Adapted program for speech therapist at dhow. An adapted educational program of correctional and developmental work for children with onr. Form of education

Adapted educational program for a child with disabilities (middle group)

Implementation period -

AGREED:

Parent

2016 year

Designed by:

Educators:

Educator-psychologist:

Physical education instructor:

Musical director: \

Leading Specialist: Teacher speech therapist:

I .Target section

1.1 Explanatory note

1.1.1. Characteristics that are significant for the implementation of an adapted educational program, including characteristics of the developmental features of a child with disabilities

Vladislav has been visiting the MBDOU group since December 2015. The adaptation was easy, the child willingly goes to the group. Eats well, falls asleep well, sleeps soundly until the end of the hour's sleep. Children are friendly to Vlad, he enjoys playing with them and communicating with them. He makes contact with adults less willingly, it takes time. Getting used to or feeling sympathy, he takes the initiative, willingly shares news.

The "Adapted educational program for children with severe speech impairments" (hereinafter referred to as the "Program") is intended for a speech therapist teacher of a preschool organization that brings up children with severe speech impairments (TSP) 5-7 years old. It is generally accepted that the group of children with severe speech disorders includes children with general speech underdevelopment of various origins (according to the clinical and pedagogical classification.

Purpose of the program:

Providing optimal pedagogical conditions that contribute to overcoming pupils' speech disorders and the implementation of timely and full-fledged personal development, ensuring emotional well-being through the organization of interaction between the subjects of the educational process to equalize the starting capabilities of children when entering school. And also the prevention of possible difficulties in mastering the mass school program, due to the underdevelopment of the speech system of older preschoolers.

The work program is developed in accordance with the Law of the Russian Federation "On Education", with the Federal State Educational Standard for Preschool Education, the UN Convention on the Rights of the Child, the Universal Declaration on the Survival, Protection and Development of Children, the Declaration of the Rights of the Child, Sanitary and Epidemiological Requirements for the Device, the content and organization of the mode of work in preschool organizations, as well as the developments of domestic scientists in the field of general and special pedagogy and psychology.

The main base of the working program are:

• The main educational program of the preschool educational institution, developed on the basis of the "Program of education and training in kindergarten" From birth to school ", ed. N.E. Veraksy, T.S. Komarova, M.A. Vasilieva.
• Correction program Filicheva T.B. Chirkina G.V. "The program of speech therapy work to overcome the general underdevelopment of speech in children",

This program is of a correctional and developmental nature. The creation of this program was based on the experience of working in a compensatory orientation group for children with speech impairments, supported by modern scientific and methodological recommendations, instructional letters presented in the list of references.

The work program defines target guidelines, tasks, main directions of correctional and developmental work, conditions and means of speech development of children. This work program is not static in nature. The topics of the classes can be modified depending on the capabilities and needs of the pupils. The program is designed for 2 years of study.

The appendix to the Program contains a list of methodological aids, lists of special and methodological literature, approximate planning.

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On the subject: methodological developments, presentations and notes

WORKING PROGRAM of the teacher - speech therapist MBDOU d / s No. 50 in the middle group of compensatory orientation for children with OHP

WORKING PROGRAM of a teacher-speech therapist in the middle group of a compensatory orientation for children with OHP ...

The work program of the speech therapist teacher "Formation of the sound side of speech in children 5-7 years old in a preschool institution"

The work program was developed in accordance with the Federal Law "On Education in the Russian Federation" dated December 29, 2012 No. 273-FZ, the law of the Altai Territory "On Education in the Altai Territory ...

Working program of a speech therapist in a compensatory group for children with severe speech impairments (senior and preparatory preschool age) Author-compiler: speech therapist teacher Zaitseva E.V.

The presented "Working program of a speech therapist in a group of compensatory orientation for children with severe speech impairments (senior and preparatory preschool age) MBDOU" Children's ...

Cognitive development

SENSORY DEVELOPMENT, DEVELOPMENT OF MENTAL FUNCTIONS FORMATION OF A WHOLE PICTURE OF THE WORLD COGNITIVE-RESEARCH ACTIVITY DEVELOPMENT OF MATHEMATICAL CONCEPTS

Artistic and aesthetic development

PERCEPTION OF ARTISTIC LITERATURE

design, modeling activity, visual activity (drawing, application) modeling

MUSICAL DEVELOPMENT (PERCEPTION OF MUSIC, MUSICAL AND RHYTHMIC MOVEMENTS, SINGING, PLAYING ON CHILDREN'S MUSICAL INSTRUMENTS)

Social and personal development

FORMATION OF GENERAL STANDARDS OF BEHAVIOR, FORMATION OF GENDER AND CIVIL SENSES, DEVELOPMENT OF GAMING AND THEATERIZED ACTIVITIES (MOBILE GAMES, DIDACTIC GAMES, PLAYGROUNDS)

JOINT EMPLOYMENT

FORMATION OF THE FUNDAMENTALS OF SECURITY IN LIVING, SOCIETY, NATURE

Physical development

PHYSICAL EDUCATION, BASIC MOVEMENTS, GENERAL EXERCISES, SPORTS EXERCISES, EXERCISE GAMES)

GOVERNING ELEMENTARY RULES AND RULES OF A HEALTHY LIFESTYLE

3.2. The system of correctional and educational activities.

The academic year in the compensatory orientation group for children with severe speech impairments and general speech underdevelopment) begins on September 1, lasts ten months (until July 1) and is conventionally divided into three periods:

period - September, October, November;

period - December, January, February;

period - March, April, May, June.

As a rule, September is allotted by all specialists for in-depth pedagogical diagnostics ": individual development of children, collection of anamnesis, individual work with children, joint activities with children at regular moments, compilation and discussion by all specialists of the groupwork programs, adjustments to the main adapted educational program.

At the end of September, the specialists working in the group discuss the results of diagnostics of the individual development of children at a psychological, medical and pedagogical meeting at the head of the preschool educational institution and, on the basis of the results obtained, approve the work programs and the OAO DOE.

Organized educational activities with children in all age groups begin on October 1st. Holding workshops after the first and then the second work periods is optional. The discussion of the pace of the dynamics of the individual development of children can take place in a working order, during the interview of a speech therapist teacher with all specialists.

The head of the preschool educational institution approves the work programs of specialists and OAO DO. A psychological, medical and pedagogical meeting is necessarily held at the end of the academic year in order to discuss the dynamics of the individual development of each pupil and determine the need for his further stay in a compensatory orientation group.

In the middle group, a speech therapist teacher conducts subgroup work (with subgroups of 6 children) on Mondays, Tuesdays, Wednesdays and Fridays. Work with one subgroup of children in the middle group is given 15 minutes. The rest of the time in the work grid of a speech therapist is occupied by individual work with children. An individual lesson lasts 10-15 minutes. On Thursday, the speech therapist conducts only individual work or individual lessons with children in the presence of parents and counseling parents in the afternoon. The speech therapist appoints parents' evening appointments on Thursdays as needed, but no more than twice a month. Every day in the evening, teachers carry out work on the instructions of a speech therapist.

Specialists should be drawn to the reduction in the duration of organized educational activities in a speech therapy group in comparison with mass groups. This is done in order to prevent overwork and maladjustment of children, since in the speech therapy group there are more types of work with children; more specialists work in a speech therapy group than in a mass group, and exceeding the weekly load on a child is unacceptable.

In the middle of the school year, from 01.01 to 11.01, winter holidays are arranged for children with severe speech impairments in compensatory groups, and spring holidays are organized in the first week of May. If working days fall for this period, then on these days all specialists carry out only individual work with children, in addition, all specialists take part in joint activities with children, organize play activities for preschoolers, music and physical education classes are required. Correctional and developmental work is also organized in June when the kindergarten switches to summer mode.

Due to the fact that in the group of compensatory orientation for children with severe speech impairments, individual work of a speech therapist with children during a morning walk is carried out, it is necessary to replenish the walking time spent by each child on an individual lesson, and for this to ensure an earlier exit of children (by 10 -15 minutes) for an evening walk compared to mass groups.

3.3. Organization of correctional and developmental work.

In the middle group of a compensatory orientation for children with severe speech impairments (OHP), from October to May inclusively, 8 subgroup sessions of a speech therapist lasting 15 minutes are held per week and 3 individual sessions with a speech therapist teacher with each child, which is combined with the curriculum of educators and not exceeds the recommended SanPiN weekly load (4 hours per week).

3.4 Organization of the developmental and subject-spatial environment .

Middle preschool age (from 4 to 5 years old)

The originality of the organization of the subject-spatial developmental environment in the group room of the middle group of the kindergarten is associated with the peculiarities of the development of children of this age. The developing environment for children of the fifth year of life should retain some features of the environment for babies and its own, only inherent features. This is primarily due to the vivid manifestation of the different rates of development of children in the fifth year of life. In addition, children of middle preschool age, like toddlers, have an urgent need for movement and are quickly overexcited if it is not satisfied. Therefore, the spatial organization of the environment in the middle group should provide ample opportunities for the child's movement and for a variety of motor activities, be comfortable and safe. This is especially true for speech therapy groups for children with general speech underdevelopment, because their pupils are poorly coordinated and motorically awkward. To satisfy the needs of children in movement, you can equip the group with a "movement path", where with the help of symbols or photographs, motor tasks for babies are indicated. It is in the middle group that it is important to start teaching children to work according to the given schemes.

Children of the fifth year of life like to designate their play area, for this you need to have one or two screens in the group, colored cords, folding fences, etc.

Toys and objects in a group should reflect all the diversity of the surrounding world and correspond to real objects in their appearance, since at this age a child with a general underdevelopment of speech is actively accumulating a vocabulary, the child observes many objects for the first time and perceives them as a kind of standard. In this regard, it should not be used in the middle age group for children with general speech underdevelopment, object, caricature, with distorted proportions and unnatural colors. Toys and objects should be of pure bright colors, different sizes and simple shapes, from different materials.

The fifth year of life is the heyday of the role-playing game (Polyakova M.N.). The plots of the games of children of this age are simple and are associated with the child's life experience: a family, a kindergarten, a store, a pharmacy, a post office, a zoo, a circus, etc. Therefore, play sets should contain figures of animals of different sizes, dolls of both sexes in costumes of representatives different professions, sets of furniture, dishes, clothes, transport and substitute items, the use of which stimulates the development of creative thinking. role-playing games.

In the middle group, special attention should be paid to the development of fine motor skills, which is directly related to the development of speech, therefore, it is necessary to purchase a sufficient number of large mosaics, puzzles, toys with fasteners and lacing, wax and watercolor crayons, a "magic screen" and small drawing boards. It is imperative to include natural materials in the equipment of areas for the development of fine motor skills: shells and pebbles for picking, large buttons, beads or bones from old bills for stringing, etc. For the development of fine motor skills and constructive practice, you can also use containers with lids of different shapes and sizes.

Children of the fifth year of life show an active interest in speech and language. In the middle group, the production and automation of sounds begins. Therefore, special attention should be paid to the equipment of the Let's Speak Correctly center, in which you should have card indexes of subject and plot pictures and printed didactic games to clarify the pronunciation of vowels and consonants of early ontogenesis, automate and differentiate the sounds set, a selection of games to improve the grammatical structure speeches, pictures and toys for the accumulation of vocabulary on all lexical topics. Educators should ensure that the center has enough toys and breathing aids, picture series and reference pictures to teach children about storytelling.

In the speech therapist's officethe developmental environment is organized in such a way as to facilitate the development of not only all aspects of speech and non-speech mental functions. To do this, weekly partially update didactic games and materials in the centers "Development of the lexical and grammatical side of speech", "Development of the phonetic and phonemic side of speech", "Development of the sensorimotor sphere", "Development of coherent speech and verbal communication", "Games and toys for boys "," Games and toys for girls ".

There is a place for studying by the mirror, where children spend a lot of time every day. A speech therapy table with a large mirror is necessary for individual work on sound pronunciation correction. As in the younger speech therapy group, in this age group, pictures and funny toys can be used as visual support for articulatory and mimic gymnastics. For each exercise, the speech therapist should choose a toy assistant. This will allow you to constantly maintain children's interest in classes in front of the mirror and will bring a playful moment into the classes.

The lower shelves in the cabinets or on the shelves in the speech therapist's office are open and accessible to children. It is on them that the replaceable didactic material is located. The office has a modern magnetic board, it is mobile. If necessary, folds and unfolds for training. Mandatory equipment is a tape recorder or a music center and a good music library (recording of nature sounds, background music for subgroup exercises, music for relaxation, music for outdoor games and finger gymnastics, for adding logorhythmics to subgroup lessons).

Developing subject-spatial environment
in the office of a speech therapist

Center for Speech Development

1. Mirror with additional lighting lamp.

Chairs for exercising in front of the mirror.

A set of probes for setting sounds.

Articulation massage probe set.

Nipples.

Spatulas.

Cotton wool, cotton swabs.

Gauze napkins.

Alcohol.

A set of toys and object pictures to accompany articulatory and mimic gymnastics.

"Cheerful breathing exercises" .

"Cheerful mimic gymnastics" .

"Cheerful articulatory gymnastics" .

"Funny teasers for toddlers" .

Fun finger gymnastics .

Breathing simulators, toys, aids for the development of breathing (whistles, whistles, pipes, balloons, "Soap bubbles", dry leaves, dry flower petals, etc.).

Card file of materials for the automation and differentiation of hissing sounds (syllables, words, phrases, sentences, nursery rhymes, phrase-mongering, tongue twisters, texts) .

Card file of subject and subject pictures for automation and differentiation of sounds of different groups. Issues 1 and 2 .

Speech therapy album for the examination of persons with pronounced saturation of pronunciation .

Speech therapy album for the examination of sound pronunciation .

Speech therapy album for the examination of phonetic-phonemic speech systems.

Subject pictures on the studied lexical topics .

Subject pictures and a series of plot pictures.

Cut and magnetic alphabet.

Alphabet on cubes.

Syllabic tables.

Magnetic geometric shapes.

Geometric lotto.

Geometric dominoes.

Sets of toys for staging fairy tales.

Center for sensory development

Sounding toys (rattles, tweeters, whistles, pipes, bells, tambourine, sounding balls and tops).

Musical Octopus.

Sounding toys substitutes (small boxes with various * fillers - peas, beans, pebbles, etc.).

Table screen.

Music Center.

Large object pictures with images of animals and birds.

Large object pictures with images of sounding toys and objects.

Lotto "Colored backgrounds".

Game "Color the picture".

Cuisener's sticks.

Dienesh blocks for little ones.

Gyenesh logic blocks.

Inserted frames Montessori.

Entertaining toys for the development of tactile sensations.

"Magic bag" with small figures and toys.

Bright plastic tray with a thin layer of semolina.

Finger pools with various fillings.

White magnetic board with a set of markers.

Wooden board and crayons.

Soft colored pencils.

Wax crayons.

White and colored drawing paper, wallpaper.

Center for games and toys for boys

Machine models of different sizes and materials.

Prefabricated car models.

Transforming toys.

Building set.

Figures for playing with buildings.

Cut pictures and puzzles (cars, motorcycles, airplanes).

Articulating gymnastics for boys.

Center for games and toys for girls

2-3 dolls and sets of clothes for them.

A set of furniture for dolls.

Doll service.

A rag doll with plaited braids.

Plane images of dolls and clothes for them.

Cut pictures and puzzles with images of dolls.

Articulation gymnastics for girls.

Methodological support

1. Nishcheva N. V. Speech map of a child with general speech underdevelopment (from 4 to 7 years old) - SPb .: "PUBLISHING HOUSE" DETSTVO-PRESS ", 2013.

2. Nischeva N. V. Picture material for the speech map of a child with general speech underdevelopment (from 4 to 7 years old) - St. Petersburg: "DETSTVO-PRESS" PUBLISHING HOUSE, 2013.

3. Nishcheva NV Modern system of correctional work in a speech therapy group for children with general speech underdevelopment - SPb .: "DETSTVO-PRESS" PUBLISHING HOUSE, 2013.

4. Nishcheva N.V. Summaries of subgroup speech therapy classes in the middle speech therapy group for children with OHP (part I) - SPb .: "DETSTVO-PRESS" PUBLISHING HOUSE, 2013.

6. Nischeva N. V. My primer. - SPb .: "DETSTVO-PRESS" PUBLISHING HOUSE, 2013.

7. Nischeva N. V. We are engaged together. Middle group. Home notebook. - SPb .: "DETSTVO-PRESS" PUBLISHING HOUSE, 2013.

10. Nischeva NV Notebook for the middle speech therapy group of kindergarten № 1 - SPb .: "PUBLISHING HOUSE" DETSTVO-PRESS ", 2013.

11. Nischeva N. V. Notebook for the middle speech therapy group of kindergarten No. 2 - SPb .: "DETSTVO-PRESS" PUBLISHING HOUSE, 2013.

12. Nischeva N. V. Notebook on teaching literacy for preschool children No. 3-SPb .: "PUBLISHING HOUSE" DETSTVO-PRESS ", 2013.

16. Nischeva N. V. New multi-colored fairy tales. - SPb .: "DETSTVO-PRESS" PUBLISHING HOUSE, 2012.

17. Nishcheva N. V. Developing fairy tales - SPb .: "PUBLISHING HOUSE" CHILD PRESS ", 2012.

18. Nishcheva N. V. Card indexes of outdoor games, exercises, finger gymnastics - SPb .: "PUBLISHING HOUSE" DETSTVO-PRESS ", 2012.

19. Nischeva N.V. Card file of tasks for the automation of correct pronunciation and differentiation of sounds of different groups - SPb .: "PUBLISHING" DETSTVO-PRESS ", 2012.

21. Nischeva N. V. Card file of subject and plot pictures for automation and differentiation of sounds. Issues 1, 2, 3, 4. - SPb .: "DETSTVO-PRESS" PUBLISHING HOUSE, 2013.

22. Nischeva N. V. Texts and pictures for the automation of sounds - St. Petersburg: "PUBLISHING HOUSE" DETSTVO-PRESS ", 2013.

23. Nishcheva N. V. Pictures and texts for the automation of sounds - St. Petersburg: "PUBLISHING HOUSE" DETSTVO-PRESS ", 2012.

28. N.V. Nishcheva Play 4. Sobirayka - SPb .: DETSTVO-PRESS, 2010.

29. Nischeva N. V. Igrayka 5. - SPb .: CHILDHOOD-PRESS, 2009.

30. Nischeva N. V. Igrayka 6. A gramotka. - SPb .: "DETSTVO-PRESS" PUBLISHING HOUSE, 2013.

31. Nishcheva N.V. Play 7. Sobirayka - SPb .: DETSTVO-PRESS, 2010.

32. Nishcheva N.V. Playboy 8. Reading - SPb .: CHILDHOOD-PRESS, 2010.

33. Nischeva N. V. Igrayka 9. Difference - SPb .: CHILDHOOD-PRESS, 2010.

50. Nischeva N.V. Igrayka 10. Chute. Games for the development of mathematical representations in older preschoolers - St. Petersburg: DETSTVO-PRESS, 2010. 51. Nischeva N.V. Igrayka 11. Games for the formation of ideas about time in preschool children - St. Petersburg: "DETSTVO-PRESS" PUBLISHING HOUSE, 2011 ...

52. Nischeva N.V. Igrayka 12. Little hostess. Games for the development of speech, thinking, attention - SPb .: "PUBLISHING HOUSE" DETSTVO-PRESS ", 2013.

53. Nischeva N.V. Igrayka 13. Consideration. Games for the development of mathematical representations - SPb .: "PUBLISHING HOUSE" DETSTVO-PRESS ", 2011.

69. Nischeva N. V. Series of pictures for teaching preschoolers to tell storytelling. Issue 1.- SPb., CHILDHOOD-PRESS, 2014.

70. Nischeva N. V. Series of pictures for teaching preschoolers to tell storytelling. Issue 2.- SPb., CHILDHOOD-PRESS, 2014.

71. Nischeva N. V. We are driving, driving, driving ... Modes of transport - SPb .: CHILDHOOD-PRESS, 2010.

72. Nishcheva N. V. The world of nature. Animals - SPb .: "DETSTVO-PRESS" PUBLISHING HOUSE, 2013.

73. Nishcheva N. V. Wildlife. In the world of animals - SPb .: "DETSTVO-PRESS" PUBLISHING HOUSE, 2013.

74. Nishcheva N. V. Wildlife. In the world of plants - SPb .: "DETSTVO-PRESS" PUBLISHING HOUSE, 2013.

75. Nishcheva N. V. Four seasons. A cycle of classes on the development of speech of older preschoolers when examining works of landscape painting - St. Petersburg: "DETSTVO-PRESS PUBLISHING HOUSE", 2012.

86. Nischeva N. V. Card file of subject pictures. Fruits, vegetables - SPb .: "DETSTVO-PRESS" PUBLISHING HOUSE, 2013.

87. Nischeva N. V. Card file of subject pictures. Trees, shrubs, mushrooms - SPb .: "PUBLISHING HOUSE" DETSTVO-PRESS ", 2013.

88. Nischeva N. V. Card file of subject pictures. Transport - SPb .: "DETSTVO-PRESS" PUBLISHING HOUSE, 2012.

89. Nischeva N. V. Card index of subject pictures. Animals of our forests, domestic animals, their cubs - SPb .: "DETSTVO-PRESS" PUBLISHING HOUSE, 2012.

90. Nishcheva N. V. Card file of subject pictures. Animals of hot and northern countries. Animal world of the ocean - SPb .: "PUBLISHING HOUSE" DETSTVO-PRESS ", 2012.

91. Nishcheva N. V. Card file of subject pictures. Garden and forest berries. Houseplants - SPb .: "PUBLISHING HOUSE" CHILD-PRESS ", 2012. 92. Nishcheva N. V. Card file of subject pictures. Primroses, wild and meadow flowers - SPb .: "PUBLISHING HOUSE" DETSTVO-PRESS ", 2012.

93. Nischeva N. V. Card file of subject pictures. Domestic, migratory, wintering birds - St. Petersburg: "DETSTVO-PRESS" PUBLISHING HOUSE, 2012.

94. Nishcheva NV Card file of subject pictures. Aquarium and freshwater fish. Insects and spiders - SPb .: "DETSTVO-PRESS" PUBLISHING HOUSE, 2012.

95. Nishcheva N. V. Card file of subject pictures. Tools of labor, tools. - SPb .: "DETSTVO-PRESS" PUBLISHING HOUSE, 2012.

96. Nischeva N. V. Card file of subject pictures. Toys, school supplies. - SPb .: "DETSTVO-PRESS" PUBLISHING HOUSE, 2013.

97. Nischeva N. V. Card index of subject pictures. Dishes, furniture. - SPb .: "DETSTVO-PRESS" PUBLISHING HOUSE, 2011.

98. Nischeva N. V. Card index of subject pictures. Appliances. - SPb .: "DETSTVO-PRESS" PUBLISHING HOUSE, 2011.

99. Nischeva N. V. Card file of subject pictures. The figurative structure of a preschooler's speech. Adjectives. - SPb .: "DETSTVO-PRESS" PUBLISHING HOUSE, 2012.

100. Nischeva N. V. Card file of plot pictures. Preschooler's verb dictionary. - SPb .: "DETSTVO-PRESS" PUBLISHING HOUSE, 2012.

101. Nischeva N. V. Card file of plot pictures. Prepositions. - SPb .: "DETSTVO-PRESS" PUBLISHING HOUSE, 2013.

102. Nischeva N. V. Card file of subject pictures. Defenders of the Fatherland. Conquerors of space - SPb .: "PUBLISHING HOUSE" DETSTVO-PRESS ", 2012. 103. Nishcheva N. V. Moscow is the capital of Russia. - SPb .: "DETSTVO-PRESS" PUBLISHING HOUSE, 2011.

104. Nishcheva N. V. My rights. Preschoolers about rights and responsibilities. - SPb .: CHILDHOOD-PRESS, 2010.

105. Nishcheva N. V. Card file of plot pictures. Two capitals. - SPb .: "DETSTVO-PRESS" PUBLISHING HOUSE, 2012.

111. Nischeva NV Formation of the skill of retelling in preschool children. Educational situations based on the texts of Russian folk tales. - SPb .: "DETSTVO-PRESS" PUBLISHING HOUSE, 2014.

112. Vereshchagina NV Diagnostics of the pedagogical process in the first junior group of a preschool educational organization. - SPb .: "DETSTVO-PRESS" PUBLISHING HOUSE, 2014.

115. Vereshchagina NV Diagnostics of the educational process in the senior group. - SPb .: "DETSTVO-PRESS" PUBLISHING HOUSE, 2014.

116. Vereshchagina NV Diagnostics of the educational process in the preparatory group for school. - SPb .: "DETSTVO-PRESS" PUBLISHING HOUSE, 2014.

125. Gavrisheva L., Nishcheva N. New speech therapy chants. Musical finger gymnastics and finger games. Issue 2.- SPb .: "PUBLISHING HOUSE" DETSTVO-PRESS ", 2012.

126. Nischeva N. V. Speech therapy rhythm in the system of correctional work in kindergarten. - SPb .: "DETSTVO-PRESS" PUBLISHING HOUSE, 2014.

127. Bartosh N. T., Savinskaya S. P. Integrated developmental classes in a speech therapy group. - SPb .: "DETSTVO-PRESS" PUBLISHING HOUSE, 2012.

Smirnova I.A. Speech therapy album for the examination of persons with severe disabilities ”! pronunciation. - SPb .: CHILDHOOD-PRESS, 2013.

Smirnova I.A. Speech therapy album for the examination of sound pronunciation. - SPb .: CHILDREN - PRESS, 2013.

Smirnova I.A. Speech therapy album for the examination of the phonetic-phonemic system of speech. - SPb .: CHILDHOOD-PRESS, 2013.

Natalia Silaeva
Adapted educational program of correctional and developmental work for children with OHP

The adapted Educational Program is developed in accordance with the following regulations documents: with the Federal Law of December 29, 2012. No. 273-FZ "About education In Russian federation", Order of the Ministry of Education and Science of Russia dated 10.17.2013 No. 1155 "On the approval of the federal state educational preschool education", Order of the Ministry of Education and Science of Russia dated 30.08.2013 No. 1014" On approval of the procedure for organizing and implementing educational activities in the main general education programs of preschool education", basic preschool educational program, Charter MBDOU.

AOP enables diversified development children at the age of 5 years, taking into account their age and individual characteristics for the main directions: physical, social and communicative, cognitive, speech and artistic - aesthetic.

AOP aims at:

Creation of conditions for leveling speech psychophysical development children and ensuring their all-round harmonious development;

Creation of conditions for the development of the child, opening up opportunities for his positive socialization, his personal development, the development of initiative and creative abilities based on cooperation with adults and peers and age-appropriate activities;

Creation of developing educational environment, which is a system of conditions for socialization and individualization children.

Today, the problem of compatibility is urgent correctional and general developmental programs to build a comprehensive correctional and developmental model, which defines the interaction of all participants educational process in achieving goals and objectives kindergarten educational program.

The present the program is corrective-developmental character. It is designed to teach and educate children 5-7 years old(with level II, level III of general speech underdevelopment, complicated by a dysarthric component, admitted to a preschool institution for two years.

Theoretical and methodological basis programs are: the position of LS Vygodsky on the leading role of education and upbringing in the mental development of the child; R. E. Levina's doctrine of the three levels of speech development children and psychological and pedagogical approach in the system of special education; studies of the patterns of development of children's speech in conditions of its violation, conducted by N.V. Nishcheva. Implementation in adapted educational areas is carried out using approved and recommended correctional programs, copyright technologies and practical experience of a speech therapist teacher.

Correctional- the pedagogical process, in groups for children with speech disorders is organized in accordance with the age needs and individual-typological characteristics of the development of pupils, the unifying characteristic of which is the presence of specific speech disorders caused by the immaturity or underdevelopment of psychological or physiological mechanisms of speech in the early stages of ontogenesis, in the presence of normal hearing and vision, and safe prerequisites for intellectual development.

Establishing the causes of speech disorders, qualifications of their nature, severity, structure of a speech defect allow us to determine the goal, objectives, content and forms of speech therapy. In a speech therapy group corrective direction of work(for the organization of the functioning of which the teacher-speech therapist is responsible, is the leader, and general education - to subordinates... All teachers follow the speech children and reinforce the speech skills formed by the speech therapist teacher. In addition, all specialists, under the guidance of a speech therapist teacher, are engaged in corrective work, participate in the correction of speech disorders and related processes. All specialists in their work take into account age and personality characteristics children, the state of their motor sphere, the nature and degree of impairment of speech and non-speech processes.

The purpose of this Programs is building a system correctional and developmental work in speech therapy groups for children with a general underdevelopment of speech at the age of 5 to 7 years, providing for full interaction and continuity of actions of all preschool specialists educational institutions and parents of preschoolers. The complexity of pedagogical influence is aimed at aligning speech and psychophysical development children and ensures their all-round harmonious development.

The present program will allow the most rational organization group work for children with OHP, to save the time of the educator and speech therapist to prepare for classes, to ensure the unity of their requirements in the formation of full-fledged speech activity, to create the prerequisites for further training, the development of the child's potential capabilities.

To achieve this goal, the following are determined Events:

Examination of pupils of general developmental groups (middle and senior preschool age) MBDOU and identification among them children in need of preventive and corrective assistance in the development of speech.

Studying the level of speech, cognitive, social-personal, physical development and individual characteristics children in need of speech therapy support, determination of the main directions and content work with every child.

Systematic implementation of the necessary preventive and correctional work with children in accordance with the plans of individual and subgroup lessons.

Conducting monitoring studies of the results correctional work, determining the degree of speech readiness children to schooling.

Formation of information readiness for speech therapy in the teaching staff of MBDOU and parents work, assisting in the organization of a full-fledged speech environment

Coordination of the activities of teachers and parents in the framework of speech development children(encouraging parents to consciously engage in speech development of preschoolers in the family).

AOP tasks:

Mastering by children of independent, coherent grammatically correct speech and communication skills;

Mastering the phonetic system of the Russian language;

Mastering the elements of literacy, which forms the psychological readiness for learning at school and ensures continuity with the next stage of the system of general education

Clarification, expansion and enrichment of the vocabulary of older preschoolers

The development of coherent speech in older preschoolers.

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