До питання про роботу логопеда в умовах інклюзивного навчального простору

Abstract

The proposed article presents the results of the analysis of legislative documents and scientific and methodological literature in the field of speech therapy in an inclusive environment. Speech therapist at the beginning of the school year based on the results of the survey of students, in case of speech disorders that require long-term assistance or specially organized training, suspicions of other developmental disorders - recommends parents (other legal representatives) of the child to contact the inclusive resource center for comprehensive psychological pedagogical assessment of child development. The conclusion of the inclusive resource center on a comprehensive psychological and pedagogical assessment of the development of a child with special educational needs notes the features of the child's speech competence (knowledge, abilities, skills, etc.), the needs and recommendations for speech therapist, and the number of hours for correctional developmental speech therapy services. After receiving an opinion on the comprehensive assessment, the educational institution, represented by the head of the institution, enters into an agreement with a speech therapist to provide correctional and developmental services to a child with special educational needs who is studying in an inclusive form. Based on the conclusion of the comprehensive assessment, an Individual Development Program is drawn up, which states that the speech therapist is a member of the team of psychological and pedagogical support of the child. Speech therapist, being a member of the team of specialists who provide psychological and pedagogical support to children with special educational needs in an inclusive educational space, performs: diagnostic, developmental, organizational and methodological, advisory and educational work. Special pedagogical activity of a speech therapist is carried out on the basis of the program included in the structure of the basic educational program of the general educational institution. Based on this, the main activities of a speech therapist are determined in the framework of psychological and pedagogical support of children with special educational needs who study in an inclusive space. During the school year, the speech therapist draws up the following documents: a speech card for each child, long-term and calendar work plans, individual notebooks for each child, an annual report on the results of correctional training. The speech therapist participates in school methodological associations, meetings of the inclusive resource center, replenishes the speech therapy office with new methodological and didactic literature. Each activity of a speech therapist is included in a single process of psychological and pedagogical support and within the framework of inclusive education acquires special significance. That is, it is focused not only on overcoming speech disorders in students with special educational needs, but also on their socialization and adaptation among peers with normo-typical development. Thus, the activities of a speech therapist in an inclusive environment are not limited to corrective action. Promoting the socialization of children with speech disorders is becoming increasingly important. Because it is speech disorders that become an obstacle on the way to communication of children with speech disorders with other children and teachers. Overcoming speech disorders contributes to the formation of a child with special educational needs self-confidence, the development of its cognitive abilities. A speech therapist can be the person who will help a child with special educational needs to build relationships in the school community and beyond.