Svetlana Sukhoruchenko
Correctional and developmental program of interaction between a speech therapist and a teacher-psychologist "Iris"

IRIS

Prepared: teacher speech therapist

Sukhoruchenko S.A.

Khabarovsk 2017.

Relevance

"Federal State Standards for Basic Education program» take into account that the content of preschool education should cover all areas of the child's personality development - preschooler: physical, social and communicative, artistic and aesthetic, as well as cognitive and speech.

It is on the cognitive-speech direction that it is necessary to focus attention educators, since in recent years there has been an increase in the number of preschoolers with various deviations in both the cognitive and speech spheres. The disharmonious nature of the development of children in this category determines the need for a purposeful study of the state of not only their speech sphere, but also cognitive functions. Revealing the correlation of speech symptoms and impaired cognitive activity in the structure of the defect, as well as corrections of these developmental disorders, require the development of a single strategy, methodological and organizational continuity in solving correctively-logopedic tasks.

Clinical and psychological pedagogical examination of children with speech disorders reveals in many of them characteristic deficiencies in the development of the cognitive sphere, caused by a speech defect and low mental and physical performance.

"A defect in any analyzer or an intellectual defect does not cause an isolated loss of one function, but leads to a number of deviations."

L. S. Vygotsky

That is, there are no speech disorders in which, due to intersystem connections, other psychological disorders would not be noted. Together they form a complex psychological profile of deviations in mental development in children, in the structure of which speech disorders are one of the leading syndromes.

Deviations in speech development and due to speech difficulties can lead to certain negative manifestations in all spheres of a child's life, to a certain extent predetermining low cognitive activity, insufficient orientation in the facts and phenomena of the surrounding reality, impoverishment and primitivism of the content of communicative, play and artistic and creative activities , unproductive behavioral tactics, etc.

In children of speech therapy groups with normal intelligence, there is often a decrease in cognitive activity and those included in its structure processes: less volume of memorization and reproduction of material, instability of attention, quick distraction, exhaustion of mental processes, a decrease in the level of generalization and understanding of reality; they have difficulty in developing coherent speech. On the part of the emotional-volitional sphere, a number of features: increased excitability, irritability or general lethargy, withdrawal, resentment, tearfulness, multiple mood swings.

The need for a comprehensive and thorough study of organizational and substantive aspects corrective care for children, strengthening its preventive aspects is currently an urgent need and task of preschool education.

When working with children with speech disorders, it became necessary to search for common conceptual foundations. interactions for the consistency of their activities. Such foundations came: development and correction cognitive sphere, as well as development and correction of the emotional sphere.

For this purpose, we have created Correctional and developmental program of interaction between a teacher-speech therapist and a teacher-psychologist

IRIS

(Play, Develop, Explore, Collaborate) for correctional groups of compensatory orientation for children with speech impairments.

Target programs: correction and the development of educational activities that stimulate the speech, cognitive and personal development of the child.

Common tasks are primarily aimed at providing timely diagnostic, preventive and correctively- developmental assistance.

Tasks of the work of specialists

Work tasks speech therapist The tasks of a psychologist

Studying the level of speech, cognitive, social and personal characteristics of children of the senior speech therapy group, determining the main directions and the content of work with each of them. Development of memory, attention, thinking, spatial orientation

Improving fine motor skills

Development of visual - motor coordination

Systematic implementation of the necessary preventive and correctively- speech work with children in accordance with their individual programs Development of arbitrariness and self-control skills, volitional qualities

Activating the used vocabulary

Formation of pedagogical the collective of preschool educational institutions and parents of information readiness for speech therapy work, helping them in organizing a full-fledged speech environment Increasing the psychological culture of parents and educators

Coordination of efforts educators and parents, control over the quality of their speech work with children Removing anxiety in children with a negative mood for speech therapy classes

The basis for the organization of such interactions define the following principles:

Consistency. Child development is a process in which interconnected, all components are interdependent and interdependent... You cannot develop only one function, systematic work on the development of the child is necessary.

Complexity (complementarity) ... Child development is a complex process in which the development of one cognitive function determines and complements the development of other functions.

Compliance with age and individual capabilities. Individual program work with a child should be built in accordance with the psychophysiological laws of age development, taking into account risk factors.

Adequacy of requirements and loads.

Gradual and systematic, following from simple and accessible tasks to more complex, complex ones.

Individualization of the pace of work - the transition to a new stage of training only after the complete mastering of the material of the previous stage.

Implementation model interaction of a teacher-psychologist and

speech therapist:

Diagnostics is the determination of those aspects of a child's development that require special attention. Diagnostics in the course of our work acquired the main constituents: determination of the level of speech and mental development of the child. Development of a joint diagnostic block of techniques that allows you to reduce the time for examination and make it more meaningful.

Correctional development work... An integrated long-term plan is formed on the basis of comprehensive diagnostics correctional and developmental classes;

Advisory work. Ensures the continuity of accompanying children and their families on the creation of differentiated psychological pedagogical learning environment, education, correction and development.

Educational work. Correctional-the developmental process is impossible without the participation of parents and educators, therefore, it is necessary for them to conduct consultations, at which one should talk about the peculiarities of the child's development at the moment, risk factors and main directions correctively-developmental work with them, as well to examine, to analyze the subjective relationships in the family, as conditions for the prevention of speech disorders.

Monitoring. Analytical activities will allow us to track performance correctively-development work in close cooperation speech therapist and psychologist, that is, highlight all the possible positive and negative aspects of this activity, as well as track the dynamics of the child's development.

During correctively-developmental activities require timely early support for the child educators and parents, which allows you to prevent many problems and on time correct them with the least effort.

Pedagogical value of the program

Submitted by program of interaction between teacher - speech therapist and teacher- the psychologist allows, firstly, take into account not only speech, but also the individual psychological characteristics of children, as well as their compensatory capabilities; secondly, to clearly formulate an objective conclusion about the development of the child and, thirdly, to outline individual and group correctional work for the long term. Thus, the consistency of actions speech therapist and the psychologist allows you to effectively adjust existing developmental disorders of speech, which helps the child to easily adapt in the preschool environment, develop and learn successfully.

The main role, of course, is played by the family - its patience and influence, the joint, united efforts of parents and teacher... Therefore, one of the most relevant methods of psychological pedagogical accompanying children with speech impairments is the training and consultation of parents in order to regulate family relationships, child support and organization of assistance.

Bibliography.

1. Arefieva Z. A., Podobed S. O. organization of the work of the speech therapy center in the preschool educational institution. Speech therapist, 2004.

2. Vygotsky LS Fundamentals of defectology. - SPb .: Publishing house "Doe",2003.

3. Comprehensive psychological and speech therapy work to prevent and corrections school maladjustment: A guide for practitioners of preschool educational institutions \ Ed. d. m. n. E. M. Mastyukova. - M .: ARKTI, 2002.

4. Povalyaeva M. A. Correctional pedagogy. Interaction of specialists... Collective monograph \ M. A. Povalyaeva. - Rostov-on- Don: "Phoenix", 2002.

5. Podobed S. O. Children's garden: or - how to manage it. Krasnoyarsk, 2003

6. Friday TV Organization and content of the teacher's work in a group of children with speech impairments. - Mn .: "Aversev", 2005.

7. Stepanova OA Organization of speech therapy work in a preschool educational institution. - M .: "Shopping center Sphere", 2003.

8. Troshin O. V., Zhulin E. V. Logopsychology: Tutorial. - M .: "Shopping center Sphere", 2005.

9. Kryukova S.V., Slobodyanik N.P. I am surprised, angry, afraid, bragging and happy: Programs emotional development of preschool and primary school children. M., 1999.

Work plan of the psychological and speech therapy service

TIME THEME INTERACTION WITH CHILDREN INTERACTION WITH TEACHERS INTERACTION WITH PARENTS

September Diagnostics Diagnostics

Round table based on the results of diagnostics. Drafting correctively-thematic work plan. Diagnostics results and tasks for the academic year. Individual consultations.

October Development of perception Correctional-development classes on the topic.

Integrated lesson teacher-psychologist and teacher-speech therapist

Drawing up a card index of games for children on the development of perception Consultation "Play techniques for the development of perception"

Booklet "Games for the development of perception"

November Developing spatial representations Correctional

Integrated lesson teacher-psychologist and teacher-speech therapist using an interactive whiteboard.

Consultation "Formation of perception of the relationship between objects and their groups in the game" Master class "Games and exercises for the development of spatial representations"

"Indians".

December Memory Correctional-development activities with children with TNR on the topic.

Integrated lesson teacher-psychologist and teacher-speech therapist using an interactive whiteboard.

Consultation "How learn poetry playfully»

Slide folder “We develop memory. This is not difficult"

Booklet "Games for the development of memory"

January Attention Correctional-development activities with children with TNR on the topic.

Integrated lesson teacher-psychologist and teacher-speech therapist using an interactive whiteboard.

Consultation on the topic “Development of memory and attention in children. What games can you play " Consultation "Development of attention"

Booklet "Let's play with us!"

integrated gcd with children TNR "Pathfinders".

February Thinking

(verbal-logical) Correctional-development activities with children with TNR on the topic.

Integrated lesson teacher-psychologist and teacher-speech therapist using an interactive whiteboard.

Seminar-practical "Development of logical thinking in preschoolers"

Consultation

“Development of verbal and logical thinking in children.

Slide folder "We teach children to solve riddles"

March Development of the emotional sphere

Correctional-development activities with children with TNR on the topic.

Integrated lesson teacher-psychologist and teacher-speech therapist using an interactive whiteboard.

Open integrated GCD with children TNR "Spring".

Consultation "Emotional well-being of a child in kindergarten"... Drawing up a card index of games for the development of the child's emotional well-being. Consultation

"Emotional development of children and daily routine"

Imagination Correctional-development activities with children with TNR on the topic.

Integrated lesson teacher-psychologist and teacher-speech therapist using an interactive whiteboard. Open Integrated GCD "Space" with children THR

Drawing up a file cabinet game and exercises "Dreamer" on the development of imagination. Consultation "How to develop the imagination of a child 5-6 years old"

May Diagnostics Diagnostics

development of cognitive processes, development of speech Conducting Round table based on the results of diagnostics Results of diagnostics, recommendations. Individual consultations.

Natalia Batsanina
The work of an educational psychologist with children ONR

Psychological pedagogical accompanying children with speech disorders is one of the most difficult types of psychological pedagogical assistance to children.

General speech underdevelopment (OHR)- various complex speech disorders in which the formation of all components of the speech system is disturbed, that is, the sound side (phonetics) and the semantic side (vocabulary, grammar) with normal hearing and intelligence.

Children with OHP often suffer from emotional - volitional sphere: children are aware of their disorders, so they have a negative attitude towards verbal communication, sometimes there are affective reactions to a lack of understanding of verbal instructions or the inability to express their wishes. Due to these developmental features in children observed:

Aggressiveness, pugnacity, conflict;

Increased impressionability, fears;

Uncertainty, a feeling of depression, a state of discomfort;

Increased sensitivity, vulnerability;

Inclination to painful daydreaming.

Thus, the first stage of my work consists in carrying out diagnostics for children with OHP, while violations in the cognitive, emotional-volitional and personal spheres are revealed.

Identification of the existing psychological characteristics of pupils is necessary teacher- to a psychologist to determine the main directions of correctional and developmental work in the process of psychological pedagogical accompanying the development of children.

The priority tasks in my work to support the development of children with speech impairments in our preschool are:

Creating an emotionally favorable microclimate for the child in the group, when communicating with children and teaching staff;

Taking into account the individual characteristics of the development of children in the unity of the intellectual, emotional and behavioral spheres of their manifestation;

Providing assistance to children in need of special training programs, special forms of organizing their activities,

Increasing the psychological competence of parents, educators on the issues of upbringing and development of the child.

The tasks that I set for accompanying children with OHP in our garden are solved in work with individual children, a subgroup, as well as with parents and educators... In this regard, several directions are carried out in my work:

Psychological education and prevention;

Psychological diagnostics;

Psychological correction and development;

Psychological counseling.

Psychological process pedagogical accompanying parents, the formation of their competence in various aspects of child development helps to improve parent-child relations, ensure the successful adaptation of children to school, increases their interest in learning activities, contributes to the development of cognitive and educational motivation, independence and self-organization of children.

Thus, an important condition in my work for accompanying children with GP, their successful preparation and further adaptation to school is a joint, comprehensive teacher's work- a psychologist and parents, the activity of parents, interest and faith in the success of children.

Same in my I use ICT in my work, it complements traditional forms work, expanding the possibilities of organizing interaction with participants in the educational process.

The most effective form of organization work with a computer in kindergarten, in my opinion, this is conducting media studies using multimedia presentations. Multimedia presentations are a convenient and effective way to present information using computer programs. It combines dynamics, sound and image, that is, those factors that can hold a child's attention for a long time. The interest that such activities arouse underlies the formation of such important structures as cognitive motivation, voluntary memory and attention. The development of these qualities is especially important for children with OHP, since it is they who in many ways ensure the development of higher mental functions (attention, memory, thinking, imagination, emotional-volitional sphere (the level of self-esteem development, characteristics of the development of personality traits and character traits, as well as psychological readiness of the child for school.

Based on the results of the diagnostics, I create correction groups and conduct group and individual lessons.

V work with children having speech disorders, it became necessary to search for interaction teacher- psychologist and teacher - speech therapist for the consistency of our activities. Such foundations came: development and correction of the cognitive sphere, as well as the development and correction of the emotional sphere.

Basic principle of organization work- providing a comprehensive psychological pedagogical assistance to children having a speech disorder. I and the speech therapist provide assistance, both to each child and to a group of children with speech defects: tracking the development process; we are engaged in deep and comprehensive preventive, corrective and developmental work with older children... Thanks to our joint activities, we are able to carry out methodological work, develop projects that have an impact on the educational and educational environment of the preschool educational institution.

Our close interaction allows, firstly, to take into account not only speech, but also individual psychological characteristics of children, as well as their compensatory capabilities; secondly, to clearly formulate an objective conclusion about the development of the child; and thirdly, to outline individual and group programs of correctional work for the long term. Thus, the consistency of actions speech therapist and a psychologist allows you to effectively correct the existing speech development disorders, which helps the child to easily adapt in the preschool environment, develop and learn successfully.

This Work Program (hereinafter referred to as the Program) was developed by a teacher-psychologist on the basis of the Program for the education and training of preschoolers with general speech underdevelopment on the basis of an approximate adapted program of correctional and developmental work in a speech therapy group of a kindergarten for children with severe speech impairments (general speech underdevelopment) from 3 to 7 years old N.V. Beggar.

The structure and content of the work program are developed in accordance with the following regulatory documents:

Federal Law "On Education in the Russian Federation" dated December 29, 2012 N 273-FZ;

Order of the Ministry of Education and Science of the Russian Federation of October 17, 2013 No. 1155 "On approval of the federal state educational standard for preschool education";

Order of August 30, 2013 N 1014 "On Approval of the Procedure for the Organization and Implementation of Educational Activities for Basic General Education Programs - Educational Programs of Preschool Education";

Resolution of the Chief State Sanitary Doctor of the Russian Federation of May 15, 2013 N 26, Moscow "On the approval of SanPiN 2.4.1.3049-13" Sanitary and epidemiological requirements for the device, maintenance and organization of the mode of operation of preschool educational organizations ";

Order of the Ministry of Education of the Russian Federation of October 22, 1999 N 636 "On Approval of the Regulation on the Service of Practical Psychology in the System of the Ministry of Education of the Russian Federation";

Order of the Ministry of General and Professional Education of the Russian Federation of November 12, 2007 No. 2405 "On approval of the basic component of the activity of a teacher-psychologist";

Letter of the Ministry of Education of the Russian Federation of December 24, 2001 N 29 / 1886-6 "On the use of the working time of a teacher-psychologist of an educational institution";

Letter of the Ministry of General and Professional Education of the Russian Federation dated January 7, 1999 N 70 / 23-16 "On the practice of diagnosing child development in the preschool education system";

The program is built taking into account the main features of the psychophysiological development of children with speech disorders. Speech is not an innate human ability. It is formed in the process of ontogenesis in parallel with the physical and intellectual development of the child and serves as an indicator of his general development. The development of speech has its own laws. At an early age, children are characterized by physiological tongue-tiedness, due to the insufficient formation of the speech apparatus. First, the child develops an understanding of speech, and only then he masters active speech. Therefore, it is necessary to work on understanding speech and enriching a passive vocabulary, and on this basis to develop active speech.

For the formation of the psyche and intellect of a child, three functions of speech that act in close unity are important: communicative, cognitive and regulatory.

The communicative function contributes to the development of the child's communication skills with others, provides the opportunity for joint play, which is of great importance for the formation of adequate behavior, the emotional-volitional sphere of the child's personality. Later, on the basis of social speech, the child's inner speech is formed.

With general speech underdevelopment, the child “speaks” for a long time with the help of gestures and intonation.

The cognitive function of speech is closely related to the communicative one. With underdevelopment of speech, the child's perception is impoverished, the idea of ​​oneself and the world around is poorly developed. Speech underlies the formation of verbal memory, which is necessary for the development of verbal-logical thinking. With OHR, secondary difficulties in the formation of generalized thinking can be noted, as the child has difficulty in the formation of mental operations of comparison, generalization, analysis, synthesis.

The regulatory function of speech during normal development begins to take shape already at the early stages of development. By the age of 4 - 5, when the semantic side of speech is developed, the words of an adult become a regulator of behavior for a child. The formation of the regulatory function of speech is closely related to the development of internal speech, purposeful behavior, the possibility of programming intellectual activity. With the underdevelopment of the regulatory function, the child's behavior becomes impulsive, the adult's speech does little to correct the child's activity, it becomes difficult to follow the sequence of performing certain operations. The child does not notice his mistakes, loses the final task, is easily distracted by insignificant stimuli. The development of gnostic and thought processes, the emotional-volitional sphere, character, and sometimes the personality as a whole, can occur abnormally.

Certain psychological difficulties are characteristic of children with OHP. Children can be excitable, motor disinhibited, or vice versa, lethargic, weakened, exhausted. Among speechopathic children, there are those suffering from the syndrome of hyperresponsibility, whose excessive desire to perfectly complete all tasks leads to the enslavement of the muscles of the body, including the tongue, which makes it difficult for such children to formulate and automate sounds. There are children who are insensitive, not showing interest in their surroundings. The lack of desire to correct their speech means for them a lack of self-control.

Thus, children with OHP need psychological correction of cognitive processes and improvement of the emotional-volitional sphere.

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Irina Vladimirovna Pulyaevskaya

Even L. S. Vygotsky noted that a defect in some analyzer or an intellectual defect does not cause an isolated loss of one function, but leads to a number of deviations. That is, there are no speech disorders in which other psychological disorders would not be noted. Together they form a complex psychological profile of deviations in mental development in children, in the structure of which speech disorders are one of the leading syndromes. It is no coincidence that the lists of children enrolled in the psychological and speech therapy centers of the preschool educational institution practically coincide.

Deviations in speech development and due to speech difficulties are often accompanied by a decrease in the child's cognitive activity, insufficient orientation in the facts and phenomena of the surrounding reality, impoverishment of the content of communicative, play and artistic and creative activities. In children with speech therapy problems, with normal intelligence, there is often a decrease in cognitive activity, a smaller volume of memorization and reproduction of material, instability of attention, exhaustion of mental processes, a decrease in the level of generalization and understanding of reality; they have difficulty in developing coherent speech. On the part of the emotional-volitional sphere, increased excitability, irritability or general lethargy, withdrawal, resentment, tearfulness, and multiple mood swings are often observed.

In addition to children with speech disorders, the following categories of children are currently distinguished in preschool educational institutions:

ЗПРР - violation of psycho-speech development;

With intellectual disabilities;

With violations of the emotional-volitional sphere

A significant group is represented by children with not sharply expressed, but difficult to detect deviations in the development of the motor, emotional, sensory or intellectual spheres. The inclusion of children with disabilities in the educational process using old approaches to their education and upbringing are not effective enough.

in our preschool educational institution, parents, specialists and other participants in the pedagogical process work in close cooperation with sufficient flexibility in accordance with the needs and capabilities of each child.

(development of a correction route)

The purpose of the work of the teacher-psychologist and the teacher-speech therapist is close interaction in the process of correctional and developmental educational activities that stimulate the speech, cognitive and personal development of the child.

(teacher-psychologist develops motor skills, taking into account the lexical topic)

Interaction principles:

Consistency

Complexity

Age-appropriate individual capabilities

Adequacy of requirements and loads

Gradual and systematic

Individualization of the pace of work

The tasks of the speech therapist teacher

Examination of pupils and identification of children among them in need of preventive and correctional speech assistance and determination of the main directions and content of work with each of them.

Systematic implementation of the necessary preventive and corrective speech work with children in accordance with their individual programs.

Evaluation of the results of helping children and determining the degree of their speech readiness for schooling.

Formation of information readiness of the teaching staff for speech therapy work, assistance in organizing a full-fledged speech environment.

The development of fine motor skills.

Enrichment of vocabulary.

Tasks of the work of a teacher-psychologist

Creation of an environment of psychological support for children with disabilities.

Development of memory, attention, thinking, spatial orientation.

Improving fine motor skills.

Development of auditory attention and phonemic hearing.

Development of hand-eye coordination.

Development of arbitrariness and self-control skills, volitional qualities.

Activation of the used vocabulary.

Removing anxiety in children with a negative mood for the educational process.

Ensuring psychological readiness for schooling.

Improving the psychological culture of parents and teachers.

The main stages of interaction between a speech therapist and a teacher-psychologist

Organizational stage

(September October)

Psychology - pedagogical and speech therapy diagnostics of children with disabilities.

Filling in individual child development cards.

Organization and holding of psychological - medical - pedagogical consultations.

Informing about the results of diagnostics, the attitude of parents and teachers to effective correctional work with children. Creation of individual correction programs to help a child with disabilities.

Development of programs for group (subgroup) work with children.

Designing the interaction between preschool educational institutions and parents.

Basic

(November - February)

Solving problems inherent in individual and group correctional programs.

Conducting integrated classes twice a month.

Implementation of speech therapy and psychological monitoring.

Creation and implementation of project activities.

Psychological and pedagogical education of parents. Elimination of deviations in speech and psychological development in children.

Increasing the competence of parents and teachers on the issues of speech and psychological development of children.

Final

(March - May)

Evaluation of the effectiveness of correctional work with children.

Correction of individual and group programs.

Report on the work done.

Designing a correctional and developmental program for children of a preparatory group for school.

Based on the results of the diagnostics, with which we acquaint teachers, together with the teachers of the preschool educational institution, we develop individual correction routes for those children who hardly learn (do not learn) the general education program. A single individual route for each child is discussed and adopted at an operational meeting of the preschool educational institution, signed by all specialists participating in its development, the parents of the pupils get acquainted with it.

A single individual route is developed for the quarter, after which adjustments are made taking into account the dynamics of the child's development. In April, at the final meeting of the PMPS, the results of the work are summed up and the effectiveness of the correctional and educational work carried out during the year is assessed. Thanks to the correction routes, all participants in the correction process have the opportunity to implement an integrated approach in the upbringing and education of children with disabilities.

The interaction of a psychologist and a speech therapist contributes to effective, qualitative changes in the speech development of children, the professional training of teachers, the growth of parents' competence in the field of correctional pedagogy. In the process of correctional and developmental activities, timely early support of the child by teachers and parents is necessary, which allows you to prevent many problems and correct them in time.

A speech therapist and a psychologist pursue different tasks in their work, but the ways and means of achieving them quite often turn out to be common. It should be borne in mind that there is always a group of children who equally need the help of both specialists.

The planning and implementation of correctional and developmental impact requires the interaction of a speech therapist and a psychologist in cases where the following problems lie at the heart of the difficulties of teaching and raising a child:

The lack of formation of the HMF is combined with a lack of speech development;

Violation of the speech sphere is accompanied by maladaptive anxiety;

Speech underdevelopment is accompanied or causes a decrease in learning motivation, self-control.

The work of a speech therapist within the framework of integration can be as follows:

Development of the sound side of speech.

Development of vocabulary and grammatical structure of speech.

Formation of coherent speech.

Formation of full-fledged educational skills and abilities.

The work of a psychologist in the context of integration can be as follows:

Development and correction of higher mental functions.

Enhanced cognitive activity.

Development of the emotional and volitional sphere.

The relationship between the work of a speech therapist and a psychologist is not limited to the use of correctional psychological and speech therapy forms and methods in the classroom, mutual integration is much deeper. It involves joint planning and conducting classes, drawing up general plans for correctional work with children requiring increased pedagogical attention, joint monitoring based on the results of examinations and correctional and developmental activities, developing recommendations for teachers and parents, conducting seminars and consultations on the mental and speech development of children. , design of visual agitation for teachers and parents, selection of literature for their self-education.

Thus, both the speech therapist and the psychologist are engaged in the development of speech and other mental processes simultaneously, but not on equal terms. The main task of a speech therapist is the development of speech (and the correction of higher mental functions contributes to this). The development of speech for a psychologist is also one of the main tasks, but in the context of the work of a psychologist, speech is a means of developing intelligence.