms, etc.) in students' written works - dictations, statements, essays performed by them during the initial examination and in the classroom at the speech therapy center (written works are attached to the speech map).

1. Reading: the level of mastering the reading technique (letter by letter,

syllabic, in words); reading errors; reading comprehension.

1. Stuttering manifestations: a) the alleged cause; severity

stuttering; situations that aggravate its manifestation (answers at the blackboard);

b) the formation of linguistic means (pronunciation, vocabulary, grammatical structure); c) features of general and speech behavior (organization, sociability, isolation, impulsiveness);

d) adaptation to the conditions of communication.

1. a brief description of child according to the psychologist and teacher

(organization, independence, stability of attention, efficiency, observation, attitude to the existing speech impairment).

1. Conclusion of a speech therapist.
2. Speech correction results (marked on the map by the time

expulsion of the student from the speech therapy center).

Appendix 3

Individual student card

1.Surname, name, date of birth _________________________

2.Class ____________ Home address __________________

____________________________________________________ _______________________________________________________________

3.Phone ________________________ ___________________________________________

4. Did you attend kindergarten? ______________________________

5. Speech environment (is there any stutter in the family, with defects

speech, bilingualism) _____________________________________ bilingualism) _____________________________________________________

6.Early physical development (when I began to sit) _____________

(when he began to walk) _______________________________

7.Early speech development (when the first words appeared) _____

______________________________________________________ ________________________________________________________________

(first phrase) ___________________________________________

classes at school.

Timetable of classes:____________________________________

________________________________________________________________

Parents, along with the teacher, are responsible for attending

their children speech therapy classes.

Parents' signature _________________________ parents ______________________

Date of completion ___________________________

8.Date of admission to the speech therapy center ________________

9.Logopedic conclusion upon admission to the speech center ____________ _________________________________________________________________

10.result of correctional work _________________________________________________________________

_______________________________________________________ _________________________________________________________________

Speech therapist's signature __________

Appendix 4

Student Speaking and Writing Survey Log

№	F.I. R	Year of birth	class	Service date	Speech therapy opinion, measures taken	notes
	Petrov Ivan Sergeevich	05.10.2008.	1-a	12.09.2014		Released 05/15/20014

Appendix 5

Register of attendance at speech therapy classes by children enrolled in a speech therapy center

(name of institution)

in the 2014-2015 academic year.

The month of September

№

List of children

Artemiev Evgeniy

Appendix 6

Annual plan of organizational and methodological work

Teachers - speech therapist MOU SOSH ________

Full name for the 2014-2015 academic year.

1. DIAGNOSTIC WORK

POSITION

about speech therapy point

1. General Provisions

1.1. This Regulation on a speech therapy station (hereinafter - the Regulation) has been developed in accordance with:

The Law of the Russian Federation "On Education" as amended by the federal law of December 29, 2012 N 273-FZ;

Order of the Ministry of Education and Science of Russia of August 30, 2013 N 1015 "On approval of the Procedure for the organization and implementation of educational activities for basic general educational programs, educational programs of primary general, basic general and secondary general education"

An instructive-methodological letter on the work of a speech therapist teacher at comprehensive school (A.V. Yastrebova, T.P. Bessonova, 1996);

Instructional letter of the Ministry of Education and Science of Russia dated 12/14/2000. No. 2 "On the organization of the work of a speech therapy center of a general educational institution";

1.2. This Regulation determines the procedure for organizing the activities of a speech therapy center at school.

1.3. A speech therapy station is a necessary component of the system for correcting existing developmental disorders.

1.4. The speech therapy center at the school was created for students of primary and secondary schools.

2. The goals and objectives of the speech therapy station

2.1. The main goal of the speech therapy center is to provide speech therapy assistance to schoolchildren with various disorders of oral and written speech.

2.2. The main tasks of the speech therapy center:

1) diagnostics of the state of oral and written speech of students;

2) correction of violations of oral and written speech of students:

Formation of full-fledged speech communication in children,

Elimination or weakening of the deficiencies of the pronunciation side of speech,

Clarification and expansion of vocabulary,

Improving the grammatical structure of speech and eliminating agrammatisms,

Development of coherent speech,

Timely prevention and overcoming of violations of written speech caused by deficiencies in oral speech,

3) dissemination of speech therapy knowledge among teachers, parents (legal representatives) of students;

4) revitalization cognitive activities students;

5) timely warning and overcoming difficulties in mastering

students of adapted educational programs.

3.1. The work of a speech therapist teacher is carried out in the following areas:

1. Analytical and diagnostic work.
2. Correctional and developmental work.
3. Preventive and educational work.
4. Organizational and methodological work.

3.2. Analytical and diagnostic work - a comprehensive speech therapy examination of the oral and written speech of students; collection and analysis of anamnestic data; psychological and pedagogical study of children; differential diagnosis speech disorders; processing of examination results; determination of the forecast of speech development and correction; recruitment of groups and subgroups based on diagnostic data; drawing up a long-term plan of correctional and speech therapy work for each group; scheduling classes; preparation of the necessary documentation for participation in the work of the school psychological, medical and pedagogical council.

3.3. Preventive and educational - raising the level professional activity teachers and parents' awareness of the tasks and specifics of speech therapy correctional work and activities to improve the performance of students with speech impairments in the classroom and at home. It is carried out through pedagogical councils, methodological associations, parent meetings, individual and group consultations, conversations, seminars, open classes, speech therapy stand for parents and teachers with removable material.

3.4. Correctional and developmental work - aimed at the development and improvement of speech and non-speech processes, prevention, correction and compensation of violations speech activity, development of cognitive, communicative and regulatory functions of speech. The work is carried out at the phonetic, phonemic, lexical and syntactic levels.

3.5. Organizational and methodological work is aimed at:

Increasing the level of speech therapy competence of a speech therapist teacher;

Ensuring communication and continuity in the work of a speech therapist, teachers and parents in solving problems to overcome speech underdevelopment in students;

Improving the efficiency of the speech therapy process;

Improving the software and methodological equipment of the correctional and speech therapy process.

Organizational and methodological work is carried out in the form of self-education, monitoring, research, analysis of the results of their own correctional and developmental work in all areas.

4. Organization of speech therapy work

4.1. Students who have various disorders in the development of oral and written speech (reading and writing disorders due to general, phonetic-phonemic, phonemic underdevelopment of speech, lack of formation of language means at different levels) are enrolled in speech therapy classes.

4.2. Children with musculoskeletal disorders have serious speech disorders. Children with cerebral palsy are isolated various forms speech disorders. They are rarely seen in isolation. The most common form of speech pathology in cerebral palsy is dysarthria. At school for children with NODA, speech disorders are combined (speech and intelligence disorders, dysarthria and alalia, as well as oral and written speech disorders). Therefore, all speech therapy classes are built taking into account not only speech disorders, but also the intellectual capabilities of students. Speech therapy classes are conducted for all students primary school and primary school students in need of speech therapy assistance (including individual students).

4.3. Students are enrolled in a speech center after conducting an initial examination of oral speech in the first and kindergarten. For each student, a speech card is drawn up, in which the results of the work are noted every year.

4.4. Due to the severity of speech defects, all students of the school (dysarthria, a combination of speech impairment and intellectual underdevelopment), the period of study at a speech therapy center is 4 - 5 years. The term of study can be increased according to individual indications.

4.5. The maximum occupancy of a speech center for one rate of a speech therapist teacher is 6-12 people.

4.6. Classes with students are held in subgroups (2 - 3 people), formed according to the similarity of the speech defect, and in an individual form. Individual lessons are conducted with children with severe speech disorders: disorders of the structure and mobility of the articulatory apparatus (rhinolalia, dysarthria). The duration of an individual lesson is 15 - 25 minutes.

4.7. Remuneration for the work of a speech therapist working at a speech center is made at the rate of 20 hours per week, of which 2 hours are allocated for organizational and methodological work.

4.8. Speech therapy classes included in the block correctional technologies, are held in the afternoon, with a break of at least 30 minutes between the correction technologies and the last lesson. However, it is allowed to conduct individual lessons immediately after the physical education lesson, in which the children actively moved and did not sit at their desks.

4.9. The basic curriculum of the school provides for hours of speech therapy correction, which the speech therapist conducts in a class formed not according to speech indications, but according to age and intellectual abilities. In this regard, the speech therapist makes up the planning of group lessons, taking into account all the speech characteristics of the students of this class and implements a differentiated approach to the selection of the material for the lesson.

Hours of speech therapy correction suggest: 40 minutes - lesson, 20 minutes - break. Due to the peculiarity of the work of the school in the afternoon, when the breaks between classes are 5-10 minutes, the speech therapist combines the remaining minutes of breaks between classes for a week and introduces additional time into the schedule for checking and analyzing children's work, preparing documentation, working with methodological literature (Methodical hour).

4.10. Topics of classes on speech therapy correction are reflected in the class journal, individual classes are recorded in the Journal of attendance of speech therapy classes, which is located at the speech center.

4.11. During consultation hours, the speech therapist teacher conducts work to clarify the established speech therapy conclusion, gives recommendations to students and their parents on the correction of a speech defect; consults with teachers on the control regime for the elimination of a speech defect; prepares the necessary documentation.

4.12. After the end of the speech therapy lesson, the speech therapist teacher is obliged to accompany the children until study room, places of walking, etc.

4.13. In the absence of a student at school, the speech therapist can use this time to conduct a lesson with another student, observing the sanitary and hygienic requirements for the weekly workload of students of different ages, or for the following methodological purposes:

• visiting speech therapy classes of speech therapists of an educational institution in order to identify students who need to continue their education at a speech center; studying methods and techniques of work;
• attending lessons in order to develop a unified focus in working with students with speech disabilities;
• development of recommendations for teachers, parents, students;
• preparation of interim or final documentation;
• preparation of didactic and electronic materials, visual aids;
• visiting a school library, a methodological room for professional self-education;
• advising on professional issues with the deputy director for teaching and educational work, methodologist, head of the district methodological association.

4.14. Grading student work

The assessment of the work performed on speech therapy correction is not put, however, in the notebook, the written work of the students is checked, the type of error is recorded (dysgraphic, spelling, punctuation). The work is evaluated according to the following ballroom school:

without mistakes and corrections - "well done";

the work was done with few errors - "good";

the work was done with a lot of mistakes - "bad".

For each mark, a speech therapist can come up with a symbolic designation that introduces children to.

5. Documentation of the speech therapist teacher.

The speech therapist teacher maintains the following documentation:

• A survey log listing students with developmental disabilities in speaking and writing.
• Speech card for each student with speech disorders enrolled in speech therapy classes.
• Plans for individual speech therapy lessons.
• Schedule of speech therapy classes, certified by the school director.
• Student attendance log.
• A long-term plan of work for each group of students.
• The work plan of the speech therapy office for the academic year.
• Student workbooks.
• A card file (passport) of a speech therapy office with a list of equipment, educational and visual aids that are in it.
• Reporting documentation of the sample established at the meeting of the methodological association or by the deputy director for OIA.

6. Rights and obligations of a speech therapist

6.1. A teacher-speech therapist may be appointed persons who have a higher defectological education or higher pedagogical education with compulsory completion of courses in the specialty "Speech therapy".

6.2. Teacher speech therapist

Responsible for the timely identification of children with primary speech pathology, the recruitment of groups, the quality of correctional work with children;

Draws up a schedule of group and individual lessons, which is approved by the director of the educational institution, keeps track of the attendance of children;

Conducts regular group and individual classes to correct violations of oral and written speech;

Provides consulting assistance to parents (on request) in determining the causes of speech disorders and gives recommendations on how to overcome them;

Carries out a relationship with teachers on the development of adapted general education programs by students (especially in their native language);

Takes part in the work of pedagogical councils, methodological associations;

Provides the head of the educational institution with an annual report reflecting data on the number of students with disabilities in the development of oral and written speech, the results of correctional work.

about speech therapy point

1. 1. General Provisions

1.1. The regulation determines the goals, objectives, content and organization of correctional work with children with speech impairments in MBDOU Kindergarten "Sun" (hereinafter DOE) implementing an educational program for preschool education.

1.2. The Regulation has been developed in accordance with the following regulatory and legal acts:

- Federal Law of December 29, 2012 No. 273-FZ "On Education in the Russian Federation";

- The procedure for organizing and carrying out educational activities for the main general educational programs - educational programs for preschool education, approved by order of the Ministry of Education and Science of the Russian Federation dated 30.08.2013 No. 1014;

– Instructional letter of the Ministry of Education of the Russian Federation dated 12/14/2000. No. 2 "On the organization of the work of a speech therapy center of a general educational institution";

– Sanitary and epidemiological rules and regulations SanPiN 2.4.1.3049-13"Sanitary and Epidemiological Requirements for the Design, Content and Organization of the Mode of Operation of Preschool Educational Organizations";

- Charter of the DOE.

1.4. The regulation is adopted by the Pedagogical Council of the Institution and approved by the order of the head of the Institution. Changes and additions to this Regulation are made by the Pedagogical Council and approved by order of the head of the Institution.

1.5. The term of this provision is not limited. This provision is valid until a new one is adopted.

2. Goals, objectives

2.2 The main tasks of the speech center are:

– ensuring the correction of violations in the development of oral speech of pupils of the preschool educational institution;

– timely identification of the special educational needs of preschool educational institutions due to shortcomings in their speech development;

– providing individually oriented psychological, medical and pedagogical assistance to pupils with speech disorders, taking into account the peculiarities of their psychophysical development and individual capabilities;

– ensuring the possibility of mastering and overcoming difficulties in the development of pupils with speech disorders in the educational program of preschool education;

– ensuring the integration of correctional assistance and educational process with pupils with speech disorders;

– prevention of violations in the development of oral and written speech of preschool educational institutions;

– prevention of disorders in the development of oral speech in young pupils;

– ensuring interaction in the development and implementation of corrective measures for pedagogical, medical workers of preschool educational institutions and other organizations specializing in providing support to children with speech impairments;

– clarification of special knowledge in speech therapy among teachers, parents (legal representatives) of the Institution;

– ensuring interaction with parents (legal representatives) of preschool educational institutions to overcome speech disorders;

– increasing the pedagogical competence of parents (legal representatives) in the development and education of preschool children with speech disorders.

3.1. Correctional:

– creation of conditions aimed at correcting the speech development of pupils and ensuring that pupils with speech disorders achieve the level of speech development corresponding to the age norm.

3.2. Monitoring:

– tracking the dynamics of speech development of children, their success in mastering the educational program of preschool education.

3.3. Preventive:

– creation of conditions aimed at preventing violations in the development of oral and written speech in preschool children.

3.4. Educational:

– creation of conditions aimed at increasing the professional competence of pedagogical workers of preschool educational institutions, pedagogical competence of parents (legal representatives) in matters of development and education of preschool children.

4. Organization of the acquisition of the speech center

4.1. Pupils who have disorders in the development of oral speech are enrolled in the Logistics Center: general underdevelopment speech (hereinafter - ОНР), phonetic and phonemic speech underdevelopment (hereinafter - FFNR), dyslalia of various etiologies (hereinafter - dyslalia), impaired pronunciation of certain sounds (hereinafter - NPOZ).

4.2. First of all, pupils of senior preschool age who have impairments in the development of oral speech that prevent them from successfully mastering the educational program of preschool education are enrolled in the speech center.

4.3. Enrollment in the speech center of pupils with disorders in the development of oral speech is carried out on the basis of an examination of the speech of pupils and the conclusion of the regional PMPK. The examination of the pupils' speech is carried out by a speech therapist teacher throughout the school year. All children with identified deficiencies in the development of oral speech are registered in the list of pupils in need of speech therapy assistance.

4.4. Based on the conclusion of the regional PMPK, the order of the head approves the list of those enrolled in the speech center for the current academic year.

4.5. The maximum occupancy of the speech center is no more than 25 pupils and is set depending on the categories of children with disorders in the development of oral speech and is:

- ОНР up to 4 children;

- FFNR up to 6 children;

– dyslalia, NGOs of at least 15 children.

4.6. The terms of correctional work depend on the severity of the child's speech disorders, individual personality traits, conditions of upbringing in the family and can vary from 2-3 months to 1.5-2, 3 years. The recommended period of correctional work is:

- ОНР up to 2-3 years;

- FFNR up to 1 year;

– dyslalia from 3 to 6 months;

– NPOZ from 2 to 3 months.

5. Organization of the correctional work of the speech center

5.1. For each pupil enrolled in the speech center, the speech therapist teacher fills out a speech card in accordance with the diagnoses of OHR, FFNR, dyslalia, dysarthria, rhinolalia, alalia.

5.2. The content of correctional work is built in accordance with pedagogical technologies that provide correction and compensation for deviations in the speech development of children, taking into account the age and psychophysiological characteristics of preschool children.

5.3. The content of correctional work is determined by the program and plan of correctional work, reflecting correctional measures that ensure the satisfaction of the special educational needs of children with disorders in the development of oral speech, their integration into preschool educational institutions.

5.4. The main forms of correctional work with children enrolled in a speech center are individual lessons.

5.5. The duration of the classes is determined:

– for children of the fourth, fifth year of life (younger preschool age): individual up to 20 minutes;

– for children of the sixth or seventh year of life (senior preschool age): individual up to 25 minutes.

5.6. The frequency of individual lessons is determined by the severity of speech disorders in pupils and is:

Speech impairment	Number of lessons per week (at least)
Dislalia, NPOZ

5.7. Correctional work in the speech center is carried out taking into account the regime work of preschool educational institution during any activity of children: play, communication, work, cognitive research, productive, musical and artistic, reading. The maximum allowable volume of a weekly educational load, including correctional work, should not exceed:

– for children of the fourth, fifth year of life 2 hours 45 minutes. and 4 hours, respectively;

– for children of the sixth, seventh year of life 6 hours 15 minutes. and 8 hours 30 minutes. respectively.

6. Participants in the correctional work of the speech center

6.1. Teacher speech therapist:

6.1.1. Conducts a survey of the speech development of preschool educational institutions, registers a list of pupils who need speech therapy assistance.

6.1.2. Prepares a list of pupils enrolled in the speech center for the academic year, in accordance with the maximum occupancy established by clause 4.6. of this provision.

6.1.3. Determines the frequency, duration of individual lessons in the speech center in accordance with clauses 5.4., 5.5., 5.6. of this provision.

6.1.4. She plans, conducts correctional work with pupils to correct violations in the development of oral speech.

6.1.5. He independently selects methods and techniques of correctional work. Draws up individually oriented correctional measures that ensure the satisfaction of the special educational needs of children with disorders in the development of oral speech, their integration into preschool educational institutions.

6.1.6. Tracks the dynamics of eliminating speech disorders of pupils enrolled in the speech center. Corrects the content of correctional work, methods, techniques of speech therapy.

6.1.7. Interacts with teachers, parents (legal representatives) of the preschool educational institution:

– on carrying out correctional work with pupils enrolled in the speech center;

– on the development of the educational program of preschool education by pupils enrolled in the speech center.

6.1.8. Provides advisory assistance to teachers, parents (legal representatives) on overcoming speech disorders in pupils, informs about the course of correctional work, and gives the necessary recommendations.

6.1.9. Conducts an increase in the pedagogical competence of parents (legal representatives) in the development and education of preschool children with speech disorders.

6.1.10. Liaises with specialists from health care institutions, territorial psychological, medical and pedagogical commission.

6.1.11. Monitors the implementation of recommendations by educators on conducting individual work on the speech development of pupils enrolled in the speech center.

6.1.12. Maintains the necessary documentation for planning and carrying out corrective work.

6.1.13. Provides an annual report on the effectiveness of the correctional work of the speech center.

6.2. Educator:

6.2.1. Creates a substantive developmental environment for timely speech development and prevention of violations in the development of oral and written speech of the pupils of the group.

6.2.2. Observes the course of speech development of the pupils of the group, diagnoses the prerequisites and signs of the formation of atypical (advanced, delayed, distorted) options for the development of oral speech of the pupils of the group.

6.2.4. On the instructions of a speech therapist teacher, he participates in the implementation of corrective measures that provide correction and compensation for deviations in speech development, taking into account the age and psychophysiological characteristics of the group's pupils enrolled in the speech center.

6.2.5. Carries out control over the correct pronunciation of sounds corrected by the speech therapist at the stage of automation for the pupils of the group enrolled in the speech center, in all types of children's activities, regime moments during the day.

6.2.6. Interacts with the speech therapist teacher, parents (legal representatives) of the preschool educational institution on the development of the educational program of preschool education by pupils enrolled in the speech center.

6.2.7. Involves in the correctional work of parents (legal representatives) of pupils enrolled in the speech center. Provides a stake in its performance.

6.3. Head of the preschool educational institution:

6.3.1. Provides conditions:

– aimed at correcting the speech development of pupils and the achievement of pupils with speech disorders, the level of speech development corresponding to the age norm;

– aimed at preventing violations in the development of oral and written speech in preschool children.

6.3.2. Provides the completion of the speech center. By order for the preschool educational institution, the list of children enrolled in the logistic center is approved.

6.3.3. Monitors the work of the speech center.

6.4. Senior educator:

6.4.1. Plans, coordinates the interaction of pedagogical workers, parents (legal representatives) of the preschool educational institution on the development of the educational program of preschool education by pupils enrolled in the speech center.

6.4.2. Provides an increase in the professional competence of pedagogical workers of preschool educational institutions, pedagogical competence of parents (legal representatives) in the development and education of preschool children.

6.4.3. Provides interaction in the development and implementation of corrective measures for pedagogical, medical workers of preschool educational institutions and other organizations specializing in providing support to children with speech disorders.

6.4.4. Controls:

– the use of pedagogical technologies that provide correction and compensation for deviations in the speech development of children;

– compliance with the requirements for the maximum allowable volume of the weekly educational load;

– dynamics of elimination of speech disorders in pupils enrolled in the speech center.

6.5. Parents (legal representatives):

6.5.1. They create conditions in the family favorable for the general and speech development of the child.

6.5.2. Interact with teachers to overcome the child's speech disorders.

7. Documentation of the speech center

7.1. Approved list of pupils enrolled in the speech center.

7.2. Annual work plan of a speech therapist teacher.

7.3. Schedule of individual lessons, with pupils enrolled in the center.

7.4. Working programm.

7.5. Speech cards for each pupil enrolled in the speech center.

7.6. A notebook of individual lessons with each pupil enrolled in the speech center.

7.7. Notebooks of interaction between a speech therapist and group educators.

7.8. Journal of the movement of pupils enrolled in the speech center.

7.9. Report on the effectiveness of correctional work.