Report on the implementation of educational programs for children with disabilities. Individual educational route for a student with disabilities. Individual educational route for a child with disabilities
In the context of the transition to the practice of individualization and differentiation of the educational process individual educational route for a child with disabilities becomes the optimal model for building a highly effective pedagogical work. Subject to targeted optimization of intellectual, psychological, physical and emotional stress, it is possible to ensure full satisfaction of the real educational needs of children school age, create conditions for their comprehensive progressive development and successful socialization.
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The individual educational route of a child with disabilities includes:
- creating conditions for learning at a personal pace that corresponds to the level of optimal daily workload;
- identifying the goals and objectives of the education of a schoolchild with disabilities, regardless of the psychophysical state;
- choice the most effective methods, methods and forms of conducting educational activities taking into account the stated targets;
- designing an environment that promotes the formation of social skills and lays the foundation for career guidance;
- implementation of corrective medical, psychological and pedagogical assistance, which is an important component of the educational process.
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Individual educational route for a child with disabilities: relevance of the issue
The relevance of addressing the issue of accompanying schoolchildren with special educational needs is associated with modern trends in education. The need for psychological pedagogical support, implemented in particular through design individual educational routes for everyone child with disabilities, leads to an expansion of the range of professional tasks that a modern teacher solves. This raises the issue of increasing the professional competencies of teachers and specialists, taking into account the variability of working with children of different ages with sensory, motor, speech, intellectual, emotional and other developmental disorders.
According to current statistical data, over the past 15 years there has been a decrease in the number of teachers-defectologists, and this fact actualizes the problem of training specialists working in the system of accompanying children with disabilities in the conditions of inclusive education. Training of specialists (psychologists, teachers additional education, social educators, speech therapists, speech pathologists) for implementation special education involves the development of a system of professional pedagogical competencies. In this regard, the most important condition for the development of professional self-awareness and personal development of teachers in the conditions of inclusive education is the purposeful formation in them of skills and qualities that contribute to the implementation of reflexive and organizational actions necessary in the implementation of psychological and pedagogical support for children with disabilities.
One of the key competencies modern teacher is the ability to model individual educational route for a child with disabilities. At the same time, the development and implementation of IOM implies the joint participation of the parents of a child with disabilities (or persons replacing them), all teachers and specialists involved in a comprehensive correctional and developmental process aimed at overcoming developmental deficits and increasing the level of adaptive capabilities of a child with disabilities for a more favorable its inclusion in the educational environment.
According to the trajectory provided within the framework of differentiation of the educational process, the student’s movement can be carried out along various educational routes: internal, providing training within the walls of one school, or external, possible subject to the establishment of cooperation between educational institutions and other institutions. Peculiarities individual educational route for a child with disabilities are determined by a combination of factors, the most significant of which are:
- The age of the student.
- State of health, level of psychophysical development, readiness to master the program material.
- The desire, capabilities and needs of the student and his family members to achieve the agreed educational result.
- Professionalism of teachers and specialists educational organization, availability of special material and technical means and resources.
- Availability of correctional institutions with the required focus in the region.
The implementation of the IEM is ensured through the selection or creation of an adapted educational program, which must preserve the right of the child with disabilities and his parents to choose the optimal pace of learning to achieve a personally significant result, as well as preserve the individual component that corresponds to the real indicators of the psychophysical and emotional development of the student, his aspirations interests.
Development of an individual educational route for a child with disabilities
In connection with the requirements of the Federal State Educational Standard for Physical Education, when organizing an inclusive educational space, competencies for designing adapted educational programs, developing an individual educational route for a child with disabilities. At the same time, one of the significant ones is reflexive competence as a condition for the development of all participants in educational interaction, as well as a means that determines the formation of inclusive competence.
If we talk about the organizational and practical component, the design of the IOM involves the implementation of the following stages:
- Carrying out a comprehensive psychological, medical and pedagogical diagnosis of schoolchildren with psychophysical disabilities and the special educational needs caused by them, in order to identify the current level of development and the immediate zone of learning. Only PMPK (psychological-medical-pedagogical commissions) are authorized to carry out expert activities, which, based on the results of the examination, with the consent of the parents, can issue a conclusion of the established form, facilitating the selection of the optimal educational strategy.
- Setting an individual educational goal, taking into account the physical and mental state of the student, his aspirations, educational needs and interests.
- The choice of options (pedagogical and correctional methods), the implementation of which will ensure the achievement of the educational goal.
- Design of external and internal sheets individual educational route for a student with disabilities.
- Development or selection of correctional and developmental program content based on flexible, traditional and innovative pedagogical technologies that take into account the characteristics of the psychophysical development of schoolchildren with special educational needs.
- Awareness and correlation by specialists and families of individual needs and capabilities with external requirements.
Many experts in the field of education consider the process of modeling IEM as an open joint reflective action of all adults accompanying the child in educational process. In light of this, an individual educational route is intended to be a means of the most effective assimilation by a child of the educational program he is mastering. A team of adults consisting of teachers, specialists and parents identifies specific difficulties in the child’s education and builds a personal optimal educational trajectory in such a way as to create the best conditions for the student’s successful mastery of program content.
In the new educational strategy, an individual route is a “map of the child’s movement” and his specific steps in accordance with this map. The development of IOM as an open joint reflective action represents the coordination of the interests and tasks of all participants in accompanying a child with disabilities and the construction of a system of joint actions included in correctional, developmental, rehabilitation and other activities. Building an individual educational route for a child with disabilities includes seven stages, each of which should be considered in more detail.
| Stages of developing an individual educational route for a child with disabilities | Contents of the activity |
|
Attitudinal-reflective. Allows us to identify the necessary understanding of all participants in educational activities about the direction of IEM, organizational and substantive conditions for its implementation, and the degree of involvement of each adult in correctional and developmental activities. |
The first stage includes questions to determine the meaning of the activity:
Answers to determining the meaning of the activity are given by all partners in the creation and implementation of an individual educational route. At this stage, participants in joint activities on IOM modeling carry out long-term reflection, which makes it possible to determine the image of the future and the expected steps for its implementation. In addition, such activities reveal the capabilities and limitations of each participant in understanding the prospects for educational activities with a child with disabilities. |
| Organizational. |
Second phase building an individual educational route for a child with disabilities provides for the determination of optimal types and forms of educational activities. By identifying the sequence of pedagogical actions, the list of priority organizational tasks and work efficiency, each participant in the joint activity to implement IOM reflects on the implementation of organizational conditions and, in accordance with this, assumes the presence of specific knowledge and skills in order for these conditions to be met. Along with the responses of partners in organizing activities, at this stage of modeling, the child’s expected reactions regarding the proposed types and forms of activities are prescribed. By making forecasts already at the modeling stage, teachers and specialized specialists have the opportunity to assess the thoughtfulness of the organization of the proposed teaching activity. |
| Meaningful. |
The third stage is based on open reflective action, dialogue between participants regarding the content of all events, their pedagogical appropriateness psychological conditioning for this child. In addition, the participation of parents and teachers, specialists in the joint modeling of the content of pedagogical activities makes it possible to expand and deepen the knowledge of parents not only about the forms of activities carried out with their child, but also their content. This will further allow them to be included in the joint implementation of an educational program adapted for their child. Such forward-looking reflection encourages parents of children with disabilities to pay more attention to pedagogical proposals, study them on the eve of implementation, make their own proposals, and receive the necessary consultations. |
| Reflective. |
This stage is aimed at identifying the quality of implementation of the educational program and the success of its assimilation by the child. Through ongoing reflection, all implementation partners individual educational route for a schoolchild with disabilities They identify what behavioral and emotional reactions and manifestations are observed in the child at different moments in the implementation of IOM, and whether adjustments are necessary to the approved pedagogical strategy. Coordinated work in this direction allows participants in joint activities to implement IEM to conduct a qualitative analysis of the implementation of the program, discussing the vision of results both from teachers and specialists, and from parents. |
| Transformative. |
Provides for the possibility of changes in the organization and content of educational activities, improving the quality of educational, correctional and developmental processes in connection with the changes made. Maintaining an open dialogue with partners and considering new pedagogical proposals will make it possible to make the most accurate and local adjustments to the IOM. The need for a transformative stage may be associated with the lack of positive dynamics in the child’s development, the need to create psychological comfort for the child in the conditions of an educational organization. The transformation of IOM can also be associated with the creation of new elements of the subject-spatial environment, changes in the type of communication with the student, expansion of his circle of contacts, and the introduction of new experiences. |
| Expert and analytical. |
At this stage of work on development of an individual educational route for a child with disabilities teachers take the position of experts and carry out a reflexive action to analyze and evaluate the activities carried out and the child’s achievements, answering the following questions:
|
| Reflective-design | Based on setting goals for the future. All participants in the correctional group should think about what shortcomings were identified during the implementation of IEM, what are the further steps in the child’s development in the current educational situation. Prospective reflection allows us to more accurately outline the tasks for constructing a scenario for the near future for correctional and educational activities with a child with disabilities. |
During development plan for an individual educational route for a schoolchild with disabilities participants of the correctional group step by step fill out the forms corresponding to each stage in the form of tables, entering their answers and discussing the expected answers of partners in the activity and the child’s reaction in accordance with this. In an open dialogue mode, discussion and discussion takes place between all adults involved in the educational support of the child. As a result of this, an optimal, pedagogically appropriate and psychologically conditioned version of the IOM is constructed.
Features of the design and implementation of an individual educational route for a child with disabilities at school
The practice of organizing and conducting educational work, which includes the implementation of a correctional component, still remains new for many Russian schools, therefore there remains a high probability of incomplete interaction between educational institution managers, members of the correctional group and parents, and the child ultimately suffers from this. To create conditions for effective joint activities, when drawing up individual educational route for a child with disabilities at school it is necessary to inform parents about the maximum permissible standards of educational load, the main program content and additional correctional and developmental programs, the essence of psychological and pedagogical correction, the possibility and rules for making changes to the IOM if shortcomings and difficulties are identified at the stage of its implementation.
The organization will help facilitate the process of implementing educational activities that include taking into account the individual component for each student with disabilities training sessions on a five-day week, first shift. According to clause 8.2 of SanPiN for children with disabilities, lessons should begin no earlier than 8 a.m., while the time schedule is determined according to the chosen option of AOP, AOOP or individual curriculum. Directly when drawing up the daily routine of children with pathologies of psychophysical development, it is important to remember their increased fatigue and possible emotional unpreparedness to be among their peers without parents for a long time.
Due to the fact that individual educational route for a student with disabilities can be compiled within the educational space of a school or city; the distribution of the teaching load during the day may also differ. Thus, if an educational organization has various correctional services, extracurricular activities can organically complement classroom activities, since correctional and developmental classes with a speech therapist, a speech therapist and a teacher-psychologist, as practice shows, are best conducted in the first half of the day. Classes with specialists should be planned in such a way that the child has the opportunity to consistently implement IOM without the risk of falling behind in basic subjects. But if a student confidently masters program content within the framework of a standard lesson routine, extracurricular activities, including correctional work and additional education, is planned in the afternoon.
In order to increase the performance of children with disabilities without risk for health indicators, in the middle of the lesson teachers should conduct physical education sessions that help relieve muscle and emotional tension, and for schoolchildren with visual impairments - eye gymnastics. It is important that during classes the duration of continuous visual load for visually impaired students primary school did not exceed 10 minutes, for basic and intermediate students - 15 minutes. If there are children in the class who use the Braille system, the teacher, in accordance with clause 8.8 of SanPiN for children with disabilities, should build academic work in such a way as to alternate tactile perception of information with continuous visual work (session duration - 5 minutes, no more than two sessions per lesson).
In modern schools, where training of children is organized with HIA on individual educational routes, sufficient intervals between lessons must be provided - at least 10 minutes. It is recommended to set the duration of the big break, which is organized between the second and third lessons, within 20-30 minutes, or instead include two breaks of 20 minutes each in the schedule. The break between the lesson and extracurricular activities should be at least half an hour for all categories of students, except for children with moderate, severe, profound mental retardation and severe multiple developmental disorders. If possible, recreation during breaks should be organized in the fresh air, with organized outdoor games or independent physical activity in the school yard or sports field.
Thus, ensuring the implementation of individual educational routes for students at school is an attempt to solve the problem of personality development, its readiness to make choices, determine the purpose and meaning of life through the content of education; uh try to see educational process from the student's perspective. As a result of working with individual educational routes, positive dynamics in the formation of cognitive abilities are noticeable: the level of general educational abilities and skills (logical and communication), knowledge and skills of goal setting, planning, analysis, reflection, self-assessment of educational and cognitive activity increases.
teacher speech activity MBDOU
"Kindergarten "Stork"
Individual educational route for a child with disabilities (Down syndrome)
MUNICIPAL BUDGETARY PRESCHOOL EDUCATIONAL INSTITUTION "KINDERGARTEN "AIST" OF THE CITY OF NOVY URENGOY
Individual educational route for a child with disabilities
(Down syndrome)
Developed by: Toropova Yulia Nikolaevna, teacher of speech activity at MBDOU "Kindergarten "Aist"
1.1 General information about a child with Down syndrome
Total information
Child's full name: ********
Gender: husband
Date of birth/age 5 years
Social status of the child: prosperous
Family characteristics: complete, financially secure
Lives together: with parents
Family microclimate: favorable
Child's health status: Group V
Daily routine: gentle
Meals: shared table
An adapted individual educational route is developed in accordance with the disease indicated in the individual rehabilitation program for a disabled child and the planned activities.
1.2 Explanatory note
Education of persons with disabilities health and disabled people (hereinafter referred to as children with disabilities) is one of priority areas activities of the education system of the Russian Federation.
The number of children with disabilities, which include children with hearing, vision, speech, intelligence, musculoskeletal disorders, emotional-volitional disorders and learning difficulties, is increasing every year. The efforts of the Russian Ministry of Education are focused on ensuring that, as part of modernization, Russian education create an educational environment that ensures access to quality education for all persons with disabilities and people with disabilities, taking into account the characteristics of their psychophysical development and health status.
The full development of a child as an inalienable human right and one of the most important tasks of education at the present stage requires a search for the most effective ways to achieve this goal. The protection of human rights, the protection and promotion of health, and free development in accordance with individual capabilities is becoming an area of activity in which the interests of various specialists are closely intertwined.
Supporting a child with Down syndrome is a whole range of problems related to his survival, treatment, education, social adaptation and integration into society.
A targeted system of social and pedagogical activities, including a child with Down syndrome in the correctional educational process from an early age, increases the level of development and promotes the child’s social activity. A favorable combination of the body’s compensatory capabilities with correctly selected programs at each stage of education and effective forms of its organization can largely and sometimes completely neutralize the effect of the primary defect on the course of the child’s psychophysical development.
An individual route for accompanying a child with Down syndrome is drawn up taking into account the educational educational program of the MBDOU "Kindergarten "Aist"" developed on the basis of the exemplary educational program of preschool education "From birth to school" edited by N.E. Veraksy, T.S. Komarova, M.A. Vasilyeva. – M.; MOSAIC-SYNTHESIS, 2014 and Programs of compensatory preschool educational institutions for children with intellectual disabilities Auth. E.A. Ekzhanova, E.A. Strebeleva.
IOM (individual educational route) is designed for one academic year. The content of the material given by the IOM is structured in accordance with the principle of concentricity. This means that familiarization with a certain area of reality becomes more complicated from stage to stage, that is, the topic remains, and the content reveals first mainly the substantive, then the functional, semantic aspects, then the sphere of relationships, cause-and-effect, temporal and other connections between external signs and functional properties. In addition, the route also traces linear, interdisciplinary connections between sections. In some cases this connection is thematic, in others there is a commonality in pedagogical intent. Thus, repetition in the child’s learning is ensured, which will allow him to develop sufficiently strong knowledge and skills.
The IOM defines the goals and objectives of education and training in the module “Speech development” of a child with Down syndrome for the 2017/2018 academic year.
The theoretical basis of the IOM is the provisions developed in domestic psychology L. S. Vygotsky, P. Ya. Galperin, V. V. Davydov, A. V. Zaporozhets, A. N. Leontiev, D. B. Elkonin and other scientists, about the commonality of the basic patterns of mental development in normal and pathological conditions, about sensitive ages, about the relationship between correction and development, about the actual and potential levels of development (zone of proximal development), about the relationship between learning and development, about the role of preschool childhood in the process of socialization, about the importance of activity in development, about the role of a sign in “cultural” development child, etc. The route is designed taking into account the specific characteristics of the motor-motor, emotional, sensory, mental, speech, aesthetic and social-personal development of a child with Down syndrome; leading motives and needs of a young child; character of the presenter
activities; type of communication and its motives; social situation of child development.
The proposed content of the main directions of pedagogical work, the conditions and forms of its implementation make it possible to solve in unity correctional and developmental tasks, which include the motor-motor, emotional, sensory, mental, social-personal, communicative, speech development of the child.
The practical implementation of these tasks is carried out in the process of forming the mechanisms of subject and play activity as leading activities in early and preschool childhood, productive activities (drawing, design), familiarization with the environment, speech development, and the formation of elementary mathematical concepts.
All directions are corrective educational work are interconnected and interpenetrating, and the tasks of correctional education are solved comprehensively in all used forms of its organization.
The IOM for a child with Down syndrome is built in accordance with the principles formulated in psychological, neuropsychological, and pedagogical research, taking into account:
- the nature of the leading activity;
- structure and severity of the disorder;
- leading motives and needs of the child;
- goals of preschool education.
Also, when compiling the IOM, the data of the Individual Rehabilitation Program for a Disabled Child, the conclusion and recommendations of the TMPK, and the individual characteristics of a child with Down syndrome were taken into account.
Work to activate compensatory mechanisms in a child with Down syndrome is based on the strengths of his development:
- relative safety of emotions;
- preservation of visual-motor perception;
- a fairly high level of imitation abilities;
- relative preservation of tactile sensitivity;
- the combination of visual and motor sensations gives the highest level of memorization;
- preservation of emotional memory.
The construction of correctional and developmental work in accordance with these principles ensures the social orientation of pedagogical
influences and socialization of the child. The work of a speech educator with a child includes three blocks of in-depth diagnostic examination: upon the child’s admission (September), at the end of the first period of study (December) and at the end of the second period of study (May).
The effectiveness of the correctional and developmental work carried out is determined by the data obtained during in-depth diagnostic examinations of specialists and the examination of the child at the TMPK, based on the results of which the child receives recommendations on the further educational route.
A special feature of this program is the active involvement of parents in the work, which helps to increase their psychological and pedagogical competence. Training parents (or mother) and interaction with teachers gives the maximum effect when carrying out corrective measures. The content of the IOM involves the active use of the following forms of work with parents:
- Advisory and recommendation.
- Information and educational.
- Organization of children's matinees and holidays.
- Individual lessons with parents and their child.
Volume educational material designed in accordance with age-related physiological standards, which helps to avoid overwork and maladjustment of the child.
An integrated approach ensures a higher rate of dynamics of the general and speech development of children. The implementation of the principle of complexity involves the interaction in the work of a teacher-psychologist, specialized specialists and a teacher.
The basis of long-term and calendar planning correctional work is the thematic approach (thematic plan). It allows you to organize communicative situations in which the teacher controls the cognitive and speech development of the child. The thematic approach provides concentrated study and repeated repetition of material. Concentrated study of the topic contributes to the successful accumulation speech means and the active use of them by the child for communicative purposes, it is fully consistent with the solution of both general tasks of the comprehensive development of children, and special correctional ones. Concentrated study of the material also serves as a means of establishing closer connections between specialists, since all specialists work within the same lexical topic.
1.3 Planned results of mastering an individual educational route. The planned results of a child’s mastery of IOM content take into account the individual characteristics of his development and are determined in accordance with the goals and objectives of the program in the form of target guidelines.
In accordance with the individual developmental characteristics of a child with Down syndrome - R. Lin, this IOM involves focusing on the following targets:
the child is interested in surrounding objects and actively interacts with them; emotionally involved in actions with toys and other objects, strives to be persistent in achieving the result of his actions.
the child uses specific, culturally fixed object actions, knows the purpose of everyday objects (spoon, comb, pencil, etc.) and tries to use them;
the child masters the simplest self-care skills; strives to demonstrate independence in everyday and play behavior;
the child masters the initial skills of active speech, a passive vocabulary is formed; can express a request using monosyllabic words, using gestures, understands the speech of adults; knows the names of surrounding objects and toys;
the child strives to communicate with adults and actively imitates them in movements and actions; games appear in which the child reproduces the actions of an adult;
the child shows interest in peers; observes their actions and imitates them;
the child has an interest in poems, songs and fairy tales, looking at pictures, and strives to move to the music; responds emotionally to various works of culture and art;
the child shows positive dynamics in the development of gross motor skills; he strives to master different kinds movements (running, climbing, stepping, etc.).
1.4 Characteristics of individual developmental characteristics of a child with Down syndrome The structure of mental underdevelopment of a child with Down syndrome is unique: speech appears late and remains underdeveloped throughout life, speech understanding is insufficient, lexicon poor, sound pronunciation in the form of dysarthria or dyslalia is often encountered. But, despite the severity of the intellectual defect, the emotional sphere remains practically preserved. Most of them have a good ability to imitate, which helps to develop self-service skills and work processes. The level of skills and abilities that a child with Down syndrome can achieve varies greatly. This is due to genetic and environmental factors.
Thus, supporting a child with Down syndrome is a whole range of problems related to his survival, treatment, education, social adaptation and integration into society.
Social and everyday skills and orientation.
Cultural and hygienic skills are partly not appropriate for age: the child knows how to eat with a spoon, drink from a cup, and attempts to undress (dress) independently appear. Other skills are not developed.
Features of gaming, constructive, visual arts child.
The child does not take part in games, drawing, or design classes; he requires constant support, the help of a teacher, and constant attention. Interest in an activity usually disappears quickly. Initial gaming skills and manipulation of objects are developed.
Mastering the program, difficulties in mastering the program.
Mastering the program is significantly difficult due to low level speech development, delayed development of general and fine motor skills, with a discrepancy between general development and age.
Emotional and behavioral characteristics of the child.
The child is friendly towards both peers and adults. The boy makes contact, which is mainly manifested by emotions and touches, and individual sounds. The adaptation process after the summer holidays was long, but without any special features.
Participation of parents in the upbringing and development of the child.
The child is raised in a complete family. Parents accept Active participation in the upbringing and development of a child, in his life in kindergarten, they listen to the recommendations of the teacher and specialists.
2.1 Characteristics of educational activities in accordance with the individual needs of the child.
The individual educational route (IEP) determines the relationship of forms and types of activities specific to a given child, an individualized volume and depth of content, special psychological and pedagogical technologies, educational materials And technical means. The IOM is discussed, approved and implemented with the participation of the child’s parents (legal representatives).
The route provides for solving a number of problems: diagnostic, correctional and developmental.
In the diagnostic block, the leading task is to organize a comprehensive medical-psychological-pedagogical study of the child’s developmental characteristics, as well as to determine the effectiveness of the implementation of the child’s individual development path.
The block of developmental tasks is aimed at developing the most intact functions, socializing the child, increasing his independence and autonomy.
The correctional block is aimed at developing ways of assimilating social experience of interaction with people and objects of the surrounding reality; development of compensatory mechanisms for the development of the child’s psyche and activity; to overcome and prevent secondary deviations in the child’s development of his cognitive sphere, behavior and personality as a whole; the formation of methods of orientation in the surrounding world (trial method, practical trying on, visual orientation), which serve as a means for the child to develop an integral system of knowledge, skills and abilities, and the emergence of psychological new formations.
Organizing the work of specialists in this block also involves training parents in certain psychological and pedagogical techniques that increase the effectiveness of interaction with the child, stimulating his activity in everyday life.
The presented blocks interact closely at every stage of working with the child. The implementation of the tasks of these blocks takes into account the severity of the disorder, the age of the child, and the structure of the defect.
The preservation of the emotional sphere of a child with Down syndrome allows him to demonstrate his abilities and achieve significant results in creative types activities. Strength a child's ability to imitate. The child willingly imitates simple moves, used in various games.
TASKS:
- Develop onomatopoeia skills;
- Promote the development of pronunciation and communication skills
skills;
- Develop skills in simple rhythmic movements;
Final indicators for the child’s mastery of the content of the educational area module “Speech Development” (speech development)
The child will:
- imitate an adult by repeating simple words;
- answer simple questions in monosyllables;
- follow one and two syllable instructions;
Actively express yourself in game situations.
III. ORGANIZATIONAL SECTION
3.1 Provision of special educational programs and methods, special teaching aids and teaching materials. The program material was selected tentatively and adapted to a specific child. The characteristics of the development of a child with moderate mental retardation, his abilities for learning and upbringing, the current level of development, the zone of proximal development and the main types of activities in a given age period were taken into account.
The educational and methodological complex of the individual educational route for a child with Down syndrome includes:
- An approximate basic educational program for preschool education “From birth to school”, edited by N.E. Veraksy, T.S. Komarova, M.A. Vasilyeva. (basis of teaching materials).
- Program of compensatory preschool educational institutions for children with intellectual disabilities E.A. Ekzhanova and E.A. Strebeleva “Correctional and developmental education and upbringing of preschool children with intellectual disabilities.”
- Early pedagogical assistance program for children with developmental disabilities “Little Steps”. — Moira Petersi, Robin Treelore, etc.
- Program of correctional and developmental work in junior speech therapy group kindergarten Nishchevoy N.V.
Methodical manuals: Teaching materials for the Program “From birth to school”. Basic general education program for preschool education / Ed. N. E. Veraksy, T. S. Komarova, M. A. Vasilyeva. - M.: MOSAIKA-SYNTHESIS, 2010. - 304 p.
Advisory and educational work:
- Inclusion of a child with Down syndrome in a general preschool educational institution. Information and methodological manual. – Novosibirsk, 2010
- Zhiyanova P.L., Pole E.V. Baby with Down Syndrome: A Book for
parents. – M.: Charitable Foundation “Downside Up”, 2012
- Down syndrome. Data. / Comp. Field E.V. – M.: Charitable Foundation “Downside Up”, 2012
- Kirtoki A.E., Rostova N.V. A child was born with Down syndrome: conversations
psychologist. – M.: Charitable Foundation “Downside Up”, 2013
- Pietersi M. et al. Little steps: A program of early pedagogical assistance for children with developmental disabilities. Per. from English. M.: Down Syndrome Association, 2001. – Book 1. Introduction to the program.
- Maller A. R., Tsikoto G. V. Education and training of children with severe intellectual disability: Textbook. allowance. - M.: Publishing Center "Academy", 2003. - 208 p. (Chapter " Correctional and educational work with preschool children with severe intellectual disabilities” P.100-116)
Educational field "Speech development (Speech development)":
- Program of preschool educational institutions of a compensatory type for children with intellectual disabilities: Correctional and developmental training and education / E.A. Ekzhanova, E.A. Strebeleva. – M.: “Enlightenment”, 2005 – 272 p. SECTIONS “Aesthetic development”, “Formation of activity” 2. Winders Patricia S. Formation of gross motor skills in children
with Down syndrome. – M.: Charitable Foundation “Downside Up”, 2011 3. Bruni M. Formation of fine motor skills in children with the syndrome
Down. – M.: Charitable Foundation “Downside Up”, 2009 4. Pietersi M. et al. Small steps: A program of early pedagogical assistance for children with developmental disabilities. Per. from English. M.: Down Syndrome Association, 2001. – Book 4. Gross motor skills. Book 5: Fine Motor Skills. 5. Arkhipenko G.A. Speech development younger preschoolers with shortcomings
vision // Preschool education. 2005. No5.
6. Beltyukov V.I. Interaction of analyzers in the process of perception and
assimilation oral speech. - M., 1977. 7. Bessonova T.P., Gribova O.E. Didactic material by examination
children's speech. - M., 1994 - part 1. 8. Borodich A.M. Methods for developing children's speech. - M., 1974 9. Vlasenko I.T., Chirkina G.V. Methods for examining speech in children. — M.,
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speech underdevelopment in preschool children. M., 1990. 15. Zhukova N.S., Mastyukova E.M. If your child is developmentally delayed. —
M., 1993. 16. Zeeman M. Speech disorder in childhood. / Per. from Czech; Ed. and with a foreword by V.K. Trutnev and S.S. Lyapidevsky. - M., 1962. 17. Isaev D.N. Mental underdevelopment in children. - L., 1982. 18. Lebedinsky V.V. Mental development disorders in children. - M., 1985
19. Leontyev A.A. Language, speech, speech activity. - M., 1969. 20. Lubovsky V.I. Development of verbal regulation of actions in children (in
normal and pathological). - M., 1978. 21. Development of thinking and speech in abnormal children: scientific notes, v. 256
/ ed. M.E. Khvattsev. - L., 1963 22. Sekovets, Razumova, Dyunina, Sitnikova. Correction of speech disorders in
preschoolers. - M., 1999. 23. A series of articles in the journal “Defectology” for 1985 - 1986. T.B.
Filichiva and G.V. Chirkina. 24. Article Hearing, speech and ear inflammation on the Downside Up website. 25. Filicheva T.B., Cheveleva N.A. Speech therapy work in special
kindergarten. M., 1987. 26. Filicheva T.B., Cheveleva N.A., Chirkina G.V. Basics of speech therapy. M.,
- 27. Filicheva T.B., Soboleva A.V. Speech development of a preschooler. —
Ekaterinburg, 1996. 28. Khvattsev M.E. Speech therapy. - M., 1959.
Plan of individually oriented correctional and developmental activities for psychological and pedagogical support of the child area “Speech development” module “Speech development”
Speech teacher:
— diagnostics (input, final); 2 times per year
— individual work in developmental classes on speech development in the 2017/2018 school year. year -; 56 lessons, 2 times a week, 15 minutes each;
— consultations for parents upon request.
The duration of group lessons is 25-30 minutes, individual lessons are 10-15 minutes.
The education of a child with Down syndrome can be divided into two periods:
I period – September, October, November, December.
II period – January, February, March, April, May.
In September, an in-depth examination of the child’s mental functions and speech condition is carried out.
Individual and subgroup classes with baby.
Sheet of pedagogical support for the pupil by the teacher of speech activity
Last name, first name of the child __________________________________________
Directions of activity of a speech teacher
Month
Main directions of work
Kind of activity
Interaction with family
Participants
September
October
Preventing negative reactions to the presence of adults and peers in the room.
— observation, guest visits (during group classes and play sessions for children from a preschool group);
– establishing contact with an adult (specialist) during a game session.
Group teachers
Parents
November Development of fine motor skills and coordination
– inclusion of the mother in purposeful interaction with the child during the play session;
– teaching the mother how to interact with her child.
Di:
“Fold a row” - primary colors
"Catch a Fish"
Practical lesson “Do-it-yourself games”, “Games for Stasik”. Replenishing your home game library
Speech teacher
Group teachers
Parents
December Development of fine motor skills and coordination.
Expansion of social contacts Formation of phonetic-phonemic hearing.
Exercises:
"Jumping gallop"
"Give me a flower"
Di:
“Who said MEOW?
"Fold the row"
Consultation “Sunny Children”
Speech teacher
Group teachers
Parents
Conversation January Development of small
Di:
Motor coordination teacher.
"Catch a Fish"
"Socialization
speech solar children"
activities Formation
“Knock-knock” phonetic-phonemic
Exercises:
“Ball” - (raising air jet
"Contour - figure"
Group teachers
hearing
Parents
February Development of fine motor skills and coordination. Formation of phonetic-phonemic hearing.
Inducement to onomatopoeia.
Development of mental processes.
Di:
“Place it in buckets” (primary colors)
"I'll find a couple"
Exercises:
“Blow out the candle” (raising air flow)
Speech teacher
Group teachers
Parents
March Development of fine motor skills and coordination. Formation of phonetic-phonemic hearing.
Inducement to onomatopoeia.
Development of mental processes.
Brochure “Sunny secrets. Issue 1" (tips)
Speech teacher
Group teachers
Parents
April Development of fine motor skills and coordination. Formation of phonetic-phonemic hearing.
Inducement to onomatopoeia.
Di:
Practical
“One, two, three, repeat after me”
lesson “Games for Stasik”. Replenishment game on one
home plate
game libraries. metallophone
“Who said MEOW?
"Give - on - go"
Di:
"After washing" (pairs)
"Look through the window"
"Ball"
Exercises:
Consultation
Educator "Feature"
speech development
activities of sunny children."
Group teachers Watch videos
Parents
“This is what sunny children do”
Development of mental processes.
"Breeze", "Hedgehogs"
May Development of fine motor skills and coordination. Formation of phonetic-phonemic hearing.
Inducement to onomatopoeia.
Development of mental processes.
Di:
"Catch a Fish"
"Boxes"
"Contour - figure"
“Pebbles” (primary colors)
Exercises:
"Blow out the candle"
Consultation “Summer is a time of change.”
Brochure “Sunny secrets. Issue 2"
Speech teacher
Group teachers→
IN real life educational programs are for the most part aimed at the average level of development of the student, so each child, due to his uniqueness and originality, is not easy to try to reveal his inner potential and achieve full personality development within the narrow framework of average patterns. The contradiction that has arisen poses a challenge for teachers to organize an individual learning route within the framework of the Federal State Educational Standard to realize the intellectual and creative potential of each preschooler.
Individual educational route for a preschooler as determined by the Federal State Educational Standard
An individual approach to a child’s personality is the basic principle of the Federal State educational standard. The principle of priority of the child’s interests was defined by the researchers as “being on the child’s side.” The reason for the difficulties experienced by a child in development should be sought both in the personality of the child himself and in the adults around him, who are directly responsible for the social environment in which he grows up. small man. In real life, the child is often the only one on his side. At the same time, he often turns out to be helpless and defenseless in the face of circumstances, so it is important in any problematic situation to hear the child, understand and help him.
The foundation of the modern standard of preschool education was based on the principle of pedagogy of an individual approach and the developmental concept of education.
- Indicated in the following paragraphs: clause 1. 6. - formulation of tasks that concentrate around the creation of optimal conditions for the formation and development of the child’s personality, as well as the disclosure of his creative potential in accordance with his age, psycho-emotional and physiological characteristics, individual abilities and inclinations, specifics social environment
- . The child is considered as a valuable subject of relationships with himself, the people around him and the outside world.
- clause 1. 4. - contains the principles of the Federal State Educational Standard, the key of which is the provision on the implementation of an individual approach to the educational needs of each child.
- paragraph 2. 10. 2. - the methods of organizing and coordinating children's initiative and spontaneous activity in the spirit of creative activity are clarified.
- clause 3. 2. 1. - professional selection of forms and methods of pedagogical work that are relevant to the age and individual needs of the child.
- clause 3. 2. 3. - patronage of the child, development of an individual development roadmap, pedagogical and psychological correction of identified problems.
paragraph 3. 2. 5. - a developmental concept of education aimed at the short-term development of the student. An individual approach refers to the management of a child’s development, based on a deep, multifaceted study and understanding of the complexity of his inner world
, and social living conditions.
Identification of capable children is carried out on the basis of observation, communication with parents, study of individual characteristics The principle of individual approach pedagogy is not to change the content of education in the interests of a particular child, but to adapt pedagogical methods and techniques to his personal characteristics. For the educational process to be successful, it is necessary to take into account the difficulties that the child experiences and the pace at which he acquires knowledge, skills and abilities. IN in this case
An individual educational route is a personal way to realize the intellectual, emotional, spiritual potential of a preschool child’s personality. The goal is to create favorable conditions that stimulate activity and the development of the child’s creative and intellectual powers. The teacher’s task is to ensure competent professional selection of the content of educational, psychological and physical activity, as well as forms and methods of work that meet the individual needs of the child.
Video: individualization of preschool education
Criteria that determine the objectives of an individual development strategy:
- the current level of development of the child’s abilities;
- the degree of his readiness for educational activities;
- individual educational purposes and tasks for the near future.
IOM tasks, review and approval procedure
Individual educational routes are designed:
- for problem children who have difficulty learning general education program for preschoolers and in need of correctional assistance from specialists;
- for pupils with disabilities, disabled children;
- for gifted children with a level of ability exceeding average regulatory educational standards.
Leading tasks of an individual educational route:
- provide support and assistance in self-development and mastering the preschool education program;
- to form in the child an initial level of learning ability, i.e. teach him to understand the learning task, plan his educational activities, concentrate on performing the exercise, develop self-discipline and strong-willed qualities;
- develop and improve movement coordination skills, development of gross and fine motor skills;
- to form and consolidate general cultural, everyday, hygienic, communicative foundations of behavior;
- to accustom the child to manipulative-objective, sensory, practical, play activities, to develop skills in the productive area (drawing, modeling, appliqué);
- develop speech - emotional intonation, grammatical structures, speech mechanisms;
- generate knowledge about natural environment and the world of social relations;
- form ideas about spatio-temporal and quantitative categories.
Methodological tools that are used in the passage of an individual development trajectory:
- role-playing and outdoor games, classes in the form of conversation and dialogue, reading and discussion literary works, small sketches-improvisations that enhance the emotional component of information perception;
- psychological trainings and game exercises that help relaxation, neutralize fears, reduce anxiety and aggression, improve behavioral sphere, as well as social and communication skills;
- exercises to develop thinking, imagination, speech, memory;
- use of art therapy techniques (treatment with art, fairy tales, doll making).
Development and adoption of the IOM
To create an individual educational route, it is first necessary to conduct a diagnostic study to find out the level of psycho-emotional, intellectual, communicative, social and physical development of the child.
The diagnostic results are presented to the teachers' council, which subsequently recommends that the children be examined by specialists from the PMPK (psychological, medical and pedagogical council).
The council compiles a list of children for whom the development of an individual educational work plan is relevant.
Main stages, structure and content of IOM
A team of educators, in collaboration with specialized specialists, thinks through the content component of the plan. A calendar plan is filled out indicating the elements of pedagogical technology and a list of methodological techniques for achieving the set educational goals. Design Guidelines:
- individual plan
- Developing a child's learning abilities.
- Continuity and consistency. A team of specialists accompanies the child throughout the entire individual route project until the problem is resolved. Refusal of average assessment templates, development of an individual rating scale for each child based on the results of diagnosing the level of his capabilities. IN ordinary life this means that the teacher tries not to use the practice of straightforward “judgment” or “labeling”, comparing the child’s achievements with the generally accepted “norm”. The very concept of “norm” is not perceived as compliance with the average or standard level obligatory for all children, but is interpreted as best level , which can be shown by a specific child in a specific situation. A result that for one child will be regarded as a success, for another, based on his personal level of ability, will be considered a failure. Such a humane approach will allow you to “save face” and feelings self-esteem
- The beneficial influence of the children's subculture, the enrichment of the child's inner world with informal traditions of the children's environment, forming and strengthening their own experience of a full-fledged childhood. It is important to create an atmosphere of positive emotions that will help overcome tension, anxiety and wariness.
Educational games are used in individual work teacher-defectologist, educators for the purpose of correcting emotional-volitional disorders, developing logic, perception, substitution actions, motor skills and color perception, ideas about the world around
Stages of educational activities according to an individual plan
- Observation, identification of the level of formation of psychological, social and intellectual qualities of a preschooler’s personality, necessary for his productive activity in any educational field. The observation stage assumes an indifferent approach of the teacher, a position of non-interference when observing the child.
- Diagnostics of the starting volume and qualitative characteristics of specific subject knowledge, skills and abilities. Specialists conduct tests during which problem areas and “success zones” are identified.
- Building a personal plan for correctional work for the near future (up to 1 year with mandatory intermediate monitoring every 3 months) based on “success zones”, individual selection effective techniques and methods of pedagogical work.
- Active activities to implement an individual route: conducting classes, conversations with parents, homework.
- Analytical stage - summing up, evaluating the results obtained: demonstrating the results of the student’s work in the form of a presentation or exhibition of crafts, speaking to children and adults. In this way, the feedback mechanism with others is activated, and the problem of socialization of students is solved. The results achieved, whether reproductive knowledge or creative projects, are compared with the planned tasks specified in the individual schedule or general education curricula.
To develop harmonious relationships with people around you and solve socialization problems, the following methods will be useful:
- didactic and role-playing games that will introduce the child to the traditions of other peoples and will contribute to the formation of a respectful attitude towards people of other nationalities and cultures;
- reading fairy tales of the peoples of the world, getting acquainted with the folklore (songs, dances, games, holidays) of the peoples of Russia;
- collective outdoor games, holidays and concerts, exhibitions of crafts;
- discussion in a confidential conversation of situations that occur in real life and cause children difficulties in understanding or contain a moral context;
- arbitrary creation of situations that will pose the question of choice and necessity for the child to perform an action;
- holding photo exhibitions in which there is a place for photographs of each baby.
Predicted result:
- achieving social comfort and awareness;
- improving communication skills;
- decreased level of emotional instability, aggressiveness, increased self-control;
- development of self-awareness, a sense of significance and value of one’s own personality;
- formation of self-esteem close to adequate.
Criteria that allow us to assess the degree of success of a preschooler in social and personal growth:
- the ability for self-esteem is formed, the “little man” tries to speak honestly about himself and admit his shortcomings;
- ideas about moral and ethical values have been developed, the baby shares and understands “what is good and what is bad”;
- the conscious need to adhere to moral standards of behavior has strengthened, the child has shown a desire to “be good” and see positive reaction people around you on your behavior;
- the child is able to communicate easily and naturally with other children or adults;
- a feeling of empathy and compassion awakens, a sincere desire to help elders, peers or children arises;
- the pupil builds relationships with other children on the basis of mutual understanding and respect, resolves conflict situations with dignity;
- ideas about safe behavior in everyday life, on the street, and at play have been formed.
- An introductory part, which records general information about the child and his family, the reasons for developing an individual plan, the goals and objectives of educational work, the schedule and form of classes.
- Registration of data from a diagnostic study of a preschooler, planned monitoring materials, which allow for an in-depth analysis of the symptoms and causes of developmental disorders, to provide objective assessment the baby’s developmental level and plan correctional classes to overcome difficulties.
- Schedule of therapeutic and recreational activities, which includes distribution physical activity, carrying out procedures for hardening the body.
- Plan individual lessons, including mandatory integration with educational activities common to all children.
- A report on the implementation of an individual roadmap indicating the topic, content, the result of the lesson and conclusions about the necessary improvements.
- An observation sheet is filled out, which reflects the dynamics of the educational process and helps to make timely changes depending on the results of the intermediate control, as well as determine the choice of optimal forms of pedagogical work to increase the effectiveness of the child’s educational activities.
- Assessment of student achievements in implementing an individual route. It is recommended to conduct control tests at the end of each thematic block, i.e., at regular intervals of three months.
- Recommendations and advisory assistance parents.
General developmental elements of gymnastics, as well as various outdoor games, are very popular with children and contribute to the mental, psychomotor and emotional development of preschoolers
Sections of the educational route
There are several important sections for developing an individual educational route for a preschooler, which will be discussed further.
General information about the child and family
It is indicated where he came from (family or transferred from another preschool), whether he constantly attended the preschool, if there were long breaks, then indicate the reason. Mark the level of adaptation of the pupil in new conditions on a five-point scale.
Family composition: indicate all family members with whom the student lives.
Describe the type of family:
- prosperous - a stable, strong family with a decent cultural level of upbringing;
- dysfunctional - has a low level of pedagogical awareness, the baby is deprived of parental care and attention, the conflictual emotional atmosphere in the family traumatizes the child, gives rise to psychological complexes, physical methods of influence are used on the child.
Which adult is raising the child?
The child’s relationship style with adult family members:
- authoritarian - strict dictatorship and suppression of freedom, humiliation of the child’s dignity;
- control and guardianship - restriction of independence, protection from worries and problems, “greenhouse conditions”;
- connivance - indulging the desires of the child, spoiling the child with the passivity of adults;
- respect and cooperation - help and support, experiencing difficulties together.
Appearance. It is necessary to note manners, gestures, describe the features of facial expressions, gait and posture, the degree of accuracy and grooming.
“Puppet therapy” is the correction of children’s problems using puppet theater: children perform sketches with dolls according to specially developed scenarios that reflect the individual problems of a particular child
Somatic health
Health group, presence of chronic diseases, appetite characteristics, whether the habit of daytime sleep has been developed, whether the baby suffers from enuresis.
Motor skills:
- general motor skills correspond to the age norm or there are disturbances in motor coordination;
- indicates the range of fine motor skills with characteristics of coordination, pace and volume of motor functions of the hand, left-handed or right-handed.
Cognitive skills
Attention - the ability to concentrate and maintain attention, quality characteristics(voluntary, involuntary).
Memory is the speed of memorization, the amount of material that a child is able to reproduce by heart or retell independently from memory, which type of memory (auditory or visual) is dominant.
Thinking:
- degree of understanding of spatial references (above, below, left, right, etc.);
- the ability to select a generalizing word for several homogeneous objects (furniture, vegetables, fruits, animals, etc.);
- the ability to highlight the main thing;
- skills in identifying the simplest cause-and-effect relationships (summer - hot, snow - winter, etc.);
- orientation in time parameters (day, night, year, month, etc.).
Scope of knowledge:
- primary knowledge about yourself and the world around you: knows your name, age, family members, residential address, names the signs of the seasons, has general knowledge about animals and flora according to program requirements;
- development of design, drawing, modeling skills;
- level of proficiency in elementary mathematical concepts - ordinal counting skills, solving simple examples;
- skills of identifying and distinguishing shapes and colors.
A problem child especially needs positive emotions, adult support and understanding, and playing with water provides invaluable help in this regard.
Behavior during educational activities
Development of self-control, discipline, organization, determination and awareness of actions in the classroom.
Speech development
Sound characteristics, quality of pronunciation, vocabulary, grammatical organization and structure of speech.
Characteristics of the child's activities
- level of self-service skills;
- interest and personal activity demonstrated in gaming activities.
Features of character and behavior
- emotional portrait of a child - cheerfulness, depression, tearfulness, positivity, depression, calm or hyperactive, etc.;
- character traits, temperamental features - activity or passivity, aggressiveness or poise, confidence or timidity, prefers individual or collective forms of work;
- development of moral guidelines, culture of behavior and communication.
It is necessary to note personal preferences, the scope of the child’s creative or intellectual talent.
Sample for filling out general and diagnostic data in the IOM - table
| Full name of the student | |
| Date of Birth | |
| Mother's last name, middle name, age, education | |
| Father's last name, middle name, age, education | |
| IOM start date | |
| Reason for registration | Persistent failure to assimilate OOP of preschool education due to illness |
| Age at the beginning of correctional and developmental work | 4 years |
| IOM goals |
|
| Tasks |
|
| Number of classes per week | 5 lessons. |
| Forms of conducting | Play activities, joint activities, conversations, observations, individual work. |
| Expected Result | |
| Form of work with parents | Consultations, workshop, interview, exchange of experience. |
| Diagnosis of child development | |
| The purpose of pedagogical monitoring | Summarization and analysis of information about the state of general development for assessment, planning of the correctional and developmental process (development of the IOM) and forecasting the final result. |
| Types and causes of difficulties (pedagogical symptoms) | Types of difficulties (pedagogical symptoms): |
| Reasons for difficulties: | |
| Physical development | |
| Somatic development | |
| Speech development | |
| Features of the development of cognitive processes | Memory: |
| Attention: | |
| Perception: | |
| Thinking: | |
| Contents of correctional work (activities of the teacher) | |
After diagnosing and determining the goals and objectives of the compiled route, the teacher and specialists determine which games, exercises and other activities will be used when working with the baby. This is also reflected in the IOM text.
An example of selecting forms of work with a preschooler according to an individual route - table
| Periodicity | Recommendations, forms of work with the student | Result of work |
| Daily | Pure talk. Finger gymnastics. Breathing exercises according to Strelnikova. |
|
| In one day daily | Didactic games of choice. Drawing with chalk on a blackboard, fingers, foam rubber. Modeling from clay, plasticine, plastic. masses. |
|
| 2 times a a week | Games for overcoming bronchopulmonary diseases “Train”, “Chickens”. | |
| 2 times a a week | Mathematical game “Fold the leaf”, “Dots”, “Dress the doll”, “Assemble a square of 5 parts”, “Pick up the key to the lock”, “Who can go through the labyrinth faster”, “What is extra”, “Fold the square”, “Close door of the house", " Geometric figures", "Cats", "Geom. shapes”, “Assemble a flower”, “Dress up a Christmas tree”, “Pick up a belt for a dress”, “Solving examples”, “Bee counting”, “How much”, “Samples for laying out”, “Guess it”, “Voskobovich square” , “Squirrel counting material.” | |
| 2 times a a week | Throwing exercises (game “Ring Throw”), “Reach the Flag”, “Gymnastic Wall”, etc. | |
| Daily | Lego construction. | |
| Daily | Outdoor games (“Snowball”, “Sly Fox”). Situational conversations, conversations speech therapy topics, any group games of your choice. |
Productive joint activities of the student and the teacher, aimed at the successful implementation of an individual educational route, will allow for positive dynamics in the personal growth of the child. Such work will require a high level of professional competence and efficiency from the teacher, as well as personal interest in obtaining a good result.
Individual educational route
1st grade student
1.1 Explanatory note
There are 3 children with disabilities (musculoskeletal system) studying at the school. These students are socially adapted and intellectually developed. An individual approach to physical education lessons is recommended for these children. Children with disabilities (CHD) are children whose health condition prevents them from mastering educational programs of general education outside of special conditions of education and upbringing, i.e. these are children with disabilities, or children with temporary or permanent disabilities in physical and (or) mental development. Children who are recommended to be taught in classrooms pose a particular challengeVIItype, data from students in primary school our school - 2 people.
These children are taught in a general education classroom. The main problem of academic failure of children with disabilities is the inadequacy intelligent system child's education system at school. It is now common knowledge that children with mental retardation who did not receive special psychological and pedagogical assistance in preschool childhood become underachieving students at school from the first grade. Quantitatively, this group of children is the largest compared to any other group of children with developmental pathologies. In addition, it tends to constantly grow, for which there are objective reasons.
In accordance with Part 1 of Art. 79 of the Federal Law “On Education in the Russian Federation” dated December 29, 2012 No. 273 (hereinafter referred to as the Federal Law “On Education in the Russian Federation”) established: “... the content of education and the conditions for organizing the training and education of students with disabilities (hereinafter referred to as HIA )determined by an adapted educational program, and for disabled people also in accordance with the individual rehabilitation program for a disabled person.” Due to this in OO an adapted basic educational program has been developed forchildren with disabilities studying in full-time education.
Basic purpose is the creation of a humane pedagogical environment at school with the goal of social and personal rehabilitation of children with disabilities and their subsequent integration in the modern socio-economic, cultural and moral space.
An individual educational route provides for solving the main tasks:
Providing conditions for the implementation of the rights of students with disabilities to receive free education;
Organization of high-quality correctional and rehabilitation work with students with various forms of developmental disabilities;
Preserving and strengthening the health of students with disabilities based on improving the educational process;
Creating a favorable psychological and pedagogical climate for the implementation individual abilities students with disabilities;
Expanding the material base and resource provision of schools to organize education for children with disabilities.
Expected final results
Security basic level education for students with disabilities.
Implemented at the first stage of education - 4 years:
The second stage - basic general education - 5 years.
1.2 Design and implementation principles
1. The principle of humanization - involves the implementation of a person-oriented approach aimed at general development individuals with disabilities, their socialization, maximum integration into modern life.
2. The principle of individual approach - implies the need to define individual goal education and training, selection of content, choice of forms and methods of education for each child with disabilities, taking into account his professional and educational needs, capabilities and conditions of education.
3. Systematic principle - ensures the unity of education, diagnosis, correction and development of students with disabilities, i.e. systems approach to analyze the features of their development and correction of disorders, as well as a comprehensive multi-level approach to solving the child’s problems;
4. Principle of an integrated approach - involves the integration of training and correction by including in the working curriculum a correctional component focused on primary defects represented in the structure of the student’s developmental disorders.
5. Continuity principle - guarantees continuity of pedagogical assistance to students with disabilities until the problem is completely resolved or an approach to solving it is determined.
6. The principle of integrated interaction of all participants in the educational process during the implementation of AOP - involves constant cooperation between teachers, psychologists, administration of the educational institution, medical workers and other specialists for the most successful implementation learning goals for students with disabilities according to AOP.
7. The principle of priority of independent forms of educational activity - assumes maximum activity and independence of the student during learning.
1.3 Terms of sale
Organizational conditions
This program provides both variable forms of education and various options for special support for students with disabilities. These can be forms of training in a general education class according to a general educational program or according to an individual program; using home-based and (or) distance learning.
Psychological and pedagogical support includes:
Optimal training load regime;
Corrective orientation of the educational process;
Taking into account the individual characteristics of the child;
Maintaining a comfortable psycho-emotional regime;
Use of modern pedagogical technologies;
Health and protective regime;
Strengthening physical and mental health;
Prevention of physical, mental and psychological overload
students;
Compliance with sanitary and hygienic rules and regulations;
Participation of all children with disabilities, regardless of the severity of their developmental disorders, together with normally developing children in educational, cultural, entertainment, sports and other leisure activities.
this work is ensured by the interaction of the following specialists and teachers:
Educational psychologist;
Subject teachers;
Classroom teacher;
Nurse.
The nurse monitors compliancerequirements of SanPin 2.4.2.2821-10.
A teacher-psychologist diagnoses the emotional sphere, aesthetic and cognitive needs and provides assistanceassistance to the child and parents (legal representatives) in solving complex socio-emotional problems.
Together with a social educator, a teacher-psychologist and a nurse, comprehensive psychological, pedagogical and medical-social support for students is provided in order to create conditions for their most complete self-organization and mastery of educational programs. classroom teacher and teachers - subject specialists.
Software and methodological support:
Teaching materials and work programs for academic subjects;
Diagnostic and correctional-developmental tools necessary for implementation professional activity teacher, educational psychologist, social educator
Digital educational resources.
Staffing:
Education of children with disabilities is carried out by teachers and specialists of appropriate qualifications who have specialized education and have completed mandatory coursework or other types of professional training. The qualification level for each position held corresponds to the qualification characteristics for the corresponding position.
Logistics:
Availability of folding ramps and specially equipped training places;
Purchase of universal digital tablets for teaching children with disabilities;
Installation of floors without differences and thresholds;
Widening doorways and installing handrails on traffic routes.
Information Support
Creation of an information educational environment for distance learning for children with mobility difficulties using modern information and communication technologies.
Creation of a system of wide access for children with disabilities, parents (legal representatives), teachers to online sources of information, to information and methodological funds that require the availability of methodological manuals and recommendations in all areas and types of activities, visual aids, multimedia, audio and video materials.
Contents of work programs in academic subjects
Work programs for students with disabilities are compiled based on sample programs by subject. They comply with the requirements of Federal State Educational Standards and Federal State Educational Standards. Programs determine the goals and objectives of studying the subject, possible levels of mastery of educational material, criteria and methods of assessment educational results. The number of hours allocated to study the program material is planned based on the individual curriculum.
Educational technologies, forms and methods of teaching
and raising children with disabilities
1. Technologies of modern traditional teaching.
Traditional training involves classroom-based organization of training, which allows for:
The systematic nature of training;
Logically correct study of educational material;
and optimize resource costs during training.
2. Technologies based on personal orientation of the educational process.This group of pedagogical technologies is characterized by a focus on personality traits, its formation and development in accordance with a person’s natural abilities, and the maximum realization of children’s capabilities. It is represented by cooperation pedagogy technologies that implement a humane and personal approach to the child, apply an activating and developing didactic complex, and carry out pedagogy environment. Working with these technologies ensures the most complete immersion of students in the pedagogical process, “living” the features of such interaction between participants. pedagogical process, which is characterized by a humane-personal and, moreover, individual approach to the child.
3. Pedagogical technologies based on the activation and intensification of students’ activities.They implement the principle of child activity in the educational process, provide motivation and awareness of consumption in acquiring knowledge and skills, and achieve compliance with the social needs of students, their parents and the social environment.
The group of these technologies includes gaming technologies, problem-based learning, and communication technology, elements of which are implemented by school teachers.
4. Gaming technologies(mainly educational and business games)are widely used at all levels of education, since they are a universal way of transmitting the experience of older generations, and the structure of the game as an activity organically includes goal setting, planning, goal implementation, analysis of results in which a person realizes himself as a subject of activity.
5. Problem-based learning - such an organization of educational activities that involves the creation, under the guidance of a teacher, problem situations and active independent activity of students to resolve them, resulting in the creative acquisition of knowledge, skills and abilities and the development of students’ mental abilities. Problem-based learning is an important preparatory step towards achieving competence as a predictable level of education, preparation for solving educational and life problems.
6. Information (computer) technologiesensure the development of skills to work with information, develop students' communication abilities, form research skills, the ability to make optimal decisions, allow everyone to work at the optimal pace and on the content that is optimal for them. This prepares students for life in the information society and mastering professional educational programs.
Student certification
Certification of students with disabilities is carried out in the form of:
Current and intermediate certification in accordance with local regulations
State (final certification) in accordance withregulatory documents for conducting the State Examination and the Unified State Examination.
Individual syllabus 1 class
| Items | Number of hours According to school plan | At home | In class | Teacher's name | in absentia |
| Russian language | |||||
| Lit. Thurs. | |||||
| Mathematics | |||||
| Env. world | |||||
| Music | 0,25 | 0,75 |
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| Image Claim | 0,25 | 0,75 |
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| Technology | 0,25 | 0,75 |
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| 0,25 | 0,75 |
2.1 Expected results of the program implementation:
Reducing the number of students with persistent problems in learning and personal development;
Formation of effective behavioral strategies and personal resources in children with disabilities;
Inclusion of interaction with other organizations in the system of correctional work of the school;
Improving the professional level of the teaching staff on the problems of correctional work with students with disabilities.
The educational institution has created comfortable and accessible environments for the learning, development and upbringing of children with disabilities:
Promoting quality and accessible education;
Providing joint education for children with disabilities and children without developmental disabilities;
Ensuring social adaptation and integration into society of children with disabilities.
Municipal budgetary special (correctional) educational institution for students and pupils with disabilities “Special (correctional) secondary schoolVIII kind"
Individual educational route for a student
Child's full name …………………..
Date of Birth……………….. . Class 6 Program VIII type
Organization of correctional and developmental work carried out previously: has been studying at this school since the second half of the 5th grade (second year).
Features of physical development has the status of “disabled child” until July 2020, is registered with an ophthalmologist (squint), has a preparatory health group in physical education.
Features of mental development
Cognitive sphere: does not assimilate program material in mathematics and labor training.
Doesn't absorb geometric material.
Experiences difficulties when learning new exercises, has poor spatial orientation. The girl masters humanities subjects better: she reads correctly, consciously, in whole words.He is good at memorizing poetry. Self-control is low. Performance and fatigue are average. Emotional-volitional sphere: non-conflict, listens to the teacher’s opinion, is not whiny, can laugh for minimal reasons and without reason. Cannot prepare himself for a lesson on his own. Follows instructions and instructions for action from the teacher.
Behavioral area: Very low social orientation. The girl forgets where and what things she has.
Cannot look after himself
appearance , tidy up the hairstyle, maintain the girl’s personal hygiene. The girl has an obsessive nose-to-mouth habit, and the girl is not shy about it. Actively participates in competitions.
Initiator of an individual educational route:
Administration of the educational institution (justification - IPR).
Goal, tasks:
social adaptation of a child with disabilities in society. * Formation of knowledge in subjects taking into account the child’s capabilities;
* correction of HMF: development of visual-imaginative thinking and speech, formation of visual and auditory perception, training of memory processes.
* adjustment of the VET program - psychological correction of motivation to work.Deadlines
2014 -2015 academic year.
Forms of interaction with parents:Individual conversations and consultations: On the need for training according to an individual program in mathematics and VET; about the need to develop social and everyday skills in the family and about the peculiarities of raising a disabled child. Open classes;
Joint activities between parents and child:
Performancehomework
. Consolidating the knowledge gained in SBO lessons at home.
Laboratory work with parents;
Thematic parent meetings:
|
№ “Parents about punishing children” |
Trainings; |
Other ________________________________________________________________ |
|
Forms of work between a parent and a child |
p/p |
|
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Content |
p/p |
|
|
Deadlines Orientation in the courtyard |
p/p |
|
|
2014-2015 academic year |
p/p |
Formation of hygiene skills
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Developing the ability to occupy oneself in the absence of adults |
Trainings; |
Houses |
|
Ability to shop in a store |
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Circle of specialists |
Specialist writing and reading by: Development phonemic processes; Development of skills in language analysis and synthesis; Clarification and expansion of the lexical dictionary; Development of grammatical structure of speech; Development of coherent speech, communication skills; Development of motor functions. |
p/p Since September 2014 year to May 2015 group classes 2 times in Week: Wednesday Friday. 12/26/2014- dynamics positive. 04/27/2015- dynamics positive. |
|
Teacher-defectologist |
Individual - correctional classes on development of the VPF. Corrections of cognitive activity. |
p/p The individual form of work gave positive results. Filling the gaps in the ZUN - in mathematics has a positive result. I learned to solve motion problems and mastered table multiplication and division. |
|
VET teacher (“sewing”) |
Development of orientation and planning activities; Development of fine motor skills, coordination of movements; Formation of emotional-volitional qualities and positive motivation to work. Ability to transfer work techniques to new working conditions. |
p/p I completed the program material for grade 5, and the debt for grade 5 was eliminated with a “satisfactory” grade. Independent and practical work completed with a “3”. Slight positive dynamics for all indicators and criteria of correctional and developmental activities. Orientation and planning activities at an intermediate level; Fine motor skills and coordination of movements at an intermediate level; |
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Ability to transfer work techniques to new working conditions at a low level |
Mathematic teacher - Development of study skills;- formation of elementary mathematical concepts, reading skills, taking into account the psychophysiological characteristics of the student; - clarification and enrichmentideas about yourself and the world around you;development of space-time concepts; |
- increasing the level of general and speech development; - formation of moral qualities;- protective mode of life. |
|
Positive dynamics. WITH tests |
For the 5th grade I managed “4” and “3”. I coped with tests for grade 6 with a “3”. Additional education teacher education Basic PC skills. (“Smiley”); Knowledge of the necessary rules |
p/p traffic "Road ABC" Development of fine motor skills of the hands (“Creativity”) |
|
Positive dynamics when using a PC |
Traffic rules testing results: “average level”. |
Development of fine motor skills of the hands (“Creativity”) |
Positive dynamics slight positive dynamics.
For parents: a tolerant attitude towards the child and the creation of a positive psychological microclimate in the family.
For teachers ________________________________________________________________
For specialized specialists: a teacher-speech therapist - to continue working on correcting writing and reading disorders.
Deputy director. according to UVR:
VET teacher:
Mathematic teacher:
Teacher - defectologist:
Teacher speech therapist: