Journal archive

Abstract: The article discusses the main changes in the organization of logopedic help to infants and preschool children in the conditions of reforming the system of preschool education that have taken place over the past five years by the example of the educational space of Moscow. The implementation of inclusive education as an alternative to special education, the reorganization of special pre-school institutions, the reduction of speech therapy groups and speech therapy stations, the closure of speech therapy rooms in children's polyclinics - all this required the revision of traditional approaches to providing speech therapy to infants and preschool children and the search for new opportunities to organize and conduct speech therapy to children from two to five years with speech dysontogenesis. The article summarizes the experience of work of teachers-logopedists with infants and preschool children with disabilities in pre-school departments of educational institutions of Moscow, based on the works in methods by the staff of the Institute of Special Education of MSPU. The article dwells on the basic lines of work of speech therapists with the parents of children with special educational needs. It shows some aspects of interactive support of the interaction between support specialists and parents in the unified educational space, reflects the specificity of patronage by the interactive speech therapy specialists of infants and preschool children with deviations in development and their parents. Various models of SLT support for children from 2 to 5 years with disabilities and Advisory work with parents have been developed and verified on the basis of preschool educational institutions of Moscow.