Plans for individual speech correction work with children with special needs; methodological development on speech therapy on the topic. Individual plan for correctional work at a speech therapy center Individual plan for speech therapy work with a junior schoolchild

A plan for speech correction work is drawn up by a speech therapist for the school year based on an analysis of the child’s speech card.

The individual plan presents areas of correctional work that make it possible to eliminate speech disorders and gaps in the child’s knowledge, skills and abilities identified during a speech therapy examination.

Such a plan will allow us to systematize classes, increase their effectiveness and strengthen the correctional focus, as well as implement a person-centered approach to training and education.

Plan of individual logocorrection work for 200_/00__ academic year. Year

Last name, first name of the child - Ivanov S. Speech therapy conclusion: FFF, minimal manifestations of dysarthria.

The knowledge, skills and abilities acquired by the child in individual speech therapy sessions are reinforced by educators, specialized specialists and parents.

Plans for individual lessons with your child

The main task of individual speech therapy classes is the formation of the sound side of speech: normalization of articulatory motor skills, production of missing sounds, correction of distorted pronunciation and differentiation of mixed sounds. If necessary, in individual lessons, work is carried out on the formation of the lexical and grammatical structure of speech, coherent statements, as well as on the development of the psychological basis of speech and fine motor skills.

The speech therapist draws up plans for individual lessons based on an individual plan for speech correction work. When planning individual lessons, the structure of the speech defect, the age of the child, and his individual personality characteristics are taken into account.

An approximate record of a plan for individual speech therapy sessions

Last name, first name of the child - Ivanov S.

Speech therapy conclusion: FFN, minimal manifestations of dysarthria.

In the “Results” column, the speech therapist evaluates the child’s activity after completing each type of task using symbols (“+”, “--”) or a short phrase (it doesn’t work, it’s difficult).

Individual plans

logocorrection work

for the 2016-2017 academic year

group "Cockerel"

teacher-speech therapist Kostenko N.V.

Last name, first name of the child – V.D.

Plan for individual logocorrection

work for the 2016 – 2017 academic year. year

Last name, first name of the child – F.M.

Speech therapy conclusion: ONR level 1

Plan for individual logocorrection

work for the 2016 – 2017 academic year. year

Last name, first name of the child – V.T.

Speech therapy conclusion: OHP level 2

Plan for individual logocorrection

work for the 2016 – 2017 academic year. year

Last name, first name of the child – S.F.

Speech therapy conclusion: OHP level 2 against the background of SGL.

Plan for individual logocorrection

work for the 2016 – 2017 academic year. year

Last name, first name of the child – K.K.

Plan for individual logocorrection

work for the 2016 – 2017 academic year. year

Last name, first name of the child – G.E.

Speech therapy report: OHP level 2 against the background of SGL

Plan for individual logocorrection

work for the 2016 – 2017 academic year. year

Last name, first name of the child – V. A.

Speech therapy conclusion: ONR level 2

Marina Fomina
Individual plan for correctional work at a speech therapy center

After examining the child, we fill out a speech card and protocol for each pupil speech therapy center. Also compiled individual plan of correctional work for each child. This sample allows you to enter all the necessary data on work with children of senior preschool age. Designed by for children with physical impairment and functional disability. Easy to use, allows you to quickly see all the necessary information.

Individual plan for correctional work at a speech therapy center

Academic year

Last name, first name of the child___

Date of Birth___

Speech therapy report___

1. Development of articulation motor skills:

Articulation gymnastics___

Development of speech breathing___

speech therapy massage___

2. Formation of the right sound pronunciations:

Setting sounds___

Automation and introduction to independent speech___

Differentiation of sounds___

3. Development of phonemic awareness___

4. Work on correcting the syllable structure of a word___

5. Job over the lexical structure of speech___

6. Job over the grammatical structure of speech___

7. Job over coherent speech___

8. Preparing for literacy___

9. Development of mental processes___

10. Small development motor skills:

Finger gymnastics ___

Preparing your hand for writing___

Lacing, playing with objects___

Orientation on a sheet of paper___

Publications on the topic:

Individual plan of correctional work Individual plan of correctional work with a child for the school year. General information about the child. Misha K was born on June 21, 2010 in Konosha.

Individual long-term plan for the correctional work of a teacher-defectologist with a child of senior preschool age with mental retardation Individual long-term plan for correctional work in the senior group of a special education teacher for the 1st half of the ___ academic year. Child's full name:.

Individual work plan for a teacher for 2015–2020 Individual work plan for the Educator 2015-2020. Compiled by: teacher of MBDOU “Kindergarten No. 5 “Belochka” in the village of Oktyabrsky ZMR RT.”

Individual work plan for a teacher during the inter-certification period for five years Municipal budgetary preschool educational institution "Kindergarten No. 103" of a combined type with the Tatar language of education, etc.

Individual work plan to improve professional level 1. Full name of the teacher – Yakovleva Vera Aleksandrovna 2. Education – Secondary specialized. Bugulma Pedagogical School. 3. Category.

Individual work plan to improve the professional level of a teacher-psychologist Individual work plan to improve the professional level during the inter-certification period of a teacher-psychologist of the MKU “Education Department”.

Individual plan for working with the FFN ___ 1. Development of articulatory motor skills: Complex articulatory gymnastics.

Individual plan of correctional work. Teaching retelling to preschool children Individual plan of correctional work with a child for 20…. - 20…. academic year Child's last name: Date of birth: Group number:.

Option 1.

1. Improving fine motor skills

• Remember the names of your fingers
• Learn different finger movements
• Accompany finger exercises with poetic texts (T. Tkachenko, I. Lopukhina, etc.)

• Carrying out various verbal instructions (2-, 3-, 4-step)
• Guessing an object using a riddle-description
• Games with rules (perform an action only under a certain condition): “Request”, “Show”, “It happens, it doesn’t happen”
• “Pick up a word” (completing a verse in rhyme), “riddles - deceptions” (you need to choose the correct option from the picture, the wrong option rhymes). The child looks at the plot pictures and determines whether each sentence he hears relates to its content.

• Development of phonemic perception based on the material of correctly pronounced sounds
• Repetition of a combination of vowel sounds, with their clear articulation
• Repeating a chain of syllables with easy to pronounce consonants
• Repetition of a chain of syllables with contrasting loudness-voicelessness and easily pronounced consonant sounds
• Repeating a chain of syllables with a combination of easily pronounced consonants
• Rhymes are unfinished, rhymes are mixed up, rhymes are difficult to speak
• Select from a number of words one that differs in sound
• Repetition of 3-4 similar-sounding words, their clear pronunciation

• Clarification of lexical topics proposed by Vasilyeva’s “Education and Training in Kindergarten” program, T.B. Filicheva’s program.
• Generalizing words, synonyms, antonyms, parts and wholes, etc.

• Development of word formation, inflection, use of prepositions

• Description of the picture

• Compiling a story based on a series of plot paintings
• Retelling the text

• Mastering basic exercises
• Performing a set of exercises that help produce this sound

• Explanation of sound articulation
• Showing articulation of sound
• Imitation performance
• Staging using probes

• Isolated
• In syllables (direct, reverse, confluences)
• In words
• In phrases
• In sentences, tongue twisters
• In poetic texts
• In spontaneous speech

1. Phonetic side of speech.

• work on sound pronunciation - clarifying the pronunciation of simple consonants and vowels, staging, automation of vibrants. Differentiation of sonorous sounds.
• Articulation gymnastics
• Formation of a targeted and strong air stream.
• Working on your voice power.

• Clarification and expansion of the dictionary according to thematic plan.
• Clarification of the names of geometric shapes.
• Clarification of the names of colors and shades.
• Expansion of the predicative dictionary.
• Expanding the dictionary of features. Studying antonyms.

• Formation of verbs - antonyms.
• Formation of possessive adjectives.
• Work on understanding and using simple prepositions.
• Work on agreeing nouns with adjectives.
• Work on the correct agreement of nouns with pronouns.
• Work on correct agreement of nouns with verbs.
• Work on the correct agreement of nouns with numerals.
• Work on the formation of the plural of nouns in the nominative and genitive cases.
• Formation of relative adjectives.
• Formation of singular and plural nouns in the dative and prepositional cases.
• Studying exception words in plural formation.
• Formation of diminutive and augmentative forms of nouns.
• Formation of diminutive forms of adjectives.
• Work on understanding and using complex prepositions.

• differentiation of sounds by deafness and voicedness
• development of auditory attention based on non-speech sounds.
• Isolating vowel sounds among a number of vowels.
• Isolating consonants among a number of consonants
• Isolating the first stressed vowel in a word.
• Emphasis on the first consonant in a strong position.
• Phonemic analysis of two- and three-syllable constructions.

• Compiling a story - a description based on a visual example.
• Compiling a story based on a plot picture.
• Compose a story based on your own experience.
• Compiling stories based on simple and complex series of plot pictures.
• Retelling fairy tales and simple texts
• Learning poems, tongue twisters, riddles

• development of voluntary memorization
• increasing the volume of auditory-verbal memory
• development of all types of perception
• development of auditory attention
• development of fine and facial motor skills
• development of kinesthetic perception
• development of spatial concepts
• development of imagination
• development of visual and constructive activities
• development of logical thinking

1. Formation of correct sound pronunciation.

• Speech therapy massage;
• develop the mobility of the articulatory apparatus;
• production and correction of sounds:
• group of whistlers - S, Sь, Z, ZH, Ts
• group of hissing ones – Ш, Ж, Ш, Ш
• sonorous group – L, L, R, Rb
• labio-labial – P, B, M + soft.
• labiodental – T, D, N + soft.
• posterior lingual – K, G, X + soft.
• Other __________________________
• automate sounds in syllables, words, sentences, connected text.

• identify sounds (vowels, consonants, hard-soft, voiceless-voiced);
• determine the presence and absence of a sound, the place of a sound in a word.

• word formation;
• inflection.

• expand subject vocabulary;
• expand the dictionary of features;
• expand your verb vocabulary.

• develop the ability to write a story based on a picture;
• develop the ability to compose a story based on a series of paintings;
• develop the ability to compose a retelling;
• develop the ability to compose a story - description.

• develop visual attention, memory, perception, thinking;
• develop fine and articulatory motor skills.

INDIVIDUAL PLAN FOR CORRECTIONAL WORK WITH A CHILD FOR THE SCHOOL YEAR

1. preparatory stage

Careful and comprehensive preparation of the child for long-term and painstaking correctional work:

a) development of a motivational basis for further correctional work (establish contact with the child, arouse interest in speech therapy classes);

b) formation of a full-fledged psychological basis for speech (development of auditory attention, memory, phonemic perception in games and special exercises; development of articulatory, fine and general motor skills;

d) strengthening physical health (consultations with specialists, if necessary, drug treatment, massage, etc.).

1. formation of a full-fledged sound side of speech

Elimination of incorrect pronunciation, development of the ability to differentiate sounds that are similar in sound and articulation; instilling the skill of self-control of speech.

a) production of sounds (k, g, d, t - s, s’, z, z’, c – w – l, l’ – zh – r, r’ – h, sch);

b) automation of sounds

In syllables (direct, reverse, with a confluence of consonants);

In words (with stress, without stress, complex);

In sentences;

Differentiation of sounds (s-z, s-s’, s-ts, s-sh, s-z-ts

F-z, f-sh,

Ch-s', ch-t', ch-sch,

Shh, shh, shh, shh,

R-l, r-r’, r’-l’, r’th, l-l’

c) automation of sounds in speech.

1. development of phonemic hearing and sound analysis skills(the ability to isolate a sound from a word, find its place in a word / at the beginning, in the middle, at the end /, determine the hardness and softness of a sound, name the first, second, etc. sounds, determine the number of syllables in a word);
2. expansion of vocabulary;
3. formation of grammatical structure of speech(the ability to change words by gender, number, case, form new words using prefixes, suffixes, coordinate words with each other, use pronouns correctly, etc.);
4. development of coherent, expressive speech (teaching storytelling based on plot pictures, a series of pictures; retelling, normalization of prosody);
5. Development of mental processes(attention, memory, perception, logical thinking, sensation, imagination);
6. Sensorimotor development(correct determination of the size, color, shape of objects, development of tactile sensations).

All stages go in parallel with pronunciation correction based on correctly pronounced sounds

On the topic: methodological developments, presentations and notes

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