Speech therapy work in kindergarten. The role of a speech therapist teacher in the formation of a child’s speech development Among the main speech disorders are:

The purpose of the work of a speech therapist at a preschool educational institution:

Tasks:

Enrolling children in speech therapy classes.

Formation of subgroups.

Advisory assistance to educators and parents of children of speech pathologists.

Articulation gymnastics.

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Speech therapy work in a general education preschool institution.

Speech therapist teacher: Golikova A.V.

The purpose of the work of a speech therapist at a preschool educational institution:providing timely correctional and developmental assistance to preschool children with speech disorders.

Tasks:

Carry out the necessary correction of speech disorders in preschool children;

Prevent violations of oral and written speech in preschool children;

To develop voluntary attention to the sound side of speech in preschool children;

Promote speech therapy classes among teachers of MKDOU, parents of pupils (their substitutes);

To instill in children the desire to overcome speech deficiencies and maintain emotional well-being in their adaptive environment;

Improve the methods of speech therapy work in accordance with the capabilities, needs and interests of the preschooler;

Integrate the upbringing and education of children in the general education group with receiving specialized assistance in speech development.

In the practice of modern education, there is a growing gap between the real situation of the increasing need for corrective and preventive influence at an early age and the existing regulatory and legal framework that regulates the activities of the preschool educational institution’s speech center and constrains the provision of timely speech therapy assistance to children.

In middle and older age, deviations in speech acquisition become more complex and develop into various forms of speech disorders. The largest number of children with speech disorders were identified at the age of 4–5 years (91%), 5–6 years (85%). At the same time, only older (preparatory) age children receive assistance within the preschool speech center, and work with younger children is limited to creating a data bank on speech disorders and counseling parents.

Due to the increase in the number of preschool children with certain speech development disorders, it is impossible to provide them with correctional and pedagogical assistance and only within the framework of speech therapy groups. Moreover, the role and importance of speech therapy centers in preschool educational institutions is increasing as one of the most realistic and effective ways to ensure high speech and socio-psychological adaptation of children with speech disorders to the conditions of school education.

The choice of methods and forms of providing speech therapy assistance is directly related to the determination of the characteristics of children, the educational needs of parents (legal representatives), and the capabilities of the regional education system itself, which together identifies the following forms of organizing speech therapy intervention:

· Groups for children with physical disabilities and special needs;

· Speech therapy centers in preschool educational institutions;

· Intragroup differentiation of individual pedagogical work with children in the course of regulated and unregulated activities (the work comes down to the development of children’s speech, the formation of a coherent, expressive and logical statement in them).

A preschool speech therapy center is the “youngest” form of organizing speech correction assistance for children with speech impairments. Unfortunately, there is still not a single federal level regulatory document on this model of organizing speech therapy care. Publications in a number of publications, especially in the scientific and methodological journal “Logoped”, help to more effectively solve issues of prevention and correction of speech defects. However, speech therapists sometimes have problems that require an extraordinary approach, both to the organization and to the selection of the content of speech correction work.

When analyzing the currently available regulations on preschool speech therapy centers in individual cities and regions of the Russian Federation, many discrepancies and inconsistencies are revealed regarding the specifics of speech therapy work with preschool children. These discrepancies and inconsistencies relate to:

A list of types and forms of speech disabilities with which children are enrolled;

enrollment mechanism;

The number of children studying at the speech center at the same time;

List of documentation for a speech therapist teacher.

Inconsistencies in a number of provisions are caused mainly by the fact that they are 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 in a general education institution.” The wording of the title of the letter makes it possible to assume that it also relates to the activities of the speech therapy center of the preschool educational institution, since kindergartens are also general educational institutions. But this letter entirely determines the procedure for organizing the activities of only the school logo center, which follows from the contents of the letter and its appendices.

It is inappropriate to strictly regulate the work of a speech therapist in these conditions, since strict regulation will lead to formality in the work and will not allow fully taking into account the structure of the speech defect and the psychophysical characteristics of each child; will limit the initiative and creative approach to solving correctional, organizational and methodological problems of a speech therapist.

What are the specifics of working at a preschool speech center?and how does the work of a speech therapist at a speech center differ from the work of a speech therapist in a group for children with speech disorders? There are several main differences.

1) The work of a speech therapist in a mass preschool institution in its structure and functional responsibilities differs significantly from the work of a speech therapist in a speech kindergarten.This is primarily due to the fact that the speech therapist at the speech center is integrated into the general educational process, and does not go along with it in parallel, as is customary in speech kindergartens.The work of a speech therapist is based on the internal schedule of the preschool educational institution. The work schedule and schedule of classes are approved by the head of the preschool educational institution.

Unlike specialized preschool educational institutions (groups), the task of speech correction in a speech center is additional. There is no time in the children's schedule specifically allocated for classes with a speech therapist, so you have to very carefully draw up a schedule and work with the children in such a way as not to interfere with the assimilation of the preschool educational program. A speech therapist at a speech center is like a cook for a teacher; everyone has their own job. Teachers work according to their own plans, have difficulty monitoring the correct pronunciation of sounds, and have no incentive to do this work.

2) In the speech therapy group, children have the same speech conclusion, which determines the lesson program. At the speech center, children with various speech disorders (FFDD, OHP, logoneurosis, dysarthria, dyslalia, etc.) are simultaneously trained.

3) There is currently no correction program for the work of logopoints; in our work we rely on modern technologies and developments by T.B. Filicheva, O.S. Ushakova, T.A. Tkachenko, O.E. Gribova, O. Gromova E.E., Solomatina G.N., Konovalenko V.V. and S.V. and etc.

4) The speech therapist at the speech center works in a different mode from the speech garden. The main forms of organizing work with children with speech impairments are individual and subgroup classes. Our classes are short-term (15-20 minutes), short-term (2-3 times a week).

5) The speech therapist at the speech center is forced to intervene in the learning process on the day the child attends his classes. Children with speech disorders themselves receive correctional assistance in portions, and not daily, like children in a speech therapy kindergarten.

Enrollment of children in speech therapy classes occurs through the PMPK (psychological-medical-pedagogical commission), which issues a speech report and gives the parents and speech therapist an official document.

Based on the number of students studying at the same time and the total number of children who attended classes at the speech therapy center during the school year, it is advisable to determine both the maximum and minimum number of students. If there are a large number of children with severe speech impairments, it is impossible to fit more than 12 children into the speech therapist’s working time frame. At the same time, if only mild speech deficiencies are identified in the majority of children, classes can be conducted with 20 children. The same applies to the timing of correctional work, and the main forms of organization of correctional speech work and the frequency of classes.

The main form of work with preschoolers in the kindergarten speech center is individual and subgroup lessons. This is due to the following reasons:

· The need to adapt to general developmental group classes and routine moments;

· Different structure of pronunciation defects in children of the same age group;

· Different levels of development of cognitive processes in children with structurally similar defects;

· Individual pace of learning the material;

· The need to involve several sounds that are disturbed in pronunciation into work at once;

· Somatic weakness of children, entailing numerous absences due to illness, which significantly delay the process of correcting the child’s speech disorders.

These and some other reasons do not allow organizing stable subgroups of children for speech therapy sessions: subgroups of children have a variable composition and are very mobile.

All this leaves a certain imprint on speech therapy work. Therefore, very often we have to resort to forms that are rarely covered in specialized literature, namely, group production of sounds.

Another form used is individual lessons in the presence of other children.While one child is working with a speech therapist, others are playing specially selected games to develop fine motor skills, color perception, sense of rhythm, etc. This form of classes was dictated primarily by the need to save time, but then its other positive aspects emerged: greater emancipation of children in class, increased interest in the speech of their peers, motivation for their own pure speech.

The methods and techniques used during the correction process are traditional, scientifically based. However, despite the fact thatThe main goal of a speech therapist teacher’s work in a speech therapy center is to correct violations of sound pronunciation, while simultaneously solving problems related to the formation of the lexical and grammatical structure of the child’s language.Replenishment of the dictionary occurs not only due to the introduction of new words into it, acting as speech material, clarification of their meaning, but also due to the word-formation skills gradually formed during classes. Figuratively speaking, in addition to correcting violations of sound pronunciation, the child receives a tool for further expanding his vocabulary, which, in turn, increases the possibilities of training exercises.

The overall success of correctional education in a speech therapy center is determined by the joint work of the speech therapist and parents. Parents become full participants in the educational process. The child receives individual correctional assistance only 2-3 times a week, so its effectiveness depends, among other things, on the degree of interest and participation of parents in speech correction. Newly formed sounds must be supported by all means, and not given to the child the opportunity to pronounce them without reinforcement and control.

The volume of advisory and methodological work of a speech therapist teacher in a speech therapy center is many times greater than the volume of similar work in a compensatory group setting, this is especially noticeable in preschool institutions with a large number of groups. And the distribution of the working time of a speech therapist teacher allocated to direct speech correction work with children, in different provisions and methodological recommendations, is characterized by great variability. From “all 4 hours of his working time, a speech therapist works directly with children” to “the weekly workload of a speech therapist in working conditions at a preschool speech therapy center is 20 hours, of which 15-16 hours are allocated to direct work with children, 4-5 hours - to organizational -methodological and advisory work with preschool teachers and parents.” Since the frequency and volume of advisory work are revealed in the process of speech correction work, then in the speech therapist’s working time for this, of course, there must be time free from classes with children.

Sincerely your teacher-speech therapist: Golikova A.V.

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Speech therapy work in kindergarten

In our kindergarten there are three correctional speech therapy groups for children with severe speech impairments (SSD) - middle, high and preparatory to school. There is also a logo station. In speech therapy groups, correctional work is carried out to eliminate the general underdevelopment of children’s speech. At the speech center, correction of phonetic and phonemic speech deficiencies is carried out.

Enrollment of children with speech disorders into speech therapy groups is carried out after the decision of the territorial psychological, medical and pedagogical commission (TPMPK).

Preschoolers with various speech disorders are grouped into one age group based on similar levels of speech development.

For work, a program of correctional and developmental work is used in the speech therapy group of a kindergarten for children with general speech underdevelopment (4 to 7 years old).

Directions of correctional work of a teacher-speech therapist in kindergarten:

Speech therapy examination;

Parent counseling;

Development of non-speech mental functions (attention, perception, memory, thinking, motor skills, visual-spatial skills);

Development of correct physiological and speech breathing;

Development of coherent speech;

Correction of reading and writing disorders;

Preparing for literacy;

Development of fine motor skills of the hands.

Corrective work is a complex multi-stage activity. The complexity of the work arises from many internal and external factors influencing the development of a child’s speech. A child with a speech disorder is under the watchful supervision of a speech therapist, psychologist, medical professional, teacher, and of course the parents themselves.

The teacher-speech therapist conducts frontal, subgroup and individual lessons.

Speech correction classes are conducted in speech therapy rooms. They are equipped in such a way that they provide corrective and educational assistance to children with speech disorders. Classes are held at strictly designated hours.

Parents play a major role in the work of a speech therapist, participating in parent-teacher meetings, involving parents in speech work with children, during which it is assumed to organize the correct attitude towards the child’s speech at home and help in completing homework given by the speech therapist. The joint work of the speech therapist with parents also determines the overall success of correctional education. For this purpose, they are carried out; open classes, consultations, workshops, information stands and moving folders are set up.

Speech therapist advice

Very often, children who speak poorly for their age also eat poorly. As a rule, it’s a real problem for them to eat an apple or a carrot, not to mention meat. This is caused by weakness of the jaw muscles, which, in turn, delays the development of movements of the articulatory apparatus. Therefore, be sure to force your child to chew crackers and whole vegetables and fruits, bread with crusts and chunks of meat.

To develop the muscles of the cheeks and tongue, show your child how to rinse his mouth. Teach to puff out your cheeks and hold the air, “roll” it from one cheek to the other.

Do not forget to develop fine motor skills - the baby should work as much as possible with his naughty fingers. No matter how tedious it may seem to you, let your child button up his buttons, lace his shoes, and roll up his sleeves. Moreover, it is better for a child to start training not on his own clothes, but first to “help” dolls and even parents get dressed.

As the child's fingers become more agile, his language will become more and more understandable not only to his mother.

It is very useful to sculpt in childhood. Just don’t leave your child alone with plasticine in order to stop his desire to taste the molded ball in time.

Many mothers do not trust their child with scissors. But if you stick your fingers into the rings of scissors along with your children’s and cut out some figures, you’ll get an excellent workout for your hand.

Probably every mother knows when a child’s teeth should grow, when the baby should sit, and when to take the first steps. But when he must pronounce sounds correctly, unfortunately, not everyone thinks about it and often realizes it only before the time comes to register the child for school or kindergarten, at best.

Children under the age of three experience age-related tongue-tiedness, when they do not accurately reproduce sounds. Of course, parents understand the speech of their beloved child from infancy, but it is extremely important that at a certain age certain sounds are pronounced:

1-2 years - sounds: A, U, O, I, P, B, M
2.5 years - sounds: G, K, X, Y, Y, G, K, X
3 years - sounds: F, S, 3, T, D, N, C
4 years - sounds: Zh, Sh, Ch, Shch
5 years - sounds: L, R

If this does not happen before five years, the problem is much more difficult to solve and specialist intervention cannot be avoided.

Among the main speech disorders are:

Dyslalia is a violation of the pronunciation of individual sounds (burring “r”, replacing “r” with “l” or “sh” with “s”; then it turns out that instead of “fish” - “lyba”, instead of “bump” - “detective” and etc.);
- phonetic-phonemic disorders - when a child not only pronounces, but also perceives incorrectly the sounds of his native language;
- general underdevelopment of speech - when pronunciation, perception, and grammar are impaired;
- poor vocabulary;
- lack of connected speech;
- stuttering.

♦ Under no circumstances imitate the child’s incorrect pronunciation, do not “lisp.” Children are quite capable of perceiving correct literary speech. Speak beautifully and competently even with the smallest child.

♦ In addition to the pronunciation of sounds, pay attention to the overall structure of speech. Listen to how the child expresses his thoughts, whether he constructs sentences correctly, whether he agrees words in gender, number, case, and whether he uses prepositions and conjunctions correctly. A five-year-old child should no longer have agrammatisms.

♦ If a child speaks too loudly or, conversely, has a quiet voice, contact an otolaryngologist, as the child may be hard of hearing or have problems with the vocal apparatus.

♦ Watch videos and listen to audio materials that your baby is interested in, because the child will pronounce what he hears. Pay attention: is the dubbing done well, is every word clearly and clearly audible; Is there a layering of translation of foreign products onto the original text?
♦ If you want your child to start learning a second or third foreign language, be sure to consult with a speech therapist and neurologist. Find out whether your child's nervous system is capable of handling such a load. It is recommended to start learning your first foreign language no earlier than 4 years of age.

Remember that any violations in the pronunciation of sounds that do not correspond to age standards are considered as speech defects, which can be very difficult to correct.

And most importantly: parents, do not forget that your speech is a role model.

The importance of family education in the development of children's speech

Do you want your child, as an adult, to achieve success in life, make a brilliant career, and succeed in business? Of course, dear fathers and mothers, grandparents, you want your baby to succeed as an individual, to feel free and confident always and in everything.

Then teach your child to speak! He must speak correctly. After all, by learning to speak, a child learns to think logically. Without looking into the distant future, try to assess the current state of your baby’s speech.

The child needs skillful and timely help.

Clean pronunciation, lexical richness, grammatically correct and logically connected speech are the merits, first of all, of family upbringing. And, on the contrary, insufficient attention to the child’s speech often becomes the main cause of speech disorders.

A speech therapist and preschool teachers will help your child eliminate such defects, form and consolidate the correct articulation of sounds. And yet, you must take on the main burden in teaching your child to speak correctly.

From you, loving parents, “very little is required - be patient, interest the child and include him in purposeful work. At the same time, we must not forget the elementary principles of teaching:

A child should learn by playing.

You cannot force a child to study. Classes will give the best results when combining different teaching methods.

The teacher can teach the student only if he himself has sufficient knowledge of the material and pronounces the sounds correctly.

Dear fathers and mothers!

Speech therapy examinations carried out annually in kindergarten show that the state of speech of middle-aged children (4-5 years old) often does not correspond to the age norm, but by the age of four all sounds should already be fully formed and used correctly in speech. We will not dwell on the reasons for the trouble.

We will try to highlight the activities that parents who want to hear their children’s clear speech should perform

Every year, starting from the first year of a child’s life, undergo an examination by a speech therapist at a children’s clinic;

be critical of the speech manifestations of children, starting from birth, and in cases of any deviations from the norm, contact a speech therapist, without reassuring yourself with the belief that everything will work out on its own;

Be sure to consult your child with an ENT doctor about the presence of adenoids, since adenoids significantly affect speech, and with an orthodontist. If a child is indicated for adenotomy or bite correction, then do not delay in solving these problems;

Most children suffering from sound pronunciation disorders have impairments in phonemic hearing, with the help of which we distinguish sounds that are similar in sound or articulation. The speech therapist you contact will teach you how to develop phonemic awareness;

Attend speech therapy classes with your child, doing homework carefully. Without completing these tasks, without constant monitoring of the assigned sounds, it will be impossible to achieve positive results;

six months after all the sounds have been delivered, show the child to a speech therapist to check the reliability of the results;

in case of severe speech disorders, do everything to ensure that the child gets into a speech therapy group in a timely manner. Do not put off resolving this issue year after year by listening to the advice of incompetent people.

The article is intended for parents of preschool children. It reveals the goals of speech therapy work in a kindergarten. A brief description of the main speech disorders in children, types of correctional classes and their duration is presented.

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Features of the work of a speech therapist in kindergarten

In modern preschool institutions, not only educators, but also teachers of various specialties work with children. One of the specialists is a speech therapist. Parents often believe that a speech therapist only works with children who do not pronounce or pronounce certain sounds incorrectly. But this is only one aspect of speech therapy. The main goal of correctional work carried out by speech therapists is the development of the child’s speech as a whole, namely: the development of articulatory motor skills, the development of physical and speech hearing, the accumulation and activation of vocabulary, work on the grammatical structure of speech, training in word formation and inflection skills, the development of coherent speech, the formation of skills sound-letter analysis, and, of course, pronunciation correction.

Different children need speech therapy for different reasons. It depends on the nature of the speech impairment. If a 5-6 year old child pronounces certain sounds incorrectly, as a rule,[l] or [r], There is no special tragedy in this - now. But later... Will his parents be able to guarantee that such a deviation from the norm will not interfere with him in adolescence or older age? And relearning is many times more difficult. If a child pronounces certain sounds incorrectly and, in addition, has impaired phonemic (speech) hearing, which does not allow him to clearly distinguish the sounds of his native language, this can lead to reading (dyslexia) and writing (dysgraphia) impairments at school. You can let everything take its course, ensuring the child has poor performance in the Russian language, stress, etc., or you can try going to a speech therapist with a preschooler, rather than having problems with the schoolchild later.

It is known that all functions of the central nervous system are best trained and educated during the period of their natural formation. If unfavorable conditions are created at this time, then the development of functions is delayed, and at a later age the lag is compensated with difficulty and not completely. For speech, such a “critical” period of development is the first three years of a child’s life: by this period, the anatomical maturation of the speech areas of the brain basically ends, the child masters the main grammatical forms of his native language, and accumulates a large vocabulary. If in the first three years the baby’s speech was not given due attention, then in the future it will take a lot of effort to catch up. That is why systematic correctional classes are conducted in kindergartens with children starting from 3-4 years of age.

There are two types of speech therapy classes: frontal (with a group of children) and individual. The optimal number of children in a frontal lesson is 5-6 people, children of the same age and with the same type of impairment, since speech therapy work is based on the defect and age of the child.

There are three main types of speech disorders in preschoolers: impaired pronunciation of individual sounds, or dyslalia, - mild form, FFN - phonetic-phonemic disorders(pronunciation and speech hearing are impaired), ONR - general speech underdevelopment(the entire speech system is disrupted: pronunciation, phonemic hearing, syllable structure, grammar, coherent speech). General underdevelopment of speech has four levels - from silence and speech at the level of a one-year-old child to the manifestation of elements of OHP (impaired phonemic hearing and syllabic structure of speech).

For children with dyslalia, 1-2 times a week individual lessons with a speech therapist on the development of articulatory motor skills, production and automation of sounds, and homework are sufficient. Classes can last from 3 to 9 months.

Children with FFN can attend individual classes 2-3 times a week or combine frontal classes with individual ones. Classes can last 6-9 months.

For children with special needs, individual lessons alone are not enough; a combination of frontal and individual lessons 3-4 times a week is more effective. In individual lessons, work is carried out mainly on correcting sound pronunciation, and also positions are practiced that the child cannot do individually in frontal lessons. The main objectives of frontal classes are, firstly, the accumulation of vocabulary and the development of the lexical and grammatical structure of speech; secondly, the development of phonemic hearing and the syllabic structure of words; thirdly, the prevention of dysgraphia and dyslexia and, fourthly, the development of coherent speech. Along the way, the speech therapist develops the emotional-volitional sphere and all mental processes. Duration of classes is 1-2 years.

The correct development of a child’s speech largely depends on the attention and care of the family. Dyslalia, FFN or OHP - all these disorders can be completely overcome or a significant improvement in speech can be achieved, but for this you need to help the child persistently, with love and faith in success!

Many people simply underestimate the profession of a speech therapist. But this is a very important and necessary craft for society. Everything about the profession of a speech therapist will be discussed in our article.

Speech therapist: who is this?

A speech therapist is a highly qualified specialist whose main job function is to study various speech defects. The speech therapist is obliged to qualitatively study the causes of these defects, as well as prescribe an effective course of treatment. Treatment may include various types of techniques, techniques and training. Contrary to popular belief, a speech therapist is by no means a children's specialist. Despite the fact that the majority of patients with whom this professional works are children, adults are also not averse to seeking qualified help.

A competent speech therapist must master the basics of psychology, pedagogy and medicine. Particularly important in the profession in question is the ability to qualitatively classify groups of people who need help. The approach to children and adults is very different. Thus, recently speech therapists have begun to be divided into children’s and adult specialists.

Speech therapist is a very important, developing and in-demand profession. What else can you tell about her?

Why are speech therapists needed?

As mentioned above, many people greatly underestimate the profession of a speech therapist. Moreover, some individuals do not even understand why this profession is needed. Citizens refer to the specialty in question as “another useless occupation” and “a craft that no one needs.”

They name it until they themselves encounter obvious problems. We are talking about those cases when, for example, a four-year-old child is, in principle, unable to speak clearly. Some people immediately blame this problem on the parents: they say they didn’t work well enough with their children. However, not all so simple. A child may exhibit extremely serious forms of illness, such as dyslexia, dysgraphia and other extremely unpleasant defects. Fixing them is not so easy. This is where you need the qualified help of a competent specialist. A speech therapist is just such a person.

Qualities required for work

Before we begin to analyze the main professional responsibilities and functions of an employee, it is worth talking a little about what important qualities and character traits a speech therapist should have. And this is really important: children often worry and feel awkward when communicating with this specialist. A competent professional must possess certain skills and character traits in order to be able to win over children.

A children's speech therapist must possess such qualities as communication skills, openness and friendliness, tact and observation. Not every person is able to work in such a specialty. Nervous, stressed, tactless people should not even think about becoming a speech therapist. The speech therapist himself is an excellent psychologist who can recognize the temperament and character of a child in a matter of minutes, as well as find the source of speech problems.

Getting a profession

Where can I get training to become a speech therapist? Today, in almost every major city in Russia or other CIS countries, there are many higher educational institutions that are ready to provide their services for quality education of citizens. Work as a speech therapist can be obtained after training in such institutions as:

• MGPU - Moscow State Pedagogical University. Today this university remains one of the best pedagogical institutions in the world. Here you can qualitatively master the profession of a speech therapist, after which you can work in leading clinics, schools and other institutions in the country.
• Sholokhov Moscow State Humanitarian University is the country's leading humanitarian university.
• RGPU named after Herzen is another elite pedagogical university.
• Wallenberg Institute of Pedagogy and Psychology.

Naturally, there are many other universities in the country that are ready to provide a course in speech therapy.

Professional Responsibilities

It is especially important to list the main professional functions and responsibilities of the employee. It is what a speech therapist does that best characterizes the profession itself.

What are the main responsibilities here? Here are the most basic ones:

• qualitative examination of patients, during which the main features of speech development should be identified;
• making a diagnosis, identifying the main problem;
• a set of methods and methods of treatment;
• carrying out the main groups of work - so-called classes with a speech therapist (this includes conducting exercises, issuing “homework”, assistance in the development of basic speech abilities);
• evaluation of results based on the results of classes, comparison of results with initial data.

Thus, a specialist such as a speech therapist has a fairly large and structured number of responsibilities. Reviews of the work of these professionals are, as a rule, entirely positive. And it cannot be otherwise: a person has studied and practiced methods for developing human speech characteristics for at least five years. Of course, this is bearing fruit.

Features of the profession

The profession of a speech therapist has many interesting and surprising features. Some of them are worth talking about separately.

A speech therapist must have incredible patience. It is probably no longer a joke to say that the best speech therapist would be some soulless robot. After all, you need to love your job very much in order to give the same recommendations time after time, in a calm manner, to not the most assiduous children (and even some adults). Excellent speech therapists are people who can convince even a child how important it is to be able to speak beautifully and clearly. But, unfortunately, not everyone can create the necessary motivation in a patient.

A speech therapist must be an excellent psychologist. Each patient must have an individual approach. If this is a child, you need to remember the basics of developmental psychology, critical and lytic periods; if this is an adult, mature person, it is worth remembering that he may have various kinds of complexes and mental disorders.

Income

Another important topic that should be touched upon is the salary of speech therapists. In the Russian Federation, as you can already guess, this is not the best situation. Thus, the average salary of a speech therapist in the country is a little more than 20 thousand rubles. Of course, we are talking about the public sector - schools, kindergartens, hospitals, etc. In private clinics, salaries may be slightly higher.

It becomes somewhat sad if you start comparing the incomes of Russian speech therapists with the incomes of foreign ones. Thus, in European countries, as well as in the USA, a speech therapist is a very important and necessary specialist for society. Accordingly, the income there is many times higher. And this despite the fact that in Russia at the moment there is an acute shortage of this kind of specialists: in many schools and kindergartens there are simply no speech therapists, as a result of which individual speech work with children is not carried out at all.

History of the profession

Logos - speech, Paideia - education. This is how the name of the craft in question can be translated from Greek. Speech education is a short but capacious description of the profession of a speech therapist.

The profession of speech therapist was born not so long ago - in the 17th century. The best teachers in Europe tried to combat hearing impairment in children. Devices of varying degrees of whimsy were developed, and special techniques and methods of treatment appeared. However, over time, speech therapy only grew, absorbing more and more different problems and disorders. As the 20th century approached, speech therapy became relatively similar to what it is today: the work of correcting speech defects.

By the 21st century, speech therapy includes a great variety of different theories, methods and methods of treatment. Any speech therapist in a kindergarten for children, at a school or in a simple clinic has a rich range of knowledge and skills.

First group of job benefits

Like any other work activity, the profession of a speech therapist has a number of “spiritual” and “material” advantages. If we talk about the intangible component, then the only thing worth highlighting is usefulness. The point is that, despite not the smartest opinions, the profession of a speech therapist is still very useful and necessary for society.

Every person wants to speak clearly, competently and clearly. There are probably no people in the world who would like their own speech impediments. A speech therapist comes to the rescue here.

Second group of job benefits

It was not difficult to understand the “spiritual” component of the profession. What if you pay attention to something material? The more “down-to-earth” advantages of the profession include:

• Opportunity to constantly develop. If you establish yourself as a high-quality and competent specialist, about whom many people know, you can try to increase your status (and, accordingly, your income) by moving to private institutions.
• High "geography" of employment. Today, the profession of a speech therapist is considered very important and necessary for society. A speech therapist at school or in kindergarten is not a common occurrence. It's simply not there. A speech therapist should definitely not have problems finding employment.
• Speech therapists do not have the concept of “retirement age”. You can work as much as your health allows.

Disadvantages of the profession

Like any other professional field, the work of a speech therapist also contains a number of certain disadvantages. It is worth noting:

• Huge power costs. A speech therapist spends a lot of energy working with just one patient. It’s good if a professional has significant experience, and therefore experience. In this case, a certain habit and some skills of working with “problem” patients should be developed (certain tasks of a speech therapist, suitable for age, character, etc.). But it will really be difficult for young and inexperienced workers.

• A large amount of documentation. Almost every employee has this problem today. What can we say about doctors: recently, the entire burden of maintaining various kinds of paperwork has fallen on them. And this, as a consequence of the cuts, is a completely abnormal phenomenon.
• Small salary. The income of a specialist has already been discussed above. A speech therapist in a kindergarten, school or other budget institution really receives very little money.

Thus, a speech therapist is a very original, special specialist. His activities cannot be confused with anything.