A group of preschoolers with handicapped heterogeneous. This is determined, first of all, by the fact that it includes children with various developmental disorders: hearing, vision, speech, musculoskeletal system, intellect, with pronounced disorders of the emotional-volitional sphere, with delayed and complex developmental disorders.

If children with disabilities enter a preschool educational institution, specialists (a teacher-psychologist, a speech therapist, and the educator get acquainted with the data obtained) are involved in the examination.

The child study plan includes activities such as:

• - conversation with parents;
• - study of the child's medical record;
• - examination of physical development;
• - survey mental development: characteristics of children's activities of cognitive mental processes, speech.

The model of professional relationship of all kindergarten specialists (teacher-psychologist, speech therapist, educator, music director, physical education instructor) in working with a child with special needs is as follows:

Educational psychologist:

• - organizes the interaction of teachers;
• - develops correctional programs for the individual development of the child;
• - conducts psychoprophylactic work with children;
• - organizes special correctional work with children at risk;
• - increases the level of psychological competence of kindergarten teachers;
• - Conducts consultations with parents.

Teacher speech therapist:

• - diagnoses the level of impressive and expressive speech;
• - draws up an individual development plan;
• - conducts individual classes (setting up the correct speech breathing, correcting sounds, their automation, differentiation and introduction to independent speech, subgroup classes (formation of phonemic processes);
• - advises teachers and parents on the use of speech therapy methods and technologies for correctional and developmental work;

Musical director:

• - carries out musical and aesthetic education of children;
• - takes into account the psychological, speech and physical development of children in the selection of material for classes;
• - uses elements of music therapy in the classroom.

Physical education instructor:

• - improves the health of children;
• - improves the psychomotor abilities of preschoolers.

Educator:

• - conducts classes in productive activities (drawing, modeling, design) in subgroups and individually. Organizes joint and independent activities of children;
• - educates cultural and hygienic skills, develops fine and general motor skills;
• - organizes individual work with children on assignments and taking into account the recommendations of specialists (teacher - psychologist, teacher - speech therapist);
• - applies health-saving technologies, creates a favorable microclimate in the group;
• - advises parents on the formation of cultural and hygienic skills, on the individual characteristics of the child, on the level of development fine motor skills.

Medical staff:

• - Carries out medical - preventive and health-improving measures;
• - monitors the health of children through regular examinations, over compliance with the requirements of sanitary and epidemiological standards.

For the optimal implementation of an inclusive approach at the stage of preschool childhood, it is necessary to observe special conditions for the upbringing and education of children with disabilities, to organize a barrier-free environment for their life. In progress educational activities V kindergarten it is important to flexibly combine individual and differentiated approaches, which will contribute to the active participation of children in the life of the team.

One of the conditions for increasing the effectiveness of developing pedagogical work is the creation of a subject-developing environment adequate to the child's capabilities, that is, a system of conditions that ensure the full development of all types of children's activities, the development of higher mental functions and the formation of the child's personality.

Most children are characterized by motor difficulties, motor disinhibition, low performance, which requires changes in the planning of educational activities and daily routine. In the daily routine, an increase in the time allotted for hygiene procedures and meals should be provided. A wide variation of organizational forms is envisaged educational work: group, subgroup, individual.

"Special" children need an adaptation period. Adaptation is part of the adaptive reactions of the child, who may have difficulty entering integration space(does not make contact, does not let go of parents, refuses food, toys). During this period, the teacher must relieve stress, ensure a positive emotional state of the preschooler, create a calm environment, and establish contact with parents and the child.

To organize and conduct developmental events, it is necessary to know some features of the didactic material. When selecting material for children with visual impairments, it is necessary to take into account its size, color contrast; for children with disorders of the musculoskeletal system, select a pronounced, easily perceptible tactile surface.

In accordance with the capabilities of children, teaching methods and technologies are determined. When planning work, it is important to use the most accessible methods: visual, practical, verbal. The question of the rational choice of a system of methods and individual methodological techniques, technologies is decided by the teacher in each specific case.

In cases where the program cannot be mastered due to the severity of physical and mental disorders, individual correctional programs are designed to socialize pupils and contribute to the normalization of emotional behavior, the formation of self-service skills, game actions, and objective activities.

It is also necessary to organize active work with parents. Methods can be completely different in form, but aimed at solving one problem - to combine the work of the family and teachers into a single whole. Only with the joint and continuous work of teachers and families will there be a positive result.

Compiled by:

Filipova Elena Vladimirovna, teacher of the first category MBDOU - kindergarten of compensatory type No. 49 in Yekaterinburg.

1. Introduction

“Don't limit yourself. Many people limit themselves to what they think they are capable of. You can go where your mind can go. Remember what you believe in is what you can achieve.”
Mary Kay Ash

The birth of a child is a real happiness for the family - it has increased by one person, and yesterday's boyfriend and girlfriend are proudly called parents today. It is natural for every parent to want to see their baby healthy. It just happens that supposed happiness is overshadowed by some rather unpleasant illness. As a result, doctors announce their opinion: disability.

The main thing to understand is that this has nothing to do with the verdict. In order to overcome the further path, which will by no means be easy, it is necessary to accept the circumstances and not blame anyone for what happened. We must not forget that now you are parents, whose state of mind is transmitted to the child. Therefore, in order to avoid unnecessary stress in the baby, it is necessary to feed him with positive thoughts.

2. Children with special needs

“No one is immune from illness in life. Do not laugh at crippled, sick people, because in their place ... you can easily be yourself.
Inva Life. en

Children with disabilities are children who have various mental or physical disabilities that cause general developmental disorders that do not allow children to lead full life. The following definitions of such children can be synonyms of this concept: "children with problems" , "children with special needs" , "Atypical Children" , "Children with learning difficulties" , "abnormal children" , "Exceptional Children" . The presence of a defect (deficiency) does not predetermine the wrong, from the point of view of society, development. Thus, children with disabilities can be considered children with impaired psychophysical development who need special (correctional) training and education.

According to the classification proposed by V.A. Lapshin and B.P. Puzanov, the main categories of abnormal children include:

• Hearing impaired children (deaf, hard of hearing, late deaf);
• Children with visual impairment (blind, visually impaired);
• Children with speech impairment (logopaths);
• Children with disorders of the musculoskeletal system;
• Children with mental retardation;
• Children with mental retardation;
• Children with behavioral and communication disorders;
• Children with complex disorders of psychophysical development, with the so-called complex defects (deaf-blind, deaf or blind children with mental retardation).

Depending on the nature of the violation, some defects can be completely overcome in the process of development, education and upbringing of the child, for example, in children of the third and sixth groups), others can only be smoothed out, and some can only be compensated. The complexity and nature of the violation of the normal development of the child determine the features of the formation of the necessary knowledge, skills and abilities, as well as various forms of pedagogical work with him. One child with developmental disabilities can master only elementary general educational knowledge (read in syllables and write in simple sentences), the other is relatively unlimited in its capabilities (for example, a child who is mentally retarded or hard of hearing). The structure of the defect also affects the practical activities of children. Evaluation of certain manifestations of a kind of atypical development is a necessary basis for developing a system of special education and upbringing based on the positive capabilities of children. Source of adaptation of children with disabilities to environment are preserved psychophysical functions. The functions of the disturbed analyzer are replaced by intensive use of the functional potential of intact systems. Thus, four factors will influence the development of a child with a disability.

View (type) violations.

The degree and quality of the primary defect. Secondary deviations, depending on the degree of violation, can be pronounced, mild and almost imperceptible. The degree of severity of the deviation determines the originality of atypical development. There is a direct dependence of the quantitative and qualitative originality of secondary developmental disorders of an atypical child on the degree and quality of the primary defect.

Term (time) occurrence of the primary defect. The earlier there is a pathological effect and, as a result, damage to speech, sensory or mental systems, the more pronounced deviations of psychophysical development will be;

Conditions of the surrounding socio-cultural and psychological-pedagogical environment. The success of the development of an abnormal child largely depends on timely diagnosis and early onset. (from the first months of life) correctional and rehabilitation work with him.

3. Features of education and upbringing of children with needs in the Russian Federation

“Impossible is just a big word behind which small people hide, it is easier for them to live in the familiar world than to find the strength to change it. Impossible is not a fact. This is just an opinion. Impossible is not a sentence. It's a challenge. Impossible is a chance to test yourself. Impossible is not forever. The impossible is POSSIBLE.”

Mark Victor Nansen

At present, in the education system of Russia, as well as other countries of the world, the leading position in the education of children with developmental problems is occupied by integration. Currently, the world is attentive to children with disabilities (HIA), which is also reflected in the ratification in 2012 by the Russian Federation of the UN Convention (2006), and in the first Decrees of the President of the Russian Federation V.V. Putin (No. 597 and No. 599). Currently, a concept is being implemented, according to which a person with disabilities is not required to be "ready" in order to study in kindergarten or at school, and much attention is paid to adapting the environment to his capabilities, developing abilities that can be in demand where he lives and studies. The group of students with disabilities is very diverse and numerous. The most important direction in working with such children is an individual approach, taking into account the specifics of the development of the psyche and health of each child.

• It is important to develop psychological recommendations for children with mental retardation. The educator in working with children should use methods of cooperation and a student-centered approach, as well as educational games and tasks.
• The teacher and educator should take into account the age characteristics of children and remember the zone of proximal and proximal development. In the classroom and in extracurricular activities, actively use the methods and techniques for the formation of universal educational activities among pupils. These are regulatory UUD skills - the ability to act according to a plan, overcome impulsiveness, involuntariness, evaluate the correctness of the performed action and make adjustments to the result. Also, an important role in the development of personality is played by communicative UUD; they include the ability to establish friendly relations with peers.
• The teacher to work on the development of cognitive (cognitive UUD) and creative abilities of schoolchildren, as well as the formation of adequate self-esteem and learning motivation. Using developmental exercises.
• The teacher and educator to carry out a special, individual assessment of the answers of students with disabilities: the use of tasks that they can handle.

The educator and teacher should create a favorable psychological microclimate in the classroom. Focus on organizing the success of the child in educational activities, by relying on his positive, strong qualities.

• It should be developed according to the principle from creativity to action, as well as in educational work, give instructions, engage in various activities, for example, dramatizations, dances, and artistic creativity. Children must be involved in research projects, creative activities, sporting events. In the process of such work, children learn to understand the meaning and predict the consequences of their own emotional behavior. They realize the importance of the emotional atmosphere of kindness, joy, cooperation.

4. Problems of children with needs

“The basic rule is not to let yourself be broken by either people or circumstances”
Maria Sklodowska-Curie

The future of any country is decided by the school desk. One of the main problems that arose in our society at the turn of the century is the problem of moral and spiritual burnout of the younger generation. Increasingly, we are faced with the facts of the substitution of values ​​and concepts among young people. It is remarkable that the main goal of education at school is kind: the development of a highly moral, harmonious, physically developed and spiritually healthy personality, capable of creativity and self-determination. The topic of moral education of children with disabilities is extremely relevant. In the conditions of becoming new system education, focused on entering the world educational space, there is an active process of searching for models of education that will preserve the moral and cultural-historical traditions of domestic education and upbringing, formed both in the pre-revolutionary, and in the Soviet, and modern periods of its development. In the messages of the President of the Russian Federation D.A. Medvedev draws attention to the leading role of education: "Education comes first!" . The definition of the process of education is very multifaceted, the process itself is very complex even when it comes to healthy children. Of course, it turns out to be especially difficult when children with developmental disabilities are brought up, and there are more than 10 thousand such children in our region. All the factors that determine the moral formation and development of the student's personality, I.S. Marenko divides into three groups: natural (biological), social and pedagogical. In interaction with the environment and purposeful influences, the student socializes, acquires the necessary experience of moral behavior. The moral formation of the personality is influenced by many social conditions and biological factors, but the decisive role in this process is played by pedagogical ones, as the most manageable, aimed at developing a certain kind of relationship.

One of the tasks of education is to properly organize the activities of the child. Moral qualities are formed in the activity, and the emerging relationships can affect the change in the goals and motives of the activity, which in turn affects the assimilation moral standards and values ​​of organizations. Human activity also acts as a criterion of his moral development. The development of the child's moral consciousness occurs through the perception and awareness of the content of the influences that come from parents and teachers, surrounding people through the processing of these influences in connection with the moral experience of the individual, his views and value orientations. In the mind of the child, external influence acquires an individual meaning, thus forming a subjective attitude towards it. In this regard, the motives of behavior, decision-making and the moral choice of the child's own actions are formed. The direction of school education and the real actions of children may be inadequate, but the meaning of education is to achieve a correspondence between the requirements of proper behavior and internal readiness for this.

A necessary link in the process of moral education is moral education, the purpose of which is to inform the child of a body of knowledge about the moral principles and norms of society that he must master. Consciousness and experience moral principles and norms is directly related to the awareness of patterns of moral behavior and contributes to the formation of moral assessments and actions.

Raising unusual children "requires" the use of special technologies, methods in the work of a teacher. The difficulty of the problem of moral education of children with disabilities is determined by:

1. insufficient research on the topic of moral education of children with disabilities, since there are no special programs in a given direction (especially for children with disabilities);
2. children studying at MSCOU are distinguished by a wide variety of profound disorders in psychophysiological development. In a child, due to past illnesses, the normal development of the processes of perception, the processes of memorization and reproduction, especially in their active arbitrary forms, is disrupted: the processes of distraction and generalization are significantly disturbed in their development, i.e. what characterizes verbal-logical thinking. Many students are characterized by the presence of serious disorders in the field of excitability, imbalance in behavior. The abnormal functioning of these processes does not allow the child to acquire a complex system of knowledge about the world;

3) families of children with disabilities often belong to the categories of low-income, disadvantaged. Unfortunately, the number of families abusing alcohol and psychoactive substances is not decreasing. There is a low educational status of parents, and as a result, a low percentage of employed parents. All these circumstances point to the extremely low pedagogical potential of families. Children living in such families from childhood imprinted in their emotional memory a negative life experience, saw life with "back door" . For the formation of the personality of this contingent of children, it is necessary to make pedagogical adjustments to the conditions of life, life, content and forms of educational work;

4) spontaneous education ("street" , not purposeful, often immoral) children with disabilities can have a serious negative impact on the formation of personality, exacerbating health problems, turning them into "socially dangerous" population group. Based on the analysis of philosophical and psychological-pedagogical literature and the results of practical activities, it can be concluded that the role of the moral education of children with disabilities is great, since it contributes to the prevention of offenses; allows you to form the spiritual world (value orientations) and the moral qualities of such a child, allowing him to organically fit into society; reveals creative potential, expanding the possibilities of professional choice; forms diligence in work, promotes professional orientation, helps to reduce the number of unemployed, fosters industriousness (voluntary attitude to work and honesty), forms in the mind of the child the concept of labor as a universal value; reduces the number of dysfunctional families; solves the problem of social infantilism. Scientists in the field of pedagogy have revealed that in different age periods there are unequal opportunities for moral education. A child, a teenager and a young man have different attitudes towards different means of education. Knowledge and consideration of what a person has achieved in a given period of life helps to design his further growth in education. The moral development of the child occupies a leading place in the formation of a comprehensively developed personality.

When working on the problems of moral upbringing of schoolchildren with disabilities, it is necessary to take into account their age and psychological characteristics:

1. propensity to play. In the conditions of play relations, the child voluntarily exercises, masters normative behavior. In games, more than anywhere else, the ability to follow the rules is required from the child. Violation of their children notice with particular acuteness and uncompromisingly express their condemnation of the violator. If the child does not obey the opinion of the majority, then he will have to listen to a lot of unpleasant words, and maybe even leave the game. So the child learns to reckon with others, receives lessons in justice, honesty, truthfulness. The game requires its participants to be able to act according to the rules. “What a child is at play, such is in many ways he will be at work when he grows up” - said A.S. Makarenko.
2. Inability to engage in monotonous activities for a long time. According to psychologists, children of 6-7 years of age cannot keep their attention on any one object for more than 7-10 minutes. Further, the children begin to be distracted, switch their attention to other objects, so frequent changes in activities during classes are necessary.
3. Insufficient clarity of moral ideas due to little experience. Given the age of children, the norms of moral behavior can be divided into 3 levels: A child under 5 years old learns a primitive level of rules of behavior based on the prohibition or denial of something. For example: "Do not speak loud" , "Do not interrupt the conversation" , "Don't touch someone else's thing" , "Don't Throw Trash" etc. If the baby was taught to comply with these elementary norms, then others consider this baby well-bred child. It makes no sense to talk about the second level of moral education if the first has not been mastered. But it is precisely this contradiction that is observed among adolescents: they want to please the people around them, but they are not trained in elementary behavior. At level 3 (by 14-15 years old) the principle is learned: "Help the people around you!"
4. There can be tension between knowing how to do it and putting it into practice (this applies to etiquette, good manners, communication).

Knowledge of moral norms and rules of behavior does not always correspond to the real actions of the child. Especially often this happens in situations where there is a discrepancy between ethical standards and personal desires of the child.

5) Uneven use of polite communication with adults and peers (at home and at home, at school and on the street).

How will we overcome these features? Let us turn to the experience of great teachers. V. A. Sukhomlinsky said: “In practical work in moral education, our teaching staff sees, first of all, the formation of universal norms of morality. At a younger age, when the soul is very malleable to emotional influences, we reveal to children the universal norms of morality, we teach them the ABC of morality:

1. You live among people. Do not forget that your every act, your every desire is reflected in the people around you. Know that there is a line between what you want and what you can. Check your actions with a question to yourself: are you doing evil, inconvenience to people? Do everything so that the people around you feel good.
2. You enjoy the benefits created by other people. People make you the happiness of childhood. Pay them well for it.
3. All the blessings and joys of life are created by labor. One cannot live honestly without labor.
4. Be kind and considerate to people. Help the weak and defenseless. Help a friend in need. Don't hurt people. Respect and honor your mother and father - they gave you life, they educate you, they want you to become an honest citizen, a person with a good heart and a pure soul.
5. Be indifferent to evil. Fight against evil, deceit, injustice. Be irreconcilable to those who seek to live at the expense of other people, harm other people, rob society.

Such is the ABC of moral culture, mastering which children comprehend the essence of good and evil, honor and dishonor, justice and injustice.

Among the main tasks that modern society puts before public education, the actual task of educating an active conscious creative personality stands out.

The educational process is built in such a way that it provides for situations in which the child is faced with the need for an independent moral choice. Moral situations for children of all ages should in no case be presented or looked like teaching or controlling, otherwise their educational value may be nullified.

The result of moral education is manifested in the attitude of children to their duties, to the activity itself, to other people.

5. Pedagogical solutions for working with children with disabilities in the Russian Federation

“It is important that people do not feel like disabled people… These are people whom fate sent difficult trials… Only sympathy is not enough, it is necessary to develop opportunities.”

L.I. Shvetsova

Every year more and more children come to municipal educational institutions who have deviations from the conditional age norm; these are not only frequently ill children, but also children with logoneuroses, dysgraphia, dyslexia, increased excitability, impaired concentration and attention retention, poor memory, increased fatigue, and also with much more serious problems (ZPR, autism, epilepsy, cerebral palsy). They need specialized assistance, an individual program, a special treatment.

More and more it is realized that psychophysical disorders do not deny the human essence, the ability to feel, experience, acquire social experience. An understanding has come that each child needs to create favorable conditions for development, taking into account his individual educational needs and abilities.

According to "Dictionary of the Russian language" To accompany means to follow alongside, along with someone as a companion or escort.

The purpose of psychological support: the creation of a comprehensive system of psychological and pedagogical conditions that contribute to the successful adaptation, rehabilitation and personal growth of children in society.

Tasks of psychological and pedagogical support:

• prevention of child development problems;
• help (assistance) a child in solving urgent problems of development, learning, socialization: learning difficulties, problems with choosing an educational and professional route, violations of the emotional-volitional sphere, problems in relationships with peers, teachers, parents;
• psychological support of educational programs;
• development of psychological and pedagogical competence (psychological culture) students, parents, teachers.

The most important area of ​​psychological and pedagogical support for the development of students is the preservation and strengthening of children's health.

Solving the problems of psychological and pedagogical support of the child cannot be limited to the area of ​​direct interaction between the psychologist and the child, but requires the organization of work with teachers and parents as participants in the educational process.

Special work should be carried out with parents of this category of children to provide them with the necessary knowledge about the characteristics of the child, optimal forms of interaction, learning effective methods help.

Children with disabilities need to develop social competence, communication skills with others.

Overcoming social isolation, expanding the possibilities of arbitrary interaction with peers is an essential condition for positive changes in the development of such children, improving their learning abilities.

"He who is discouraged dies prematurely"
Omar Khayyam

The development of the child is directly affected by the type of disorder, the severity of its manifestation, the time when the defect manifested itself, the surrounding conditions, the social and pedagogical environment of life. Working with children with disabilities is hard work. After all, such a child needs to be given much more attention than without developmental disorders. For each variant of defects in development, its own training program is selected. But in general, their main aspects are the same.

The main principles of teaching children with disabilities are listed below:

• Motivation - it is necessary to arouse the child's interest in the world around him and the educational process.
• Development – ​​it is important to create a single process of cooperation and joint activities.
• Building interaction, assisting in adapting to the conditions of the surrounding world.

The principle of psychological security.

At the initial stage of education, it is important to arouse interest, readiness and ability to cooperate with the teacher, the ability to complete tasks. And the goal of education in secondary school will already be the formation of a moral, worldview and citizenship position, as well as to reveal creative abilities. As a result of teaching children with disabilities, violations of one of the analyzers are replaced by stronger and more sensitive work of others.

It is worth noting the importance of family education of children with disabilities, because most of the baby's life passes in the circle of relatives. Purposeful actions of parents can significantly affect his life. After all, if they know exactly what they want to achieve, then you can count on success. In the family, the child is becoming a part of society, the formation of social values, communication skills. It must be remembered that conflict situations and any manifestations of aggression will lead to the opposite result and will have a very negative impact on the already fragile psyche of the baby. Thus, the family plays a major role in the formation of personality.

Literature

1. Amonashvili Sh.A. Hurry up kids, let's learn to fly. Ed. House of Shalva Amonashvili. Humanitarian laboratory. Ped. MGPU. - M., 2005 - 329 p.
2. Andreeva L.V. Pedagogical conditions for the implementation of the integration of children with developmental problems in a general education school. Materials of the international seminar. Integrated learning: problems and prospects. - St. Petersburg, 1996-144 p.
3. Bolotov V.A. On the integrated upbringing and education of children with developmental disabilities in preschool educational institutions. Method. Letter from the Ministry of Education of the Russian Federation. M., 2002. - 12 p.
4. Zhulina E.V. Fundamentals of social rehabilitation. SC Sphere. M., 2005 - 187 p.
5. Kalimov E.A. Fundamentals of psychology: Textbook for universities. M., 1997 - 234 p.
6. Konovalova M.P. Sociocultural rehabilitation of children with disabilities in the process of information and library services. Bulletin of the Moscow State University of Culture and Arts MP Konovalova. M., 2003 - 103-107
7. Kodzhaspirova, G.M. Dictionary of Pedagogy. ICC "MarT" M., 2005 - 448 p.
8. Lyapidievskaya G.V. On the creation in Russia of a network of rehabilitation centers for children and adolescents with disabilities. Bulletin of psycho-social and correctional-rehabilitation work. M., 1997 - 42 - 48 p.
9. Malofeeva T., Vasin S. Disabled people in Russia, No. 3. M., M., 80 - 105 p.
10. Mastyukova, E.M. Therapeutic Pedagogy (early and preschool age). VLADOS, M., 1997 - 304 p.
11. Ovcharova R.V. Reference book of the social pedagogue. SC Sphere. M., 2002 - 480 p.
12. Romanov M.R. Rehabilitation of the disabled. Vagrius. M., 2000 - 175 p.
13. Strakhov I.V. Psychological foundations of pedagogical tact. Saratov, 1972 - 344 p.

Psychological sciences

WORKING WITH CHILDREN WITH SPECIAL EDUCATIONAL NEEDS IN THE CONDITIONS OF A REGULAR KINDERGARTEN15

P. M. Terziysk, Southwestern University. N. Rilsky (Blagoevgrad, Bulgaria).

Summary. This article is devoted to the organization of work with children with special educational needs in a typical kindergarten setting. The issues of integrated education of these children are considered.

Key words: children with special educational needs, integrated education, kindergarten, developmental environment.

Children with special educational needs can and should learn and develop in regular kindergarten, together with their peers. For the integrated education of these children, it is necessary to completely remove the distance between children, equal partnership in various activities. It is very important when the kindergarten is considered not only as an institution for the education of children, but as a living space in which it is necessary to realize the natural, stimulating transition "from the zone of actual to the zone of proximal development" of each child. Here, children with special educational needs fulfill the requirements on an equal basis with their peers in Group.

Co-education and education must begin at preschool age. The success of this training requires an interdisciplinary, i.e. pedagogical and socio-psychological approach. It is necessary to use various therapeutic measures in the daily life of the child, in activities that have personal meaning for him.

In the pedagogical process, it is necessary to use various methods of therapy: object, speech, music, art therapy, therapeutic exercises. At the same time, exercises for training perception, rhythmic-motor activity, etc. are very useful.

Children with special educational needs are offered a variety of didactic games speech character. They do simple exercises

that make sense in the household, learn to concentrate their optical and acoustic attention on didactic material. Such children, depending on their characteristics in psychophysical development, can and should participate in the frontal, subgroup lessons of the group. When organizing games on a daily basis, children with special educational needs should be actively involved in them, more often entrusting them with the role of leader. Makes sure that their participation in the game is not silent, the implementation of certain actions only to imitate other children.

For the successful integration of children with special educational needs into the environment of their peers, it is necessary to:

Creation of a supportive environment for development;

Appropriate software and methodological support;

Interaction of specialists (teachers, special teachers, psychologists, speech therapists).

Interaction of specialists with parents of children with special educational needs

Active interaction of children in a group with a child with special educational needs

Psychological and pedagogical support.

To meet the special educational needs of children, special programs must be created. For each child, draw up an individual program of training and development, taking into account his individual characteristics - the structure of the disorder, the level of psychophysical development, and age.

The success of educational integration presupposes the creation of a developing environment. This is a very important task of the kindergarten.

Of exceptional importance is the creation of optimal conditions for the successful correction of violations in the development, education, upbringing, psychological and pedagogical rehabilitation of children with general educational needs.

It is necessary to bring the entire object-spatial environment, taking into account its structural and functional components, in line with the general and special needs of preschool age. Kindergarten equipment is supplemented by teaching aids adapted for children with special educational needs. For example. For children moving in a wheelchair, ramps should be made instead of stairs, additional railings, etc. It is very important for children with hearing impairments to be seated in class so that they can constantly see well the illuminated faces of the speakers - teachers, children. In this regard, it is advisable to place such children with their backs or sideways to the window, and the teacher

be positioned so that his face is facing the light. For children with poor eyesight, the door must be made in a bright contrasting color. It is important to pay attention to the lighting of the desktop. In addition, the visual material that is used must be voiced so that the child can receive information. It must be remembered that excessive special equipment does not give children with special educational needs the opportunity to learn how to act independently in real life.

It is very useful that the kindergarten uses adapted classical Montessori materials for the needs of children with various kinds of developmental disabilities. During the lesson, the child can and should independently choose the type of activity, while the learning tools are in the public domain. The beginning of work with the material chosen by the child should be shown specially by the teacher.

In such an environment, children have the opportunity to show independence; acquire skills and abilities useful in everyday life (caring for plants, personal hygiene skills, going shopping, etc.).

At the same time, stable relationships are very necessary to help social adaptation and correction of deviations in children with special educational needs. Communication and social experience are essential for social and emotional development. Children who do not have enough communication with their peers quickly find themselves in a vicious circle: the inability to adapt in society leads to limited contacts, and this, in turn, leads to an even greater lack of social and emotional development. Children with special educational needs learn even more from other children than from adults. In order to establish and facilitate contacts between children, purposeful work of teachers is necessary, the creation and use of suitable situations for this purpose.

It is important for the teacher to involve children with developmental disabilities in active communication with their peers more often. When planning and conducting classes, it should be taken into account that a child with special educational needs should actively participate in them. In this regard, it is unacceptable to give him any individual task for independent completion at a time when a conversation is being held with other children: he will not participate in the discussion, he will not know what the conversation was about. So gradually the child will increasingly drop out of classes and his integration will turn into a simple stay in the same room with the children in the norm.

Children with special educational needs need to feel sufficiently autonomous, competent, confident and able to fulfill the basic responsibilities in the group.

Recognition and sympathy from others, the experience of oneself as "belonging to a group" have a huge impact on individual development.

An important condition for meeting the special educational needs of children are personal qualities and professional competence of teachers.

When working with children with special educational needs, the teacher should:

Constantly look for and apply new methods and means of working with these children.

To be able to understand the child and be able to take his position in relation to him.

To improve professional competence for successful work with children with disabilities.

Be capable of internal dialogue (love yourself and transfer love for yourself to love and for children with special educational needs).

To be able to see and hear yourself from the outside.

Be able to express your thoughts clearly.

To be able to see and feel your interlocutor (your pupil).

Be able to apply reasonable, adequate requirements.

Learn to improvise as you go.

Be able to repeat the main ideas.

Be able to speak expressively.

Observations of the behavior of teachers in kindergarten showed a decrease in cases of undesirable behavior (negative attitude and impact on children, excessive care, etc.) and a clear expansion of the required behavior - encouraging children to joint or independent activities, to structure the situation by the children themselves, etc. .d.

Many teachers have developed such qualities as: calm acceptance of difference; "spiritual warmth"; "active personal involvement"; patience, etc.

An important aspect of the activities of teachers is the observation of the child, drawing up a diagram of characteristics in relation to: general behavior (in various activities); independence; social behavior; level of development in this moment(knowledge, skills); understanding and following the rules.

It is extremely important to contact a specialist in time to correct any function that limits the adaptation or development of the child.

The success of the education and development of children with special educational needs in a kindergarten largely depends on the involvement in it

child's parents. It should be emphasized that the integrated education of children with special educational needs is impossible without the active, daily participation of parents.

Cooperation with parents is the most important link in the concept of integrated education. Its essence lies in:

Interchange of information;

Consulting;

mutual assistance;

Communication.

Communication with parents should be characterized by openness, sensitivity, understanding of the situation and problems within the family. The most important initial stage of cooperation between the kindergarten and the family is complete information about the socio-economic and psychological-pedagogical situation of the child's life.

It is very important that trusting, open, sincere relations be established between parents and teachers, so that parents consider it obligatory to fulfill the requirements of the kindergarten.

Parents should be fully involved in the corrective work carried out by preschool, follow the recommendations of teachers, speech therapists, psychologists. By observing the child in kindergarten and talking with teachers and specialists, parents can get to know their child better in order to contribute to his development at home in the family.

For the effective implementation of the educational process, including correctional work with children with special educational needs in kindergarten, it is necessary:

Actively include all children in the group, regardless of developmental disorders;

Create for each of them an individual developing

program with parents. When developing such a program, rely on the general patterns of age-related development, both in normal and pathological conditions;

Actively use various activities that contribute to

development of fine and gross motor skills;

Use suitable creative activities.

Specialists, developing the abilities of the child, using all available

his development reserves, carrying out correctional and rehabilitation work, observe, investigate and diagnose the depth of violations, the causes and types of difficulties that arise in the child in the process of the dynamics of his development.

It should not be forgotten that when assessing the dynamics of a child's progress with

special educational needs, it is necessary to compare him not with other children, but mainly with himself, with his achievements at the previous stage of development.

The dynamics of the child's development and the possibility of his social adaptation largely depend on the activity and independence in the learning process.

In the course of games, classes, regime moments, the teacher needs to write down tasks in a special notebook for each integrated child that caused difficulties, words that the child does not know, or in the perception (understanding) of which it is difficult; makes sure that the child takes this notebook with him every time he goes to a lesson with a special teacher or home.

Effective organization of work with preschool children with special educational needs in a regular kindergarten involves:

Systematic comprehensive individual psychological

pedagogical correction.

Creation of an atmosphere of goodwill, psychological

security.

Using tasks that stimulate activity as much as possible

child, his cognitive activity.

Combining education with therapeutic activities.

Increasing opportunities for communication and adequacy in

relationships with peers and adults.

Creation of special conditions for training and education (light,

game activity, art-pedagogical techniques - paper-plastic,

dance therapy, music therapy, isotherapy, puppet therapy, etc.).

Using memory techniques.

Consolidation of skills through repeated repetition of instructions,

exercises, assignments.

A step-by-step summary of the work done in the lesson.

Tasks based on samples.

Usage available instructions- verbal and non-verbal.

Using the maximum visibility - volumetric visual environments -

properties, paintings, natural objects, multimedia presentations,

suitable computer programs.

It is extremely important to build a pedagogical forecast on the basis of pedagogical optimism. In each child, it is necessary to look for and find preserved psychomotor functions, his abilities, the positive aspects of his personality and

development, which can be relied upon in pedagogical work. Literature:

1. Terziiska P. Decata ss special educational needs in the general educational environment. Blagoevgrad: UI "N. Rilski", 2012.

2. Terziiska P. Integrated education for children with special educational needs. Blagoevgrad: UI "N. Rilski", 2005.

WORK WITH CHILDREN WITH SPECIAL EDUCATIONAL NEEDS IN A NORMAL KINDERGARTEN

(by P. M. Terziyska)

Abstract: This article focuses on the organization of work with children with special educational needs in the mainstream kindergarten. Questions of integrated education for those children are explored.

Keywords: children with special educational needs, integrated education, kindergarten, supportive environment.

Assoc. Pelagia Mihailova Terziiska, Doctor of Pedagogy (= Candidate of Pedagogical Sciences) is a lecturer at the Southwestern University. Neofit Rilsky, Blagoevgrad (Bulgaria). Her research interests lie in the field of special education, psychology and pedagogy of persons with intellectual disabilities, art pedagogy and art therapy in special education, integrated and inclusive education of children with special educational needs, methods of teaching natural history to children with special educational needs.

© P. M. Terziiska, 2014.

© «Science. Thought: electronic periodical, 2014.

State Budgetary Educational Institution Neftekamsk Correctional Boarding School for Children with Disabilities

Performance

on pedagogical council on the topic of:

"Features of interaction with children with special educational needs"

Prepared by: Sagadieva Yu.V.

2015

The education of children with special needs is one of the main tasks for the country. This is a necessary condition for creating a truly inclusive society, where everyone can feel the involvement and relevance of their actions. We have an obligation to enable every child, regardless of their needs and other circumstances, to reach their full potential, contribute to society and become a full member of it. (David Blanket) Children whose condition prevents the development of educational programs outside the special conditions of education and upbringing, i.e. these are children with disabilities or other children under the age of 18 who are not recognized as children with disabilities in the prescribed manner, but who have temporary or permanent deviations in physical or mental development and who need to create special conditions for education and upbringing. Children with disabilities include: children with disorders of the musculoskeletal system; children with intellectual disabilities; children with impaired hearing, vision, underdevelopment of speech; children with autism; children with combined developmental disorders. Federal state educational standards for children with disabilities are considered as an integral part of the federal state standards general education. This approach is consistent with the UN Declaration on the Rights of the Child and the Constitution of the Russian Federation, which guarantees all children the right to compulsory and free secondary education. A special educational standard should become the basic tool for the implementation of the constitutional rights to education of citizens with disabilities. There are currently three approaches to teaching children with special educational needs in Russia:

Differentiated education of children with disabilities of physical and mental development in special (correctional) institutions of types I-VIII;

Integrated education of children in special classes (groups) in educational institutions;

Inclusive education, when children with special educational needs are taught in the classroom along with ordinary children.

Inclusive education involves accepting students with disabilities like any other children in the class, including them in the same activities, engaging in collective forms of education and group problem solving, using a strategy of collective participation - games, joint projects, laboratory, field research, etc. e. Inclusive education expands the personal opportunities of all children, helps to develop humanity, tolerance, willingness to help their peers. Inclusion is not only the physical presence of a child with disabilities in a general education school. This is a change in the school itself, school culture and the system of relations between participants. educational process, close cooperation between teachers and specialists, involvement of parents in work with the child.

The general rules for corrective work are:

Individual approach to each student.

Prevention of the onset of fatigue, using a variety of means for this (alternating mental and practical activities, presenting material in small doses, using interesting and colorful didactic material and visual aids).

The use of methods that activate the cognitive activity of students, develop their oral and written speech and form the necessary learning skills.

The manifestation of pedagogical tact. Constant encouragement for the slightest success, timely and tactical assistance to each child, the development of faith in his own strengths and capabilities.

Effective methods of corrective impact on the emotional and cognitive sphere of children with disabilities in development are:

game situations;

didactic games;

game trainings that contribute to the development of the ability to communicate with others;

psycho-gymnastics and relaxation, allowing you to relieve muscle spasms and clamps, especially in the face and hands.

The teacher needs:

monitor the progress of students: after each part of the new educational material, check whether the child understood it; put the child at the first desks, as close as possible to the teacher;

support children, develop positive self-esteem in them, correctly making a remark if something is done wrong.

For children with disabilities, it is important to learn without coercion, based on interest, success, trust, and reflection on what has been learned. When organizing the educational process, one should proceed from the capabilities of the child - the task should lie in the zone of moderate difficulty, but be accessible, since at the first stages of correctional work it is necessary to provide the student with subjective experiences of success against the background of a certain amount of effort. In the future, the difficulty of tasks should be increased in proportion to the growing capabilities of the child. The main thing that a child should know and feel is that in a huge and not always friendly world there is a small island where he can always feel protected, loved and desired. Every child is bound to become an adult. And tomorrow's victories and successes will depend on the decisions taken by us today.

Our experts in preparing the article were:
— Adaratskikh Sergey Mikhailovich, teacher-psychologist, teacher of the highest category MBOU LFPG g.o. Samara. Participant of the district stage of the All-Russian competition "Teacher of the Year";
— Grechikhina Tatyana Sergeevna, teacher of the highest category, School No. 1741, Moscow;
- Polyakova Svetlana Anatolyevna, teacher of the highest category, MBOU secondary school No. 17, Ulyanovsk;
- Andreeva Marina Alexandrovna, teacher-psychologist of the highest category MBDOU No. 107, Rostov-on-Don.

For whom: subject teachers, educators additional education, teachers implementing extracurricular activities programs, educational psychologists, speech therapists, social educators, deputy directors, methodologists, educators.

Description:
Currently, the world is attentive to children with disabilities. Modern system education is undergoing changes that require teachers to work with children with special educational needs in different directions. Existing approaches to teaching children with special educational needs will be considered. The authors will share their practical experience of working with this category of children, they will consider various methods and techniques of working with different groups of children with disabilities.

This article will be of interest not only to subject teachers working with children with disabilities, but also to teachers working in general education schools, since integration can be due not only to the education of children who, as a result of long-term corrective work carried out by parents and specialists, are prepared for learning in a general education environment, but also because no developmental deviation has been identified, or parents (for various reasons) want to educate their child in a mass kindergarten and school.

Teaching children with special educational needs

Part 1

Teaching children with disabilities

The education of children with special needs is one of the main tasks for the country. This is a necessary condition for creating a truly inclusive society, where everyone can feel the involvement and relevance of their actions. We have an obligation to enable every child, regardless of their needs and other circumstances, to reach their full potential, contribute to society and become a full member of it.

David Blanket

The introduction of children with disabilities into the human community is the main task of the entire system of correctional assistance, the ultimate goal of which is social integration aimed at including the child in society. Educational integration, being a part of social integration, is considered as a process of raising and educating children with disabilities together with ordinary ones.

There are currently three approaches to teaching children with special educational needs in Russia:

— differentiated learning children with disabilities of physical and mental development in special (correctional) institutions of types I-VIII;

— integrated learning children in special classes (groups) in educational institutions;

— inclusive education when children with special educational needs are taught in the classroom with ordinary children.

Children with disabilities include: disabled children; children with a diagnosis mental retardation; children with impaired hearing, vision, underdevelopment of speech; children with autism; children with combined developmental disorders.

Integration is not a new problem for the Russian Federation. There are many children with developmental disabilities in kindergartens and schools in Russia. This category of children is extremely heterogeneous and "integrated" into the environment of normally developing peers for various reasons. It can be conditionally divided into four groups:

1. Children whose "integration" is due to the fact that a developmental deviation has not been identified.
2. Children whose parents, knowing about the special problems of the child, for various reasons want to teach him in a mass kindergarten or school.
3. Children who, as a result of long-term corrective work carried out by parents and specialists, are prepared for learning in an environment of normally developing peers, as a result of which experts recommend integrated education for them. In the future, such children, as a rule, receive only episodic correctional assistance, while the connection between the teacher-defectologist, psychologist and teachers of the kindergarten or school is carried out mainly through the parents.
4. Children studying in special preschool groups and classes in mass kindergartens and schools, whose education and upbringing is carried out taking into account deviations in their development, but special groups and classes often turn out to be separate, isolated.

In the course of integrated education, children with disabilities may be provided with special conditions for education and upbringing in accordance with the needs of the child and the conclusions of the psychological, medical and pedagogical commission. Taking into account the psychophysiological characteristics of students with disabilities, individual curricula are developed, including a training schedule for a given person, teaching load, terms of development of educational programs by him, his certification.

Inclusive (French inclusif - including, from Latin include - I conclude, include) or included education is a term that is used to describe the process of teaching children with special needs in general education (mass) schools.

Inclusive education is a process of education and upbringing, in which all children, regardless of their physical, mental, intellectual and other characteristics, are included in the general education system. They attend general education schools in their area of ​​residence with their non-disabled peers, taking into account their special educational needs. In addition, they receive special support. Inclusive education is based on an ideology that excludes any discrimination of children - equal treatment of all people is ensured, but special conditions are created for children with special educational needs.

The model of inclusive education is built on the basis of the following social approach - it is necessary to change not people with disabilities, but society and its attitude towards people with disabilities. Inclusion is recognized as a more developed, humane and effective system not only for children with disabilities, but also for healthy students. It gives the right to education to everyone, regardless of the degree to which they meet the criteria of the school system. Through respect and acceptance of the individuality of each of them, the formation of personality occurs. At the same time, children are in a team, learn to interact with each other, build relationships, and creatively solve educational problems together with the teacher.

Principles of inclusive education

Inclusive education involves accepting students with disabilities like any other children in the class, including them in the same activities, engaging in collective forms of education and group problem solving, using a strategy of collective participation - games, joint projects, laboratory, field research, etc. d.

Inclusive education expands the personal opportunities of all children, helps to develop humanity, tolerance, willingness to help their peers.

What difficulties in the implementation of inclusive education may participants in the educational process face?

- In our society, unfortunately, people with disabilities are perceived as something foreign. This attitude has developed over the years, so it is almost impossible to change it in a short time.

— Children with special educational needs are often recognized as unteachable.

— Most teachers and directors of public schools do not know enough about the problems of disability and are not ready to include children with disabilities in the learning process in the classroom.

— Parents of children with disabilities do not know how to defend their children's rights to education and are afraid of the education and social support system.

— Architectural inaccessibility of educational institutions.

You need to understand that inclusion is not only the physical presence of a child with disabilities in a general education school. This is a change in the school itself, school culture and the system of relations between participants in the educational process, close cooperation between teachers and specialists, and the involvement of parents in working with a child.

Today, among mass school teachers, there is a rather acute problem of the lack of the necessary training to work with children with special educational needs. Flaw found professional competencies teachers in work in an inclusive environment, the presence of psychological barriers and professional stereotypes.

Relations between teachers and parents play a special role in the process of teaching children with disabilities. Parents know their child better, so the teacher can get valuable advice from them in solving a number of problems. The cooperation of teachers and parents will help to look at the situation from different angles, and, therefore, will allow adults to understand the individual characteristics of the child, identify his abilities and form the correct life guidelines.

Part 2

Integrated education for children with special educational needs

At present, in the education system of Russia, as well as other countries of the world, the leading position in the education of children with developmental problems is occupied by integration. At present, the world is attentive to children with disabilities (HIA), which is reflected in the ratification in 2012 by the Russian Federation of the UN Convention (2006), and the Decrees of the President of the Russian Federation V.V. Putin (No. 597 and No. 599). Also, one of the main tasks of the implementation of the "Modern model of education for the period up to 2020" is the creation of a barrier-free environment. This will allow children with disabilities to receive a quality education in a general education institution. Currently, a concept is being implemented, according to which a person with disabilities does not have to be “ready” to study in kindergarten or school, and much attention is paid to adapting the environment to his capabilities, developing abilities that may be in demand where he lives, studies.

Pedagogical integration is the formation in children with disabilities in the development of the ability to assimilate educational material determined by the general educational program, that is, the general curriculum, which involves joint learning. Even L. S. Vygotsky pointed out the need to create such a system of education in which it would be possible to organically link special education teaching children with normal development. “For all its merits, our special school is distinguished by the main drawback that it locks its pupil - a blind, deaf or mentally retarded child - into a narrow circle of the school team, creates a closed world in which everything is adapted to the child's defect, everything fixes his attention on his shortcoming and does not bring it into real life. A special school, instead of taking a child out of an isolated world, usually develops in him skills that lead to even more isolation and increase his separatism. L. S. Vygotsky believed that the task of educating a child with a developmental disorder is to integrate him into life and create conditions for compensating for his lack, taking into account not only biological, but also social factors.

Under the term "special educational needs" of children with disabilities V.Z. Deniskina understands "the range of educational and rehabilitation means and conditions that children in this category need and that they need to realize the right to education and the right to integration in the educational space educational organization". Also, the term "special educational needs" of children with disabilities can be defined as "the need for general education and is understood as a social relationship between certain subjects of the educational process. The relationship of at least two subjects, one of which acts as an addresser, and the other as an addressee of a social request ... The concept of "special needs" puts in the foreground pedagogical decisions related to the child himself, with his upbringing, with the improvement of his life, educational situation. T.V. Furyaeva.

The group of schoolchildren with disabilities is very diverse and numerous. We will focus on the following types of children with disabilities:

- children with mental retardation (ZPR);

- children with disorders of the musculoskeletal system (ICP);

- children with disorders of the emotional-volitional sphere;

Children with multiple disorders (a combination of 2 or 3 disorders).

The range of differences in the development of children with disabilities is extremely large: from almost normally developing, experiencing temporary and relatively easily eliminated difficulties, to children with irreversible severe damage to the central nervous system. From a child who is able, with special support, to study on an equal footing with normally developing peers to children who need an individual education program adapted to their abilities. The most important direction in working with such children is an individual approach, taking into account the specifics of the development of the psyche and health of each child. Teachers working with children with mental retardation should

• Consider the age characteristics of children, remember the zone of proximal and proximal development. The teacher does not need to be afraid that the student did not immediately learn new material. Time must pass, internalization must take place. Interiorization (French interiorisation - transition from outside to inside, from Latin interior - internal) - the formation of internal structures of the human psyche through the assimilation of external social activities, the appropriation of life experience, the formation of mental functions and development in general. For each child, this time period is individual. It can take a day, or it can take several years.
• In the classroom and in extracurricular activities, the teacher should actively use the methods and techniques for the formation of universal learning activities for pupils. These are regulative universal educational actions, they include the following skills:

- the ability to act according to a plan;

- overcoming impulsiveness, involuntariness;

- the ability to evaluate the correctness of the action performed;

- learning to make adjustments to the result.

Communicative universal learning activities also play an important role in personality development. These include the ability to establish friendly relations with peers.

• The teacher should work on the development of cognitive (cognitive UUD) and creative abilities in schoolchildren, as well as on the formation of adequate self-esteem and learning motivation, using developmental exercises.
• The teacher and educator should carry out a special, individual assessment of the answers of students with disabilities, which involves:

- use of an individual scale of achievements in accordance with the successes and efforts expended;

- the ability to redo the task with which the child did not cope;

- be sure to reward the child for the redone work.

An educator working with children with mental retardation can be recommended

• create a favorable psychological microclimate in the group;
• focus on organizing the success of the child in educational activities, by relying on his positive, strong qualities.
• give students various assignments;
• involve them in activities such as dramatizations, dances, artistic creations;
• Children should be involved in research projects, creative activities, sports events, during which they will learn to invent, understand and learn new things, be open and able to express their own thoughts, be able to make decisions and help each other, formulate interests and recognize opportunities. In the process of such work, children will learn to understand the meaning and predict the consequences of their own emotional behavior. They realize the importance of an emotional atmosphere of kindness, joy, cooperation for improving both their own well-being and relationships with classmates.
• the educator in working with children needs to use methods of cooperation and a personality-oriented approach, as well as educational games and tasks. These can be such tasks as “Find the Differences”, “Labyrinths”, “Missing Parts”, as well as picking up a constructor, cubes and others.

It should be noted that integration contributes to the formation of healthy children tolerance for the physical and mental disabilities of classmates, a sense of mutual assistance and the desire for cooperation. In children with developmental disabilities, collaborative learning leads to the formation of a positive attitude towards their peers, adequate social behavior, more fully realizing the potential of development and learning. Continuous full integration, i.e. education in mass classes of a general education school for children with disabilities involves effective interaction all participants in the pedagogical process: students, teachers, parents, medical workers. These children, as a rule, are characterized by a slight deficit in cognitive and social abilities, and the learning difficulties they experience are primarily due to the insufficiency of voluntary regulation of activity and behavior. But even with such comparative prosperity, for successful learning and socialization, they need special help that meets their special educational needs.

Part 3

How to work with students with special educational needs. Features of teaching autistic children

Grechikhina Tatyana Sergeevna, teacher of physics and technology of the highest category, School No. 1741, Moscow.

Childhood autism is a special disorder of mental development. Its most striking manifestation is a violation of the development of social interaction, communication with other people. In autism, time orientation is often disturbed. Events of the present are mixed with the past, real with fantastic (especially in children).

K.S. Lebedinskaya understands the term "AUTISM" as "a separation from reality, withdrawal into oneself, the absence or paradoxical reactions to external influences, passivity and super-vulnerability in contacts with the environment."

Autism is more common than isolated deafness and blindness last years in domestic and foreign literature they call a figure of 15-20 cases per 10 thousand newborns, and in boys autism occurs 4-4.5 times more often than in girls.

Autistic people are "people without skin." On an emotional level, they perceive everything not as we do, but much sharper. They are afraid of the unknown. new premises, new person. They are very anxious, emotionally insecure. Because of this, they are immersed in their own world and do not make contact, go away from communication.

The behavior of an autistic child is characterized by pronounced stereotypy and monotony. First of all, this is the desire to maintain the usual constancy in the environment: eat the same food; wear the same clothes; walk along the same route, etc. Attempts to destroy these stereotypical conditions of a child's life cause diffuse anxiety and aggression in him.

If a child appears in the class who does not play with peers, avoids communication, is afraid of getting dirty, covers his ears with his hands at sounds, advise parents to contact specialists.

Autistic children shouldn't have any surprises. In order for an autistic child to be able to gradually master the learning situation, it must be as structured as possible. With the child (with the help of the schedule), the sequence of preparation for the school day should be specially worked out, for the lesson, if necessary, a visual scheme for organizing the workspace, a set of necessary teaching materials, and a sequence of preparatory actions should be drawn up. Pictures are usually used to display the class schedule for autistic children. Predictability helps the autistic child to focus on the learning process.

An autistic child experiences great difficulties in organizing social contacts, but he also experiences a need for them. When communicating with an autistic child, you need to express yourself as clearly as possible. . Use the simplest words that are easy for autistic children to understand. It is advisable not to use the particle in the formulations NOT.

Talking with an autistic child should be done in a calm tone, as any increase in voice can cause anxiety and anxiety in the child. When communicating, physical contact should be kept to a minimum, as autistic children do not understand sign language and will not be able to correctly understand your touch.

The room in which a child with autism learns should be calming and should not be cluttered with foreign objects.

There must be an area in which the child can retire for a while.

For the productive learning of children with autism spectrum disorders, it is very important to maintain certain principles for the construction of each lesson.

The first prerequisite is the presence of clear boundaries of the lesson. A smooth “flow” of a change into a lesson is unacceptable, as this does not make it possible to tune in to another activity in time.

At the stage of the beginning of teaching children with autism spectrum disorder, it is very important to maintain a single lesson algorithm within one subject. . This means that at first each lesson should contain common structural components (for example: doing homework, presenting new material, independent work, explaining homework). Over time, new elements can be added to the established structure of the lesson, such as: work in pairs, work at the blackboard, work on a project, etc.

The structure of the lesson suggests:

• the presence of clear boundaries of the lesson;
• maintaining a single lesson algorithm within one subject;
• the presence of dynamic pauses;
• summarizing the lesson.

Remember, all children must finish the lesson at the same time.

It is important for the teacher to understand what part of the lesson, the child is “included” in what is happening, at what point it is necessary to give a rest, switch to another activity or insert a dynamic pause . This will enable the child to switch, relieve muscle tension and restore energy energetically.

Despite the fact that each of the children has an individual curriculum, they are all in the same class. Therefore, it is very important to choose the size of the task so that the children finish the lesson at the same time.

At the end of the lesson, it is recommended to sum up the lesson. To do this, do not carry out the standard procedure of “remembering what was done in the lesson”, but write out key phrases from the content of the new material in order to once again focus on the new material.

Let's remember and repeat - it helps to set the child up for the lesson. We repeat - and we pronounce with the child all the necessary concepts and definitions.

What new things we learn in the lesson - aims at serious work and long-term memory, because On the last page of the lesson, you will have to answer the questions posed.

Children cannot be pulled out from behind the wall, they must be lured out. Everything that the child does under pressure is useless!

The environment in which an autistic child lives and studies should have the most developed semantic structure, that is, the child must be made to understand why this and that is being done. Nothing should happen to him mechanically.

Children with autism spectrum disorders have a specific perception of spoken language. They do not always immediately understand what adults want from them. At the stage of misunderstanding, situations can be aggressive. The self-defense reflex is activated.

Because the program high school involves the assimilation of a huge amount of oral material, it is important to understand exactly:

What part of the information given orally, this or that child understands;

Which instructions are better absorbed and more often performed;

In what form should the question be asked in order for it to be understood.

When receiving a task - the first reaction is "I will not do this!" You need to talk to the child, explain. And then another reaction: “How to do it? I can do it! Yes, it’s quite simple!” Nothing should happen to him mechanically. Any action is planned for something that will be very good. Any ongoing action is also commented on, comprehended; then they return to it, and it is evaluated again in terms of its meaning, benefit, joy that it brought to everyone.

Any skill is mastered meaningfully, for direct practical use in life now or later, in the future, when the child grows up. Education of children with autism should be focused on positive motivation.

It is important to follow the child's natural need for cognitive activity and not impose it. Learning should take place in a positive atmosphere.

Give your children tasks that they would enjoy doing more often. Demanding a child to perform uninteresting or more complex tasks should be done carefully and dosed, since constant stress leads to somatic or psychological problems. In technology lessons, an autistic child can get the first impressions that he is working with everyone, understand that his actions have a real result. This is very important to him. Given the clumsiness of the hands of such a child, we must select tasks for him so that he feels his worth in them, so that the work is not particularly difficult, and the effect is striking. A special problem may be the impulsive actions of such a child, the destruction of the result of his work - a sudden desire to tear the product, but after a second the child usually bitterly regrets what he did. In order to prevent this, the teacher must, after finishing work, pick up the craft, put it in a safe place - on a shelf, hang it on the wall, but so that everyone can see it, rejoice with the child at his success.

Almost all children need to say the sequence of their actions out loud. Teach children to speak softly, in an undertone, whisper with "lips" so as not to disturb others. But do not forbid children to speak aloud - through external speech, a meaningful development of new and difficult material occurs.

It must be borne in mind that when we teach something to an autistic child, we must immediately, without intermediate steps, give him a sample ready for use: go to reading through the development of global recognition simple words, to writing through mastering the writing of whole letters and words at once; teach arithmetic, immediately starting with the simplest counting operations. Knowledge of the algorithm is the strength of autistic children. You need to learn once and correctly. One algorithm for middle and older age. You can't override!

Consider the algorithm for solving problems in physics:

1. Read the task carefully.
   2. Write down in "Given" all the data and correctly write down the desired value.
   3. Convert units to SI if necessary.
   4. Make a drawing or diagram if necessary.
   5. Write a formula or law by which the desired value is found.
   6. Write additional formulas if necessary. Make mathematical transformations.
   7. Plug in the numbers into the final formula. Calculate the answer. Analyze it.
   8. Write down the answer.
   9. Praise yourself.

Children are offered the following plan for describing a physical quantity.

1. What phenomenon or property of bodies characterizes this value.
2. Define quantity.
3. Name the defining formula (for a derived quantity, a formula expressing the relationship of a given quantity with others).
4. Determine whether the quantity is a scalar or a vector.
5. Name the unit of measurement for this quantity.
6. Write down the value designation.
7. Determine the direction of the magnitude.
8. Determine how to measure a quantity.

Communication and socialization skills are perfectly formed when organizing pair work, work in microgroups, role playing, duty in the classroom and in the school, with the purposeful work of the teacher in these areas.

Encourage children to socialize with each other as often as possible so that they can learn proper behavior in society. Activities should also help autistic children identify other children's emotions as well as their own. During the learning process, you can use short stories describing specific situations and teaching autistic children how to behave in specific situations.

Children love fairy tales. Using the plot of exciting adventures, we come up with fairy tales on physical topics. Some children themselves are happy to compose fairy tales according to a given algorithm. Physics comes to life.

Solving tasks, children transfer knowledge to life situations, which is very important for everyone, but especially for autistic children. If a child works in a group, then this helps him to determine the emotions of other children, teaches him to empathize. So children can be given the task:

The girl went to the river, got into the boat and the water carried her.

Help Gerda swim to the shore.

You can also give a task on behalf of the river. This work is done in pairs. That which is not supported by visual or practical action is not remembered by the child.

The Chinese principle “I hear and I forget, I see and I remember, I do and I understand” is very well suited for teaching children with autism spectrum disorders.

All educational material should be supported by a visual range, for this you need to use as many pictures as possible, visual reference signals that help autistic children focus on relevant information.

For example, INCH -2.54 cm. Visually, it is necessary to show a fragment of the ruler, where it is noted that one inch is equal to two and a half centimeters.

And then you can offer the following task: listen to an excerpt from a fairy tale and determine the height of the girl.

“The girl was very small, no more than an inch. They called her Thumbelina."

It is necessary to use both work with devices, and Internet lessons in the main subjects of the school curriculum, and your own presentations.

Symbols can be used to visualize abstract concepts. In the lesson, together with the child, we write symbols with colored pencils. Using these cards, we solve problems according to the algorithm, we teach how to work with a test to consolidate new material.

When fixing the material, answering the test questions, the child again turns to these cards.

The child completes homework using reference notes.

We don't start asking until we've explained, taught, given a pattern.

Autistic children often do not have very good handwriting. It is expedient to provide children with motor difficulties and peculiarities of written speech with the possibility of oral communication. In those cases when it is difficult for a child to answer in front of the whole class or with a peculiar pronunciation, one can offer to do written work, a test, a written message.

At the moment, there are a large number of special teaching aids adapted to correct various learning difficulties. To correct the letter, it is recommended to use special nozzles for the pen, stencils and limiters. When performing laboratory work, you can use printed publications or printouts of completed laboratory work.

When performing individual tasks, the skills of understanding the physical meaning of a quantity, the transfer of knowledge to life situations are worked out. Children should be asked the question: why?

Students can be offered individual tasks where they need to complete the phrase.

1. The physical quantity equal to the ratio of the force acting perpendicular to the surface to the area of ​​\u200b\u200bthis surface is called ...
2. To reduce the pressure on the soil in cars, tractors, combines, they do ...
3. To reduce the force when cutting, you need ... pressure, for this you need ... the area of ​​​​the blade, i.e. .. To help a person falling through the ice, you need to crawl up to him in order to ... pressure on the ice.
4. The dimensions of the soap bubble under the pressure of the air blown into it increases equally in all directions, as a result of which the bubble takes the form of a ball. This phenomenon confirms the law ...
5. Liquid pressure at the same level at all points ...

Homework should be aimed at eliminating gaps in the previous program material, additional study of complex topics, and the formation of individual compensatory mechanisms. It is important to understand exactly what homework and why are you giving” to this particular child.

When organizing the educational process, it must be remembered that we teach only what is necessary for mastering the program in the future.

Even a formally intellectually normal autistic child must specifically learn what ordinary and even most mentally retarded children are given "for free."

In all tests that assess mental development, an autistic child shows the worst results precisely in tasks that assess his understanding of social meanings, because they live in isolation and do not participate in common life. Such children really find it difficult to understand the simplest meanings of life. Even having mastered the knowledge, having mastered the skills, he will never get the opportunity to use them practically. One mother, who actively taught her child and successfully completed the program with him, formulated this very accurately and woefully. She said: "My son has learned everything that is necessary for the program, he will correctly answer the examiner's questions, but it seems to me that we have put this knowledge in some kind of bag from which he will never get it himself." Regardless of their level of mental development, autistic children do not begin to practically use their achievements without special work.

For this, a developed emotional detailed comment adult. The teacher should partly become like an oriental singer who sings about what he sees, what he is experiencing now. At the same time, the commentary should also contain information about the adult’s own experiences, his assessments, worries, doubts, difficulties of choice, which make it possible to introduce the child into inner world another man. It is often helpful to create a special shared concern, a focus on helping someone else, perhaps a fellow student, who needs it.

At the lessons of technology, the issue of "Family budget" is considered.

— How can you save cash families?

Completing tests is difficult for children due to the very structure of the organization of tasks. It is very difficult to choose the right answer , since it is very often easier for a child to answer the question himself than to determine which of the written is correct and which opinion is erroneous.

The greatest difficulty is not the test itself, but filling out the evaluation forms. We think it is possible to help at this stage. In some cases, the provision of unlimited time to complete the work improves its quality. There are situations in which, in order to achieve the optimal result, it is necessary to provide the opportunity to perform work at home or individually at a specially allotted time. It is also recommended to give the child the opportunity to redo the work.

When working with text, it is important to highlight key words.

The main rule for a teacher is that the child should be successful not only in learning, but in the field of communication and interaction between all participants in the educational process: teachers, children, parents.

Excursion as a living, direct form of communication develops emotional responsiveness, lays the foundations of moral character. Excursions are the most effective means of complex influence on the formation of a child's personality

In order to obtain a more objective final grade, daily evaluation of the child's work is necessary so that a single mark for the final test does not become decisive.

1. While explaining the task, underline in the textbook the tasks that need to be done.
2. After the instruction, stop looking at each student.
3. Make sure everyone understands the task correctly and is ready to complete it.
4. Repeat the instructions individually.
5. If the child has not begun to complete the task even after repeating the instructions, try doing the task with him at the blackboard.
6. At the subsequent presentation of a similar task, connect the tutor to the work.
7. When doing tasks on your own, do not miss out on

the sight of the other students.

Let's define ways to overcome the specific characteristics of a child with autism:

- convey information through diagrams, visual pictures,

- avoid overwork

- well organized learning space,

— use signed storage systems,

- sign items used by the child,

- Address the child by name

- to teach self-service skills and household orientation,

- master the activity in parts, stages, then combine into a whole,

- use the reinforcement of the right action with a tasty encouragement, hug, stimulus,

- constantly develop gross and fine motor skills.

Part 4

Special educational conditions for a child with a violation of the musculoskeletal system in a general education school

The relevance of the implementation of inclusive education in the development of the modern educational system is beyond doubt. The modern education system is undergoing changes. These changes focus on working with children with special educational needs in different directions.

In Russia, in relation to children with disabilities, there is a transition from the concept of "culture of utility" to the concept of "culture of dignity". This is a significant indicator of the maturity of society and the level of its moral principles. Given the growing population of disabled children, the task of integrating them into society is of particular relevance, and educational institutions are beginning to solve problems. Children with developmental disabilities, as well as normally developing children, have the right to be accepted into the community of peers, to develop in accordance with their capabilities and to acquire the prospect of participation in society.

The integration of children with special educational needs into mass educational institutions is a global process in which all highly developed countries are involved. Such an approach to the education of children with disabilities can be described as a social order from society and the state that have reached a certain level of economic, cultural, and legal development.

Inclusive education allows children with disabilities to better adapt to society after graduation.

cerebral palsy- a disease of the immature brain, which occurs under the influence of various harmful factors acting during fetal development, at the time of childbirth and in the first year of a child's life. In this case, the motor areas of the brain are primarily affected, and there is also a delay and violation of its maturation as a whole. Therefore, in children suffering from cerebral palsy, there are a wide variety of disorders: motor, intellectual, speech, disorders of other higher cortical functions.

In children with disorders of the musculoskeletal system, the entire course of motor development is disrupted, which naturally has an adverse effect on the formation of neuropsychic functions.

The main directions of corrective work on the formation of motor functions involve a complex, systemic impact, including medication, physiotherapy, orthopedic treatment, various massages, physiotherapy exercises, directly related to the lessons physical education, labor, with the development and correction of movements at all regime moments.

At the first stage of education (in elementary school), general educational tasks are solved on the basis of complex correctional work aimed at

the formation of the entire motor sphere of pupils, their cognitive activity and speech. Individual programs are compiled taking into account the level of intellectual development. Education of children with severe motor disorders and relatively intact intelligence is carried out according to specially adapted programs and plans of the general education school. Particular attention is paid to the formation of movements that provide the technique of writing. If it is impossible for a child to form graphic skills due to the severity of motor disorders, training is provided to work on a computer. At the same time, computers are equipped with special devices for working on it. All this greatly expands the possibilities of teaching a child with severe motor impairments.

We define the general tasks of training at the first stage:

Training according to specially adapted programs and curricula;

Formation of the motor sphere of children;

Correctional and rehabilitation work on the development of motor, mental, speech skills and abilities that ensure social and labor adaptation;

Formation of prerequisites for training at the second stage of education (basic general education).

Corrective and developmental influence is carried out on the basis of the use of a variety of practical, visual and verbal methods. Methods and techniques for organizing the educational process involve a combination of theoretical, theoretical-practical and practical assimilation of educational material.

Let's name the practical methods and techniques of training:

• setting practical and cognitive tasks;
• purposeful actions with didactic materials;
• repeated repetition of practical and mental actions;
• visual-effective display (method of action, sample execution);
• imitative exercises;
• didactic games;
• creation of conditions for the application of the acquired knowledge, skills and abilities in communication, objective activity, in everyday life.

Let's define visual methods and techniques of training:

• examination of objects (visual, tactile-kinesthetic, auditory, combined);
• observation of objects and phenomena of the surrounding world;
• consideration of subject and plot pictures, photographs.

Verbal methods include:

• speech instruction, conversation, description of the subject;
• instructions and explanation as an explanation of how to complete the task, sequence of actions, content;
• listening method (voice and speech material recorded on an audio cassette for listening to a child);
• questions as a verbal method of learning (reproductive, requiring ascertainment; direct; prompting);
• pedagogical assessment of the progress of the activity, its result.

Motor-kinesthetic methods:

• differentiated massage;
• passive gymnastics.

The most acceptable type of educational institution for students with severe disorders of the musculoskeletal system today is a special (correctional) boarding school of type VI. The education and upbringing of children with motor pathology in the conditions of special (correctional) educational institutions is most effective, since there, to date, optimal conditions have been created for children to receive education that is appropriate for their age and developmental characteristics.

In the absence of special (correctional) educational institutions at the place of residence of the child, there are various options for organizing the education of such a child in mass educational institutions:

— Education at home at a mass secondary school possible for children with severe movement disorders, behavioral disorders and seizures. It is advisable to use this form of integration only as a last resort, if there are no other possibilities for organizing psychological and pedagogical support. Teachers need to have recommendations from the child's attending physician and take them into account when organizing classes.

— Partial inclusion in public schools suitable for children with motor pathology of moderate severity and severity of asthenic manifestations. It is possible to conduct part of the lessons at home, and part at school. This training option requires the following conditions:

• availability of equipment: workplace(table, chair, special devices for writing);
• compliance with the orthopedic regimen and the regime of vision protection;
• dosing of intellectual and physical loads;
• psychological support;
• professional development of school teachers.

— Full inclusion in mass general education schools it is real for children with mild motor pathology and with normal intelligence, children with moderate motor pathology and with normal intelligence, as well as for children with motor pathology and with intelligible speech. It is desirable that the teacher who teaches such a child receives recommendations from the doctor on dosing loads and observing the motor regimen. In the presence of speech disorders, the child should receive speech therapy assistance. Correction of mental disorders can be carried out by a school psychologist, taking into account the specifics of the problems of mental development of children with disorders of the musculoskeletal system.

Inclusion of a child with a musculoskeletal disorder will be successful if or if:

• taking into account the psychophysical characteristics of children with motor pathology;
• specially adapted building;
• special furniture;
• special devices for training;
• compliance with the orthopedic, motor regimen and load regimen.

A powerful reserve of inclusion is extracurricular activities. On present stage it is possible to form a tolerant attitude of healthy children towards children with disabilities through this type of activity. The teacher should systematically organize the joint activities of children with motor pathology and their peers with normal development.

Before a child with movement disorders enters the general education class, preliminary work with healthy peers is necessary. The teacher should talk about the strengths of character, positive qualities, the personality of a sick child, reveal the world of his hobbies. At the same time, in a tactful manner, the teacher must explain to the students that one should not focus on the defect of a sick child, much less tease and offend him. On the contrary, it is necessary to give him all possible assistance, to show patience with slow responses and other difficulties.

In elementary school, it is important for any child to develop fine motor skills of the hands, especially for a child with cerebral palsy.

Methods and techniques for the development of fine motor skills of hands

It is recommended to start each lesson on the development of fine motor skills of the hands with elements of self-massage of the hand and fingers. Massage is one of the types of passive gymnastics. Under its influence, impulses arise in the receptors of the skin and muscles, which, reaching the cerebral cortex, have a tonic effect on the central nervous system, as a result of which its regulatory role in relation to the work of all systems and organs increases.
Self-massage begins and ends with relaxation of the hands, stroking.

Exists three sets of self-massage exercises

1. Self-massage of the back of the hands.
2. Hand massage.
3. Self-massage of the fingers.

You can get acquainted with exercises for the development of fine motor skills of the hands in Appendix No. 1 to this presentation.

An important part of the work on the development of fine motor skills of the hands are alchikovye games. They are exciting and contribute to the development of speech, creative activity. Finger games are the staging of any rhyming stories, fairy tales, poems with the help of fingers. Children are very fond of playing shadow games. During finger games, children, repeating the movements of adults, activate the motor skills of their hands. Thus, dexterity is developed, the ability to control one's movements, to concentrate on one type of activity.

At the beginning, it is necessary to teach children simple static postures of the hands and fingers, gradually complicating them, then exercises are added with sequentially performed small movements of the fingers and, finally, with simultaneous movements. In the first lessons, all exercises are performed at a slow pace. The teacher monitors the correct posture of the hand and the accuracy of switching from one movement to another. If necessary, helps the child to take the desired position, support and direct the position of the other hand with his free hand.

Exercises can be carried out at different levels of complexity: by imitation, by speech instruction. First, the verbal instruction is followed by a display, i.e. children imitate. Then the degree of their independence increases - the demonstration is eliminated and only the verbal instruction remains.

You can play the following finger games:

boat

I will press two hands

And I will swim across the sea.

(Press both palms to each other, while not connecting the thumbs) Two palms, friends, -

This is my boat.

(Make wave-like movements with your hands - “the boat is swimming”)

I'll raise the sails

(At the hands joined together in the form of a “boat”, raise the thumbs up) I will swim in the blue sea.

(Continue wave-like movements with your hands - “boat”)

And on the stormy waves

Fish swim here and there.

(Completely connect two palms with each other to imitate fish and again wave-like movements - “fish are swimming”)

mouse

The mouse crawled into the hole

(We make creeping movements with two handles)

Locked up with a padlock.

(Slightly wiggle fingers crossed in the castle)

She looks into the hole

(make ring with fingers)

The cat is sitting on the fence!

(We put the handles to the head like ears and move our fingers)

Our family

(Unbend your fingers one by one, starting with the big one)

This thumb is big

This is papa dear.

Next to dad is our mom.

Next to my mother is my older brother.

Following him sister -

Sweet girl.

And the smallest strong man -

This is our lovely baby.

Correction-developing classes involve a gradual complication of techniques aimed at the formation of the mental functions of the child.

The system of correctional and developmental work provides for the active participation of the child's parents in it. Parents receive advice on further development a child with cerebral palsy.

When creating individually oriented conditions for the implementation of the educational process for a particular child with any disabilities and special needs, the entire general specification of educational conditions “manifests itself”, which each time must be modified, individualized in accordance with the capabilities and characteristics of this child. It is this process of variation, individualization of special conditions for the implementation of a given individual educational route should be at the heart of the activities of teachers.

The main thing that a child should know and feel is that in a huge and not always friendly world there is a small island where he can always feel protected, loved and desired. And the desire to achieve something in life will appear only when the little man believes that he is able to change his position in society. Every child is bound to become an adult. And tomorrow's victories and defeats will depend on the decisions we make today.

Literature

1. Akos, K., Akos, M. Helping children with cerebral palsy - conductive pedagogy: Book. for Parents [text] / K. Akos, M. Akos / - M .: Ulysses, 1994. - 196p.
2. Werner, D. What is Cerebral Palsy. – M.: Didaktika Plus, 2003. – 519p.
3. Shipitsina, L. M., Mamaychuk, I. I. Psychology of children with disorders of the musculoskeletal system. - M.: VLADOS, 2004. - 368s.

Internet resources

Internet resources of the Accessible Environment project

Application No. 1

Exercises for the development of fine motor skills of hands

1. Children act with the pads of four fingers, which are placed at the bases of the fingers of the back side of the massaged hand, and with dotted movements back and forth, shifting the skin by about 1 cm, gradually move them towards the wrist joint (dotted movement).

Iron
Iron out the wrinkles
We'll be all right.
Let's iron all the pants
Hare, hedgehog and bear.

1. With the edge of the palm, children imitate sawing in all directions of the back of the hand (rectilinear movement). The hands and forearm are on the table, the children are sitting.

Saw
Drink, drink, drink, drink!
Winter is cold.
They drank firewood for us rather
Let's heat the stove, we'll warm everyone!
3. The base of the brush makes rotational movements towards the little finger.
Dough
Knead the dough, knead the dough
We will bake pies
And with cabbage and mushrooms.
— Treat you with pies?
4. Move the knuckles of the fingers clenched into a fist up and down and from right to left along the palm of the massaged hand (rectilinear movement).
Grater
We help mom together
We grate the beets with a grater,
Together with mom we cook cabbage soup,
- Look for something more delicious!
5. The phalanxes of fingers clenched into a fist are moved according to the principle of a gimlet in the palm of the massaged hand.
Drill
Dad takes a drill in his hands,
And she buzzes, sings,
Like a fidget mouse
Gnawing a hole in the wall.

Annex 2

Psychological and pedagogical characteristics

2nd grade student U.T., born in 2006

U.T. has been studying at MBOU secondary school No. 17 in Ulyanovsk since 09/01/2013. has a severe degree of impairment of the musculoskeletal system, cannot move independently, motor skills of the hands are poorly developed, intelligence is preserved. For medical reasons, homeschooling at a mass secondary school. Partial inclusion in mass school is carried out by involving the child in extra-curricular activities that help the socialization of the child, the development of the communicative sphere.

Speech development the child corresponds to the age norm, does not experience any particular difficulties in understanding what is written in the textbook and presented in oral speech.

Formation of elementary spatial representations (higher - lower, further - closer, right - left, etc.) : well oriented in space, has difficulty orienting on a plane.

Outlook (general awareness of the world around): a sufficient stock of knowledge about the surrounding world.

Features of the child's behavior in a learning situation: U.T. can sit at a desk, understands frontal instructions, is able to wait for classmates to answer, raises his hand if he wants to answer, sometimes does not critically evaluate his work.

General features of the child's behavior (degree of independence, features of interaction with other children and adults): independence is poorly developed, needs constant adult accompaniment, the child is friendly, sociable with children and adults, fulfills the teacher's requirements.

General characteristics of the activity: slowness of the pace of mental activity, increased fatigue, frequent switching of activities, dosage of educational material, adult support in completing tasks, stimulating and organizing assistance.

Features of the emotional and personal development of the child: his interests outside of school, the adequacy of emotional response: likes to type texts on a computer, do needlework with the head of additional education, studies the game of chess; emotionally excitable, very worried about situations of failure.

Development educational program by main subject areas:

• Mathematics: independently counts well within 20, knows the studied composition of numbers up to 18, knows how to compare numbers. Has difficulty adding and subtracting two-digit numbers, solving problems, drawing segments - adult support is required.
• Russian language: successfully masters the general education program, knows and is able to apply all the learned rules, knows the spelling of dictionary words well, knows how to correctly type texts from dictation.
• Reading: understands the read text, can retell the text, answer questions about the content, the pace of reading is below the norm.

1. I. General information

Full name of the child	W.T.D.
Age	9 years
School	MBOU secondary school №17
Class	3b
FULL NAME. main teacher	Polyakova Svetlana Anatolievna
The main goal for the current period in the direction of the development and socialization of the child (academic year)	Mastering by the child of the general education program for the 3rd grade of elementary school. Adaptation in the classroom. Partial inclusion in a mass school, through participation in extracurricular activities
Mode of stay of the child in OS	For health reasons, the desire of parents and the child, participation in extracurricular classroom and school activities in accordance with the educational plan of the class, school

Annex 3

Creating a "barrier-free" environment

Appendix 4

Psychological and pedagogical support

Main line of business	Specific tasks for the period	Mode and forms of work	Child achievement indicators	Required specialist	Performance evaluation forms
Development of spatial representations, fine motor skills	Development of spatial analysis and synthesis, development of motor coordination	4 times a week for minutes of finger gymnastics	Quality and quantity of tasks performed	teacher	Positive dynamics in the development of the child, noted by specialists and parents
Formation of communication skills	Developing the ability to make contact with peers	Participation in extracurricular activities	Communication with peers	Teacher, psychologist, parent	Baby monitoring
Development of graphomotor skills	Working off correct application prepositions in speech and writing	Minutes for the development of speech in the classroom	Performing tasks in accordance with the program	teacher	Independent performance of tasks without reliance on adult support
Accompanying a student to school				Parent

Annex 5

Formation of social competence

Directions activities	Specific tasks for the period	Responsible	Forms of activity	Achievement indicators	Achievement assessment forms
Helping your child learn and follow school rules	Learn the rules of conduct at school. Development of voluntary self-regulation	Teacher	Educational	Can raise his hand	Learning material given by the teacher
Formation of adequate behavior in a learning situation (in the classroom, after school hours)	Be able to communicate with the teacher, peers, be able to wait and listen when another student answers	Teacher, psychologist	Educational, extracurricular	Ability to communicate with teacher and peers	Positive feedback about the child of specialists, observation of the child
Formation of socially acceptable behavior in a peer group	The ability to start and end a conversation, listen, wait, conduct a dialogue, play collective games. Ability to control one's emotions and recognize the emotions of others	Teacher, psychologist	Educational, game	Peers directly address the child and include him in their circle. Adapted in a peer group, behaves appropriately	Survey and conversation with mother, child. Baby monitoring
Formation of independence	The ability to take instructions and follow the established rules independently when performing simple tasks; reduction of adult assistance in performing more complex tasks. The ability to plan, control, evaluate the results of educational activities	Teacher, psychologist	Educational, game	Fewer errors in the performance of educational tasks. The ability to understand the instructions for the task, to draw up a program of action. Evaluate the result obtained when solving word problems with the help of an adult. Independently establish friendly contact with peers	Evaluation of educational, test tasks. The method of constructive observation of the child during educational, play activities
Formation of the ability to plan and control their activities	Formation of a mental plan of activity. The ability to understand instructions, identify and hold to the end the goal of the activity, draw up an action program (using visual algorithms of activities, plans, the ability to check the result obtained (with the support of an adult and independently)	Teacher, psychologist	Educational	There is a finished product of activity	Positive grades, test tasks, observation of the student's activities

Part 5

Features of teaching children with mental retardation

In children with mental retardation, a number of specific features were revealed in their cognitive, emotional-volitional activity, behavior and personality in general, which are typical for most children in this category.

Numerous studies have established the following main features of children with mental retardation: increased exhaustion, resulting in low performance; immaturity of emotions, will, behavior; limited stock general information and representations; poor vocabulary; unformed skills of intellectual and gaming activities.

Perception is characterized by slowness. Difficulties in verbal-logical operations are revealed in thinking. In children with mental retardation, all types of memory suffer, there is no ability to use aids for memorization. They need a longer period for receiving and processing information.

With persistent forms of mental retardation of cerebral-organic genesis, in addition to cognitive disorders caused by impaired performance, there is often an insufficient formation of individual cortical or subcortical functions: auditory, visual perception, spatial synthesis, motor and sensory aspects of speech, long-term and short-term memory.

Thus, along with common features, children with mental retardation of various clinical etiologies are characterized by characteristic features, the need to take them into account in psychological research, training and correctional work is obvious.

Psychological characteristics of children with mental retardation in educational activities

When organizing the learning process, it should be remembered that children with mental retardation solve many practical and intellectual tasks at the level of their age, are able to use the help provided, are able to comprehend the plot of a picture, story, understand the condition of a simple task and perform many other tasks. At the same time, these students have insufficient cognitive activity, which, combined with rapid fatigue and exhaustion, can seriously hamper their learning and development. Rapidly onset fatigue leads to a loss of working capacity, as a result of which students have difficulties in mastering the educational material: they do not keep in mind the conditions of the task, the dictated sentence, they forget the words; make stupid mistakes in written works; often, instead of solving the problem, they simply mechanically manipulate the numbers; are unable to evaluate the results of their actions; their ideas about the world around them are not broad enough.

Such children cannot concentrate on the task, they do not know how to subordinate their actions to rules containing several conditions. Many of them are dominated by gaming motives.

It is noted that sometimes they actively work in the classroom and perform tasks together with all students, but quickly get tired, start to get distracted, stop perceiving the educational material, resulting in significant gaps in knowledge.

Thus, the reduced activity of mental activity, the insufficiency of the processes of analysis, synthesis, comparison, generalization, weakening of memory, attention do not go unnoticed, and teachers try to provide individual assistance to each of these children: they try to identify gaps in their knowledge and fill them in one way or another. - re-explain the training material and give additional exercises; more often than in working with normally developing children, they use visual didactic aids and a variety of cards that help the child focus on the main material of the lesson and free him from work that is not directly related to the topic being studied; organize the attention of such children in different ways and attract them to work.

All these measures at certain stages of education, of course, lead to positive results, allow you to achieve temporary success, which makes it possible for the teacher to consider the student to be lagging behind in development, slowly assimilating the educational material.

During periods of normal working capacity in children with mental retardation, a number of positive aspects their activities, characterizing the safety of many personal and intellectual qualities. These strengths are manifested most often when children perform accessible and interesting tasks that do not require prolonged mental stress and proceed in a calm, friendly environment.

In such a state of individual work children are able to independently or with little help solve intellectual problems almost at the level of normally developing peers (to group objects, establish cause-and-effect relationships in stories with a hidden meaning, understand the figurative meaning of proverbs).

A similar picture is observed in the classroom. Children can relatively quickly understand the educational material, perform the exercises correctly and, guided by the image or purpose of the task, correct mistakes in the work.

By the 3rd-4th grade, some children with mental retardation, under the influence of the work of teachers and educators, develop an interest in reading. In a state of relatively good working capacity, many of them consistently and in detail retell the available text, correctly answer questions about what they have read, and are able, with the help of an adult, to highlight the main thing in it; Stories that are interesting to children often evoke violent and deep emotional reactions in them.

In extracurricular life, children are usually active, have a variety of interests. Some of them prefer quiet, calm activities: modeling, drawing, designing, they enthusiastically work with building materials and sectional pictures. But these children are in the minority. Most prefer outdoor games, like to run, frolic. Unfortunately, both “quiet” and “noisy” children have little fantasies and inventions in independent games, as a rule.

All children with mental retardation love various kinds of excursions, visits to theaters, cinemas and museums, sometimes it captures them so much that they are impressed by what they see for several days. They also love exercise and sport games, and, although they show obvious motor awkwardness, lack of coordination of movements, inability to obey a given (musical or verbal) rhythm, over time, in the learning process, schoolchildren achieve significant success.

Children with mental retardation value the trust of adults, but this does not save them from breakdowns, often occurring against their will and consciousness, without sufficient reason. Then they hardly come to their senses and for a long time feel awkward, oppressed.

The described features of the behavior of children with mental retardation in case of insufficient acquaintance with them (for example, during a one-time visit to a lesson) can create the impression that all the conditions and requirements of education provided for students of a general education school are quite applicable to them. However, a comprehensive (clinical and psychological-pedagogical) study of students in this category shows that this is far from being the case. Their psycho-physiological features, the originality of cognitive activity and behavior lead to the fact that the content and methods of teaching, the pace of work and the requirements of the general education school are beyond their strength.

The working state of children with mental retardation, during which they are able to learn educational material and correctly solve certain problems, is short-term. As teachers note, children are often able to work in a lesson for only 15–20 minutes, and then fatigue and exhaustion set in, interest in classes disappears, and work stops. In a state of fatigue, their attention sharply decreases, impulsive, thoughtless actions occur, many errors and corrections appear in the works. For some children, their own impotence causes irritation, others categorically refuse to work, especially if they need to learn new educational material.

This small amount of knowledge that children manage to acquire during the period of normal working capacity, as it were, hangs in the air, does not connect with subsequent material, is not consolidated enough. Knowledge in many cases remains incomplete, jerky, not systematized. Following this, children develop extreme self-doubt, dissatisfaction with educational activities. In independent work, children get lost, start to get nervous, and then they cannot complete even elementary tasks. Sharply pronounced fatigue occurs after activities that require intense mental expression.

In general, children with mental retardation gravitate toward mechanical work that does not require mental effort: filling out ready-made forms, making simple crafts, compiling tasks according to a model with changes only to subject and numerical data. They are hard to switch from one type of activity to another: after completing an example for division, they often carry out the same operation in the next task, although it is for multiplication. Monotonous actions, not mechanical, but associated with mental stress, also quickly tire students.

At the age of 7–8 years, such students find it difficult to enter the working mode of the lesson. For a long time, the lesson remains a game for them, so they can jump up, walk around the class, talk to their comrades, shout out something, ask questions that are not related to the lesson, endlessly ask the teacher again. Tired, they begin to behave differently: some become lethargic and passive, lie down on a desk, look aimlessly out the window, quiet down, do not annoy the teacher, but do not work either. In their free time, they tend to retire, hide from their comrades. In others, on the contrary, there is increased excitability, disinhibition, motor restlessness. They are constantly twirling something in their hands, fiddling with the buttons on their suit, playing with different objects. These children, as a rule, are very touchy and quick-tempered, often without sufficient reason they can be rude, offend a friend, sometimes become cruel.

It takes time, special methods and great tact on the part of the teacher to bring children out of such states.

Realizing their difficulties in learning, some students try to assert themselves in their own ways: they subjugate physically weaker comrades, command them, make them do unpleasant work for themselves (cleaning the classroom), show their “heroism” by committing risky acts (jumping from a height, climbing on dangerous stairs, etc.); may tell a lie, for example, brag about some deeds that they did not commit. At the same time, these children are usually sensitive to unfair accusations, react sharply to them, and find it difficult to calm down. Physically weaker students easily obey "authorities" and can support their "leaders" even when they are clearly wrong.

Wrong behavior, which manifests itself in relatively harmless actions in younger students, can develop into persistent character traits if appropriate educational measures are not taken in a timely manner.

Knowing the characteristics of the development of children with mental retardation is extremely important for understanding the general approach to working with them.

Corrective work of the teacher with this category of children should be carried out in the following areas:

- memory correction;

- correction of sensations and perceptions;

- speech correction;

- correction of thinking;

- correction of the emotional-volitional sphere.

Speech correction

• Develop phonemic awareness.
• Develop the functions of phonemic analysis and synthesis.
• Form the communicative functions of speech.
• Learn to differentiate speech sounds.
• Improve the prosodic side of speech.
• Expand passive and active vocabulary.
• Improve the grammatical structure of speech.
• Develop the skills of inflection, word formation.
• Form a dialogic speech.
• Develop connected speech. Work on the conceptual side of speech.
• Contribute to overcoming speech negativism.

Memory Correction

• Develop motor, verbal, figurative, verbal - logical memory.
• Work on the assimilation of knowledge with the help of arbitrary, conscious memorization.
• To develop the speed, completeness, accuracy of information reproduction.
• Develop memory strength.
• Form the completeness of the reproduction of verbal material (reproduce verbal material close to the text).
• Improve the accuracy of verbal material reproduction (correct wording, ability to give a short answer).
• Work on the sequence of memorization, the ability to establish causal and temporal relationships between individual facts and phenomena.
• Work on increasing the amount of memory.
• To learn to memorize what is perceived, to make a choice according to the model.

Correction of sensations and perceptions involves

• Carrying out work on the clarification of visual, auditory, tactile, motor sensations.
• Development of purposeful perception of color, shape, size, material and quality of an object. Enriching the sensory experience of children.
• It is necessary to teach children to correlate objects by size, shape, color, visually checking their choice.
• Differentiate the perception of objects by color, size and shape.
• Work on the development of auditory and visual perception.
• Increase the volume of visual, auditory, tactile representations.
• To form a tactile distinction of the properties of objects. Learn to recognize familiar objects by touch.
• Develop tactile and motor perception. To learn to correlate the tactile-motor image of an object with a visual image.
• Work on the improvement and qualitative development of kinesthetic perception.
• Work on increasing the field of view, viewing speed.
• Develop an eye.
• To form the integrity of the perception of the image of the object.
• Learn to analyze the whole from its constituent parts.
• Develop visual analysis and synthesis.
• Develop the ability to generalize objects on the basis of (color, shape, size).
• Develop perception of the spatial arrangement of objects and their details.
• Develop hand-eye coordination.
• Work on the pace of perception.

Thinking Correction

• Develop visual-effective, visual-figurative and logical thinking.
• Develop the ability to analyze, compare, generalize, classify, systematize on a visual or verbal basis.
• Learn to highlight the main thing, the essential.
• Learn to compare, find similarities and differences between the features of objects and concepts.
• Develop mental operations of analysis and synthesis.
• Learn to group things. To learn to independently determine the basis of the grouping, to highlight the attribute of the subject that is essential for this task.
• To develop the ability to understand the connection of events and build consistent conclusions, establish cause-and-effect relationships.
• Activate creative thought activity.
• Develop critical thinking (an objective assessment of others and yourself).
• Develop independence of thinking (the ability to use social experience, independence of one's own thought).

Correction of the emotional-volitional sphere

• Develop the ability to overcome difficulties.
• Cultivate independence and responsibility.
• To form a desire to achieve results, to bring the work begun to the end.
• Develop the ability to act purposefully, to overcome feasible difficulties.
• Cultivate honesty, goodwill, diligence, perseverance, endurance.
• Develop critical thinking.
• Develop initiative, the desire to be active.
• Develop positive behavioral habits.
• Cultivate a sense of camaraderie, a desire to help each other.
• Foster a sense of distance and respect for adults.