Interaction Between A Speech Therapist and A Teacher in A Group for Children with Physical Disabilities

Abstract

This article analyzes one of the key issues in special education: organizing effective interaction between a speech therapist and a caregiver in groups for children with phonetic-speech underdevelopment (PSD). It examines the theoretical foundations of collaboration between specialists, based on the principles of comprehensive and systematic intervention. The roles of each participant in the educational process at various stages are described in detail: from joint diagnosis and planning to the implementation of evening remedial hours. Particular attention is paid to methods for integrating speech therapy tasks into routine activities and general educational activities (walks, games, meals), as well as the role of the caregiver as an active facilitator in the automation of sounds and the development of phonemic perception. The article emphasizes the importance of the "Interconnection Notebook" as a key tool for documenting joint activities.