Increasingly, preschool and school teachers educational institutions in their practice, they encounter children who, due to some of their characteristics, stand out in the society of their peers. As a rule, such children hardly master the educational program, work more slowly in the classroom and lessons. Not so long ago, the definition of "children with disabilities" was added to the pedagogical dictionary, but today the education and upbringing of these kids has become
in modern society
Specialists involved in the study of the contingent of children in educational institutions, argue that in almost every group of kindergarten and in the classroom high school there are children with disabilities. What it is becomes clear after a detailed study of the characteristics of a modern child. First of all, these are children with physical or mental disabilities that prevent the child from successfully mastering the educational program. The category of such children is quite diverse: it includes children with speech, hearing, vision, pathologies of the musculoskeletal system, complex disorders of intelligence and mental functions. In addition, they include hyperactive children, preschoolers and schoolchildren with severe emotional and volitional disorders, phobias and problems with social adaptation. The list is quite wide, therefore, the answer to the question: "HVD - what is it?" - requires a sufficiently detailed study of all modern deviations from the norm in the development of the child.
Special kids - who are they?
As a rule, the problems of special children become noticeable to teachers and parents already at preschool age. That is why in the modern preschool educational society, the organization of the integration of special kids into society is becoming more widespread. Traditionally, two forms of such integration are distinguished: inclusive and integrated education of children with disabilities. Integrated education takes place in a special group in a preschool institution, inclusive - in ordinary groups among peers. In those preschool institutions where integrated and inclusive education is practiced, rates of practical psychologists are introduced without fail. As a rule, children normally perceive not quite healthy peers, because kids are more tolerant than adults, so in children's society there is almost always “communication without boundaries”.
Organization of education and upbringing of special children in a preschool institution
When a child enters a preschool institution, first of all, specialists pay attention to the degree of severity of deviations. If developmental pathologies are strongly expressed, then helping children with disabilities becomes a priority activity of the relevant kindergarten specialists. First of all, the educational psychologist plans and conducts a special study of the child, based on the results of which an individual development map is developed. The basis of the study of the baby includes such areas as an individual study of the medical record, an examination of the mental and physical development of the child. Specialists of a certain profile are connected to the work of a psychologist, depending on the nature of the pathology. The educator of the group visited by a child with disabilities is introduced to the data obtained and the individual educational route of the special pupil.
Adaptation of a child with disabilities to the conditions of a preschool institution
The adaptation period for a child who does not have pathologies in development, as a rule, proceeds with complications. Naturally, preschoolers with disabilities get used to the conditions of children's society much more difficult and problematic. These kids are accustomed to the every minute guardianship of their parents, constant help from their side. Establishing social contacts with peers is difficult due to the lack of experience of full communication with other children. The skills of children's activities are not developed enough for them: drawing, appliqué, modeling and other activities loved by children with special kids are somewhat slower and with difficulty. Practitioners involved in the integration of children with disabilities into the preschool society recommend, first of all, to conduct psychological training for pupils of those groups to which preschool children with disabilities will come. The baby will be more comfortable if other children, who develop normally, will perceive him as an equal, not noticing developmental deficiencies and not exposing barriers in communication.
Special educational needs of a child with disabilities
Teachers working with children with disabilities pay attention to the main difficulty - the transfer to a special child social experience. Peers who develop normally, as a rule, easily accept skills from a teacher, but children with severe developmental pathologies need a special educational approach. It is organized and planned, as a rule, by specialists working in an educational institution visited by a child with disabilities. The training program for such children includes determining the direction of an individual approach to the baby, additional sections corresponding to special educational needs. It also includes opportunities to expand the educational space for the child beyond the educational institution, which is especially important for children with difficulties in socialization. The most important condition for the implementation of the educational function is to take into account the special educational needs of the child, due to the nature of the pathology and the degree of its severity.
Organization of education and upbringing of special children in a school institution
A difficult problem for employees of school institutions is the education of students with disabilities. The educational program for school-age children is much more complicated compared to pre-school, therefore, increased attention is paid to the individual cooperation of a special student and teacher. This is due to the fact that, in addition to socialization, compensation for developmental deficiencies, conditions should be provided for the child to master the general educational program. A large burden falls on specialists: psychologists, speech pathologists, sociologists - who will be able to determine the direction of the corrective impact on a special student, taking into account the nature and severity of the pathology.
Adaptation of a child with disabilities to the conditions of a school educational institution
Children with disabilities attending preschool institutions are much better adapted to the children's society at the time of entering school, as they have some experience of communicating with peers and adults. In the absence of relevant experience, students with disabilities go through the adaptation period much more difficult. Difficult communication with other students is complicated by the presence of pathology in the child, which can lead to the isolation of such a student in the classroom. School specialists dealing with the problem of adaptation are developing a special adaptive route for a child with disabilities. What it is is clear from the moment of its implementation. The process involves teachers working with the class, the parents of the child, the parents of other students, the administration of the educational workers, the sociologist and the psychologist of the school. Combined efforts lead to the fact that after a certain period, usually 3-4 months, a child with disabilities is sufficiently adapted in the school community. This greatly simplifies the process of his further education and assimilation of the educational program.
Interaction between the family and the educational institution on the integration of children with disabilities into the children's society
An important role in improving the quality of the educational process of a child with disabilities is assigned to the family. The progress of a special student directly depends on how closely the cooperation of teachers with parents is established. Parents of children with disabilities should be interested not only in the assimilation of their son or daughter educational material but also in establishing a full-fledged contact of the child with peers. A positive psychological attitude will fully contribute to success in mastering the program material. The participation of parents in the life of the class will contribute to the creation of a single psychological microclimate of the family and the school, respectively, and the adaptation of the child in the class will take place with minimal manifestation of difficulties.
Organization of psychological support for children with disabilities
When developing for children with severe pathologies in development, specialists without fail take into account the support of the child by a teacher-psychologist, social pedagogue, speech pathologist, rehabilitator. Psychological support for a special student is carried out by a school psychological service specialist and includes a diagnostic study of the level of development of intellectual functions, the state of the emotional-volitional sphere, the level of formation of the necessary skills. Based on the analysis of the obtained diagnostic results, it is planned to carry out rehabilitation measures. Correctional work with children with disabilities who may have a different nature and degree of complexity is carried out taking into account the characteristics of the identified pathologies. Carrying out corrective measures is a prerequisite for organizing psychological support for children with disabilities.
Special methods of teaching children with disabilities
Traditionally, teachers work according to a certain scheme: explaining new material, completing assignments on a topic, assessing the level of knowledge acquisition. This scheme for schoolchildren with disabilities looks somewhat different. What it is? Special teaching methods, as a rule, are explained at professional advanced training courses for teachers working with children with disabilities. In general, the scheme looks approximately as follows:
Step by step explanation of new material;
Dosed performance of tasks;
Repetition by the student of instructions for completing the task;
Provision of audio and visual teaching aids;
The system of special assessment of the level of educational achievements.
Special assessment includes, first of all, an individual rating scale in accordance with the success of the child and the efforts expended by him.
Question: Hello. This is the Murmansk region, the village of Roslyakovo-1. My six-year-old son attends the speech therapy group for the second year free of charge, but from October 1, 2011, the kindergarten decided to charge us a parental fee of 130 rubles per day. A regular group costs 110 rubles per day.
Are they doing it right? Kindergarten municipal.
Answers Vladimir Korzhov, lawyer:
Hello, the provisions of paragraph 2 of Art. 52.1. Nobody canceled the Law ON EDUCATION, but they say: for the maintenance of children with disabilities attending state and municipal educational institutions that implement the main general educational program of preschool education, as well as children with tuberculosis intoxication, who are in these educational institutions, parental fees are not charged .
That is, the decision of the DOW to charge you is illegal. First, tell this to the head, and then you can send a complaint about this to the prosecutor's office.
In addition, according to the Methodological recommendations for the organization and conduct of a unified state exam(USE) for persons with disabilities (letter of Rosobrandzor dated March 5, 2010 No. 02-52-3 / 10-in) persons with disabilities (hereinafter - HIA) include persons with disabilities in physical and (or ) mental development: deaf, hard of hearing, blind, visually impaired, with severe speech disorders, with disorders of the musculoskeletal system and others, including children with disabilities, people with disabilities.
Appendix 8 to this letter indicates the types of diseases of persons with disabilities:
- blind,
- visually impaired,
- with severe hearing impairment
- with severe speech disorders;
- with disorders of the musculoskeletal system;
- others (diabetes, asthma, heart disease, enuresis, ulcers, complex forms of osteochondrosis, scoliosis, etc.).
At the same time, in the Guidelines for the organization of distance education for children with disabilities in the regions Russian Federation in 2011 - 2012 (letter of the Ministry of Education and Science of the Russian Federation dated 11.07.2011 N 06-1277) HIA are indicated by poor vision or hearing, disorders in the musculoskeletal system, cardiovascular system, with leukemia, neurological diseases, etc.
It can be concluded that, according to the conclusion of the pediatrician, a diagnosis is established, which, together with the conclusion of the psychological, medical and pedagogical commission, determines the direction of the child in a general preschool or preschool of a correctional type (with the conditions of correctional education), which is a legal basis to consider that such a child has disabilities .
Special (correctional) educational institutions in accordance with the Model Regulations on a special (correctional) educational institution for students, pupils with disabilities (approved by Decree of the Government of the Russian Federation of March 12, 1994 No. 248) are created for
- deaf, hard of hearing and late deaf,
- blind, visually impaired and late blind children,
- children with severe speech disorders
- with disorders of the musculoskeletal system,
- with mental retardation,
- for the mentally handicapped
- and other children with disabilities.
What means "children with disabilities" ? These are children with disabilities. This term was introduced recently, with the adoption of the law "On Education in the Russian Federation" in 2013.
Different children come to kindergarten. Lately...the number of...children...with...disabilities...and...children with disabilities has increased. This, to a greater extent, is due to new laws and the Federal State Educational Standard for Preschool Education, which is aimed at creating opportunities for the transition to joint education of healthy and disabled children.
The sooner such a child comes to the children's team, the easier it will be for him to socialize in the future.
When enrolling in a preschool institution, parents of children with disabilities should take into account that they must have a document from the psychological, medical and pedagogical commission with them (PMPC). In addition to confirming the existing problem, the document should spell out the conditions that need to be organized for the education of a child with disabilities in a preschool educational institution according to the Federal State Educational Standard using an adapted educational program for children with disabilities - either basic or individual.
To work with this contingent of pupils, it is not enough to be just an educator with a standard preschool education. You need to take special courses, study a lot of literature on your own, study not only your duties, but also delve into the psychology of these children, understand the characteristics of their physical condition.
Usually, the adaptation of such a child takes place with great difficulty, since there is low self-esteem, various fears. The teacher must explain to the surrounding children that the child is the same as them, only he has "foot hurts" , "doesn't see well" etc. An experienced teacher will select the necessary words. It is also necessary to help children with disabilities understand that they are not alone, that they are not an outcast in society and can grow, develop and achieve new achievements on an equal basis with all children, keeping up with their peers.
With children with disabilities who attend a preschool institution, they are engaged on the same principle as with ordinary children, but taking into account the characteristics of this contingent.
But the teacher is not alone in working with children with disabilities. IN kindergarten Specialists are involved in the work: a teacher-psychologist, a speech therapist, a physical education instructor and a music director.
The efforts of teachers will be effective only if they are supported by parents, understandable to them and meet the needs of the family. The task of the specialist is to establish trusting partnerships with the parents or relatives of the child, to be attentive to the request of the parents, to what, in their opinion, is important and necessary at the moment for their child, to agree on joint actions aimed at supporting the child.
Availability of equipped classrooms, facilities for practical training, libraries, sports facilities, training and education facilities, including those adapted for use by people with disabilities and people with disabilities
INFORMATION ON THE AVAILABILITY OF EQUIPPED GROUP ROOMS
The institution is equipped with 12 group rooms, including those equipped for practical training, sports facilities, training and education facilities, adapted for use by people with disabilities and people with disabilities.
The group cells include: a dressing room (reception) (for receiving children and storing outerwear), a group room (for playing games, classes and eating), a bedroom, a pantry (for preparing ready-made meals for distribution and washing tableware), a toilet ( combined with a washroom). All groups are equipped with the necessary furniture, equipment, games and toys in accordance with the age characteristics of the pupils, the requirements of the Basic Educational Program and the Federal State Educational Standard.
For the development of the ecological culture of children in each age group, gardening corners with indoor plants, plant care equipment, colorful calendars of nature and weather are placed. A variety of illustrated material - albums, paintings by seasons, didactic games.
In the older groups, experimentation corners are equipped: materials for visual demonstration and children's research (globes, maps, layouts, illustrations, magnets, magnifiers, board and printed games).
In groups, depending on the age of children, there are various types of theaters (stencil, table, shadow, puppet), attributes, costume elements for role-playing, director's games, games - dramatizations. In groups of early age and younger groups - corners of disguise.
SPORT OBJECTS
In the kindergarten, all conditions have been created for the full-fledged motor activity of children, the formation of basic motor skills and abilities, the increase in the functional capabilities of the child's body, the development of physical qualities and abilities. For this purpose, a sports hall is equipped in a separate room, in which morning exercises, GCD, sports activities, holidays and entertainment are held. The total area of the gym is 57.5 sq.m. Illumination - natural 6 windows, artificial 18 fluorescent lamps.
The hall has standard and non-standard equipment and sports equipment necessary for conducting sports and recreation work: physical education equipment- gymnastic wall, gymnastic board, gymnastic bench, targets of different types, racks and planks for jumping; Sports Equipment- balls, sandbags, hoops, ribbons, gymnastic sticks, cubes, rattles, cords, skipping ropes, dumbbells, exercise mats, tracking and massage tracks, etc.
Equipment and inventory complies with the rules for protecting the life and health of children, the requirements of hygiene and aesthetics, SanPiN. The dimensions and design of equipment and aids correspond to the anatomical and physiological characteristics of children, their age.
OBJECTS FOR PRACTICAL EXERCISES
Office of a speech therapist
The preschool educational institution has created conditions for corrective work with children. Equipped with a speech therapy room: The total area of the speech therapy room is 17.8 sq.m.
The office of a speech therapist is designed for
Conducting a diagnostic examination of the speech development of children preschool age.
Conducting subgroup and individual lessons speech therapist with children.
1. Cabinet equipment:
Wall mirror with additional lighting lamp;
Mirrors for individual work;
Cabinets for storing manuals;
Tables for children;
Chairs for children;
Table, chairs for the work of a speech therapist teacher with documentation.
2. Teaching aids:
a) for corrective speech therapy work:
by sound pronunciation(speech profiles of sounds, cards depicting symbols of sounds, picture material for automating delivered sounds, workbooks for fixing sounds, speech dominoes, speech therapy loto, speech houses);
by phonetic perception(sets of pictures, notebooks for the development of phonetic hearing);
by vocabulary(didactic games, sets of pictures);
in connected speech (sets of subject, plot pictures and a series of pictures for compiling stories of varying complexity, texts for retelling, algorithms, basic diagrams for compiling descriptive stories); methodological literature by sections
b) for examination of intelligence, development of memory, attention, thinking: (counting material, pyramids, split pictures of various configurations, a set of pictures "The Fourth Extra", a set of cards on general topics, sets of pictures for the games "Whose silhouette", "What first, what then", "Confusion", "Nonsense".
c) file cabinets: (aticulation gymnastics in pictures, finger games, breathing exercises and games, sets of subject pictures on lexical topics, riddles, tongue twisters, tongue twisters, relaxation exercises.
d) manuals and materials: for the development of breathing(whistles, pipes, balloons, turntables, soap bubbles); for the development of fine motor skills(matryoshkas, laces, pyramids, puzzles, stencils); literacy(wall alphabet, cash desks of letters and syllables, subject pictures for each letter, stencil, sound articulation schemes, material for sound-letter analysis and synthesis.
Music Hall
The music hall in the preschool educational institution is designed to solve the problems of musical education and development of preschool children. GCD, leisure, holidays, matinees and entertainment are held here.
The total area of the music hall is 58.2 sq.m.
The music room is equipped with modern equipment: multimedia software suite, piano, music center, teaching materials: equipment for musical drama games, attributes for games, children's musical instruments (metallophones, xylophones, drums, tambourines, harmonicas, rattles), portraits of composers. Phonetics (discs, audio recordings) has been created, there is musical material, the Music Room is equipped with modern musical and methodological literature and didactic games.
MEANS OF TRAINING AND EDUCATION
The means of education and upbringing used in kindergarten to ensure educational activities are considered in accordance with the Federal State Educational Standard to the conditions for implementing the main general educational program of preschool education as a set of educational, methodological, material, didactic resources that ensure the effective solution of educational tasks in optimal conditions.
Learning aids are divided into the following types:
Printed (textbooks and study guides, reading books, anthologies, workbooks, handouts, etc.)
Electronic educational resources (often called educational multimedia multimedia textbooks, network educational resources, multimedia universal encyclopedias, etc.)
Audiovisual (slides, slide films, educational videos, educational films, educational films on digital media).
Visual planar (posters, wall maps, wall illustrations, magnetic boards).
Demonstration (herbaria, dummies, models, stands, demonstration models).
Sports equipment (gymnastic equipment, sports equipment, balls, etc.).
LIBRARY
There is no separate room, the literature is in the methodical office: educational and methodical literature, periodicals, children's fiction.
methodical office
The methodical room is equipped with the necessary manuals, literature, paintings, games, fiction, multimedia equipment, which are selected in accordance with the educational areas: social and communicative development, cognitive development, necessary to ensure the educational process. speech development, artistic and aesthetic development, physical development.
Means of training and education are formed by types:
Methodical literature;
Visual and methodological aids;
Didactic aids;
Visual and didactic aids;
Visual aids.
The office of a teacher-psychologist
In the office of a teacher-psychologist, individual and subgroup classes are held to develop the cognitive and emotional spheres of development of pupils, diagnostics of the child's psychological readiness for schooling and consultations for parents.
The activity of a teacher-psychologist is aimed at creating conditions conducive to the protection of the mental health of children, ensuring their emotional well-being, the free and effective development of the abilities of each child. A separate room with an area of 29.4 sq.m. has been allocated for the office of a teacher-psychologist.
The office of the teacher-psychologist is isolated, located on the ground floor in an accessible and convenient place, so that it can be easily found. This makes it possible to quickly contact a psychologist, and also allows parents to avoid unnecessary contacts and, if necessary, maintain the confidentiality of the meeting.
CONSULTATION FOR TEACHERS
"FEATURES OF WORK
TEACHER-PSYCHOLOGIST DOW ON PSYCHOLOGICAL SUPPORT OF CHILDREN
WITH LIMITED HEALTH OPPORTUNITIES»
" Every child has the opportunity to be psychologically prepared for school
learning at your level
according to their
The World Declaration for the Survival, Protection and Development of Children states: “The children of the world are innocent, vulnerable and dependent. They are also inquisitive, energetic and full of hope. Their time should be one of joy and peace, play, learning and growth. Their future must be based on harmony and cooperation...”.
Thus, the self-worth of the personality of a growing person comes to the fore, regardless of the characteristics of his development and level of health. It was the ideas of humanization that led to the appearance in the Law on Education of a provision on the right of the child and his parents to independently determine the form of education and the educational institution. Both gifted and disabled children, as well as children with normative development - all should have the opportunity to receive an education of the appropriate level.
Special GEF(federal state educational standards)
for children with disabilities are considered as an integral part of federal state standards of 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 HIA.
Children with disabilities
can realize their potential only if they start on time and adequately organized learning and upbringing - satisfaction of both those common with normally developing children and their special educational needs, given by the nature of the violation of their mental development. (Basic provisions of the Concept of a special federal educational standard for children with HIA
)
.
The special standards are based on the principles of agreement, consent and mutual obligations of the individual, family, society and the state. The state special educational standard is a regulatory legal act of the Russian Federation that establishes a system of norms and rules that are mandatory for execution in any educational institution where they are trained and educated children withHIA.
Today, one of the urgent problems is the implementation of psychological support for children with HIA in the conditions of a preschool educational institution.
At present, there is a differentiated network of specialized educational institutions directly designed to organize the upbringing and education of children with disabilities. HIA. It includes, first of all, preschool educational institutions of a compensating type, special (correctional) educational institutions for students with HIA.
Besides, in last years In Russia, the process of integrating children with disabilities into the environment of normally developing peers is developing. The current legislation currently allows organizing the education and upbringing of children with HIA in ordinary preschool educational institutions, preschool educational institutions of a compensatory type, as well as "other educational institutions that are not correctional (educational institutions of a general type)".
Children with disabilities - These are children with disabilities.Children whose health 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 in the established order as children with disabilities, but who have temporary or permanent deviations in physical and (or) mental development and who need to create special conditions for education and upbringing.
A group of preschoolers with HIA is not homogeneous, it includes children with various developmental disorders, the severity of which may be different . Currently there are the following categories children with developmental disabilities, which are listed in the Approximate basic general educational program of preschool education "From birth to school" / Ed. NOT. Veraksy, T.S. Komarova, M.A. Vasilyeva. - M.: MOSAIC-SYNTHESIS, 2010. - p. 275-277:
hearing impaired children(deaf and hard of hearing), the primary violation is sensory in nature - auditory perception is impaired due to damage to the auditory analyzer;
children with visual impairments(blind, visually impaired), the primary violation is sensory in nature, visual perception suffers, due to an organic lesion of the visual analyzer;
children with severe violations speeches, the primary defect is the underdevelopment of speech;
children with musculoskeletal disorders, the primary disorder is movement disorders due to organic damage to the motor centers of the cerebral cortex;
children with mental retardation, they are characterized by a slow rate of formation of higher mental functions, due to mild organic lesions of the central nervous system(CNS);
children with disabilities intellectual development , primary violation - organic brain damage, causing violations of higher cognitive processes;
children with disorders of the emotional-volitional sphere(Children with early childhood autism (EDA) are a heterogeneous group characterized by different clinical symptoms and psychological and pedagogical features;
children with complex (complex) developmental disorders who combine two or more primary disorders (for example, hearing impaired with cerebral palsy, visually impaired with mental retardation, etc.).
A significant group of children are children with mild , and, consequently, difficult to detect deviations in the development of the motor, sensory or intellectual sphere. A group of children with minimal or partial impairments polymorphic((Greek, from polys many, and morphe view, many-looking) and can be represented by the following options:
children with minimal hearing loss
children with minimal visual impairment, including strabismus and amblyopia;
children with speech disorders (dyslalia, erased dysarthria, closed rhinolalia, dysphonia, stuttering, poltern(stumbling, pathologically accelerated speech with the presence of discontinuity in the rate of speech of a non-convulsive nature), takhilalia, bradilalia, violations of the lexical and grammatical structure, violations of phonemic perception);
children with a slight mental retardation (constitutional, somatogenic, psychogenic);
pedagogically neglected children;
children- carriers of negative mental states (fatigue, mental tension, anxiety, frustration, sleep disturbances, appetite), somatogenic or cerebro-organic nature without intellectual development disorders (often ill, post-traumatic, allergic, with compensated and subcompensated hydrocephalus, cerebroendocrine conditions);
children with psychopathic forms of behavior (by the type of affective excitability, hysteria, psychasthenia, etc.);
children with disturbed forms of behavior of organic genesis (hyperactivity, attention deficit disorder);
children with psychogenies (neurosis);
children with the initial manifestation of mental illness (schizophrenia, early childhood autism, epilepsy);
children with mild manifestations of motor pathology of a cerebro-organic nature;
children having asynchrony of maturation of individual brain structures or violations of their functional or organic genesis (including by type minimal brain dysfunction).
It is expedient to consider the category of children with minimal and partial disorders of mental development as an independent category, occupying an intermediate position between "normal" and "impaired" development, and designate it as "risk group". The qualitative peculiarities and depth of violations that children have are such that they do not need to create specialized institutions, but they need the organization of timely corrective assistance in order to prevent further complication of these problems.
Thus, contingent of pupils mass preschool institutions are children, both with the normal course of mental development, and with various variants of mental dysontogenesis (violation individual development organism; difficulty, deviation from the norm, disorder).
The problem of psychological and pedagogical support for children with HIA under the conditions of kindergarten is not sufficiently developed. The difficulties of building a correctional and pedagogical process in such an institution are largely due to the fact that the category of children with HIA heterogeneous in composition. Pupils of compensatory groups differ both in the level of development and in the nature of the existing shortcomings. The achievements of children in terms of knowledge, ideas about the world around them, skills in subject-based and practical activities with which they enter diagnostic and correctional groups are different.
In providing conditions and opportunities for the development and education of children with HIA a special role belongs educational psychologist . Talking about work psychologist , we mean not just psychological help, support for children with learning difficulties. And we're talking about psychological support children at all stages of education as a complex process of interaction, the result of which should be the creation of conditions for the development of the child, for mastering his activities and behavior, for the formation of readiness for life self-determination, including personal, social aspects.
Psychological support preschoolers withHIA is considered as a process that includes the strategy and tactics of professional activity psychologist aimed at creating the most favorable conditions for the integration of children with HIA into society. It should be aimed at mastering preschoolers with special competencies that ensure the gradual formation of a system of social behavior skills, productive forms of communication with adults and peers, based on partnership subject-subject relations.
The key areas of work of a psychologist preschool with children HIA is diagnostic, corrective and developmental work; preventive and advisory work with teachers and parents raising children of this category.
Respect for the interests of the child . The principle defines the position of a specialist who is called upon to solve the problem of the child with the maximum benefit and in the interests of the child.
Consistency and accessibility . The principle ensures the unity of diagnosis, correction and development, i.e. a systematic approach to the analysis of developmental features and correction of disorders in children with disabilities, as well as a comprehensive multi-level approach of specialists in various fields, interaction and coordination of their actions in solving the problems of the child; participation in this process of all participants in the educational process.
Continuity . The principle guarantees the child and his parents (legal representatives) the continuity of assistance until the problem is completely resolved or an approach to its solution is determined.
variability . The principle involves the creation of variable conditions for the education of children with various disabilities in physical and (or) mental development.
The principle of integration into the general educational environment . The principle involves the inclusion of children with disabilities in the joint educational and upbringing activities of an educational institution, the surrounding society.
The principle of interaction with social partners . The principle provides the possibility of cooperation with the socio-cultural institutions of the municipality on the issues of continuity of education, development, socialization and health protection of children with disabilities.
The principle of creating a situation of success. The principle involves the creation of conditions for the disclosure of the individual abilities of children with HIA , both in and out of class, the unconditional acceptance of each child.
Humanity- faith in the capabilities of each child, a subjective positive approach.
realism- taking into account the real capabilities of children in various situations, their age, personality and psychophysical characteristics of development.
Adequacy- the right of the child to choose from the proposed maximum amount of information as much as he can learn.
Variability (flexibility)- variability of the content and methods of activity depending on the uniqueness of the situation, position and capabilities of children.
adaptability- Approaches and requirements for children should not be frozen, should not be based on some abstract idea of the ideal, but should focus on specific children with their real capabilities and needs.
Subsequence.
Advisory nature of assistance. The principle ensures observance of the rights of parents (legal representatives) of children with disabilities guaranteed by law. HIA choose forms of education, educational institutions, protect the legitimate rights and interests of children, including the mandatory coordination with parents (legal representatives) of the issue of sending (transferring) children with disabilities to special (correctional) educational institutions.
The principle of psychological comfort- creation of an educational environment that ensures the removal of all stress-forming factors.
The program of correctional work at the preschool level of education includes interrelated areas. These directions reflect its main content:
Diagnostic direction.
For the success of the upbringing and education of children with HIA it is necessary to correctly assess their capabilities and identify special educational needs. In this regard, a special role is assigned to psychological, medical and pedagogical diagnostics, which allows:
early identification of children with HIA ;
identify the individual psychological and pedagogical characteristics of the child with disabilities ;
determine the optimal pedagogical route;
provide individual support for each child with HIA in a preschool;
plan corrective actions, develop corrective work programs;
evaluate the dynamics of development and the effectiveness of corrective work;
determine the conditions for the upbringing and education of the child;
counsel the child's parents.
The scientific and practical developments of S. D. Zabramnaya, I. Yu. Levchenko, E. A. Strebeleva, M. M. Semago and others can be used as sources of diagnostic tools. based on a system of quality indicators.
There are the following qualitative indicators characterizing emotional sphere and child behavior
features of the child's contact;
emotional reaction to the examination situation;
reaction to approval; reaction to failure
emotional state during the performance of tasks;
emotional mobility;
features of communication;
reaction to the result.
Qualitative indicators characterizing the activity of the child:
the presence and persistence of interest in the task;
understanding instructions;
independence of the task;
the nature of the activity (purposefulness and activity);
pace and dynamics of activity, features of activity regulation;
performance;
help organization.
Qualitative indicators characterizing the features of the cognitive sphere and motor function of the child:
features of attention, perception, memory, thinking, speech;
features of motor function.
The diagnostic line of work includes a primary examination, as well as systematic stage-by-stage observations of the dynamics of a child's development in the process of corrective work.
The teacher-psychologist performs the tasks of determining the current level of development of the child and the zone of proximal development, identifying the features of the emotional-volitional sphere, the personal characteristics of the child, the features of his interpersonal interactions with peers, parents and other adults.
In accordance with the characteristics of the development of the child and the decision of the council of the educational institution, the psychologist determines the directions and means of correctional and developmental work, the frequency and duration of the cycle of special classes. The most important task is the development of individual-oriented programs psychological help or the use of existing developments in accordance with the individual psychological characteristics of a child or a group of children as a whole.
Correction and development direction.
The main directions of the correctional and developmental work of a psychologist with children with HIA , in conditions of educational integration are:
development of the emotional and personal sphere and correction of its shortcomings (through art therapy, fairy tale therapy, sand therapy, music therapy, aromatherapy, relaxation therapy, etc.);
development of cognitive activity and purposeful formation of higher mental functions;
formation of arbitrary regulation of activity and behavior;
formation and development of social skills and socialization.
Psychological activities with children in terms of content, they should not copy the programs of classes of a defectological orientation, where the main emphasis is on the development and correction of the cognitive sphere.
Software and methodological support.
To date, special (correctional) educational programs for preschoolers with various developmental disabilities, which are implemented in institutions of compensatory and combined types. But, unfortunately, there are no program and methodological materials that reveal the content of the correctional and pedagogical process with the named category of children in educational institutions.
The basis of developing psycho-correctional work is a program developed by E.A. Strebeleva. The technologies of psycho-gymnastics and developing kinesiology are used by A.L. Sirotyuk, M.V. Ilyina.
Work is being carried out in the direction of correcting the emotional-personal, moral sphere of pupils - elements of fairy tale therapy. Authors used in fairy tale therapy: O.N. Pakhomova, L.N. Eliseeva, G.A. Azovtsev, folk tales, Orthodox fairy tales, parables.
In the process of implementing the program of correctional work, correctional and developmental programs are used to solve the problems of mutual understanding between children and adults, develop communication skills with peers, correct typical emotional and personal disorders (fear, anxiety, aggression, inadequate self-esteem, etc.), facilitate the adaptation of children to preschool institution.
Psychological-correctional-developing programs:
1. Zhuchkova G.N.. "Moral conversations with children" (classes with elements of psycho-gymnastics) Ed. "Gnome and D", 2000 The program is aimed at children of senior and middle preschool age. It represents a successful combination of moral conversations with a variety of games, psycho-gymnastic exercises and studies. It will help the development of emotional and motor spheres, the formation of ethical ideas in children. The exercises of this program will help in playing out plots, in liberating and uniting children into groups, and improving the creative abilities of preschoolers.
2.C.E. Gavrina, N.L. Kutyavina, I.G. Toporkova, S.V. Shcherbinina "Tests for preschoolers" "Moscow, ROSMEN 2006" "We develop attention, perception, logic." The classes of this program for children aged 5-6 are aimed at developing the child's visual and auditory perception, voluntary attention, logical thinking, as well as graphic skills, fine motor skills and coordination of hand movements.
3. K. Fopel"From head to toe" Moscow, Genesis 2005 This manual presents group educational games that give children the opportunity to move deftly, take the initiative, cooperate with other children and the leader, be attentive, collected. Toddlers can learn to relax, become empathetic, caring towards each other, and develop a positive body image.
This manual contains games and exercises that help the child to become aware of his body, to form his holistic positive image. Games contribute to the development of dexterity, coordination, harmony of movements, teach children to concentrate and relax, cope with stress.
4. K. Vopel"Hey feet!" Moscow, Genesis 2005 This manual presents group educational games that give children the opportunity to move deftly, take the initiative, cooperate with other children and the leader, be attentive, collected. Toddlers can learn to relax, become empathetic, caring towards each other, and develop a positive body image.
This manual combines games and exercises specifically designed for leg training. They will help children learn to run and jump, climb and crawl, walk silently, feel their feet and knees, and coordinate movements.
5. K. Vopel"Hey pens!" Moscow, Genesis 2005 This manual presents group educational games that give children the opportunity to move deftly, take the initiative, cooperate with other children and the leader, be attentive, collected. Toddlers can learn to relax, become empathetic, caring towards each other, and develop a positive body image.
This manual contains games and exercises specifically designed for training hands. They will help children learn to throw, catch, perform subtle manipulations with objects, feel their fingers, hands, shoulders, and coordinate movements.
6. K. Vopel"Hi, eyes!" Moscow, Genesis 2005 This manual presents group educational games that give children the opportunity to move deftly, take the initiative, cooperate with other children and the leader, be attentive, collected. Toddlers can learn to relax, become empathetic, caring towards each other, and develop a positive body image.
This manual contains games and exercises that contribute to the training of the eyes, the development of visual perception in general. They will help children learn to finely differentiate visual information, manipulate moving objects, correctly assess distance, and navigate in space.
7. K. Vopel"Hi ears!" Moscow, Genesis 2005 This manual presents group educational games that give children the opportunity to move deftly, take the initiative, cooperate with other children and the leader, be attentive, collected. Toddlers can learn to relax, become empathetic, caring towards each other, and develop a positive body image.
This manual contains games and exercises that contribute to the development of auditory perception, musical ear and a sense of rhythm. They will help children learn to listen carefully, distinguish sounds subtly, perform movements according to the model, and move spontaneously to music.
8. Kryukova S.V., Slobodyanik N.P. Program "Let's live together!" Moscow, ed. Genesis, 2007 The purpose of this program is to help children adapt to the conditions of kindergarten. It is built on the basis of gaming exercises aimed primarily at ensuring a psychologically comfortable stay of the child in a preschool institution. All classes have a common flexible structure filled with different content.
9. Kryukova S.V., Slobodyanik N.P. The program "Angry, afraid, happy!" Moscow, ed. Genesis, 2007 The purpose of the program is the emotional development of children. It is built on the basis of gaming exercises aimed primarily at ensuring a psychologically comfortable stay of the child in a preschool institution. All classes have a common flexible structure filled with different content.
10. Pylaeva N.M., Akhutina T.V. "School of attention" method of development and correction of attention in children aged 5-7 years. This technique is designed to prepare for school the so-called children with problems that manifest themselves in the lack of organization of attention, the inability to plan and control their actions, the inability to successfully follow the instructions of the teacher, listen to the task to the end, in distractibility and inconsistency in the course of its implementation, and, consequently, in a decrease in motivation. This program is an assistant in developing the ability to plan their actions and control over them in children.
11. "The program of neuropsychological development and correction of children with attention deficit hyperactivity disorder" ed. A.L. Sirotyuk
12. "Diagnosis and correction of attention: a program for children aged 5-9" ed. Osipova A.A., Malashinskaya L.I.
13.
"Training program for the adaptation of children 4-6 years old to the conditions of a preschool institution" Let's live together! “
ed. S.V. Kryukov
14.
"Training program for the emotional development of preschoolers" ed. S.V. Kryukova
15.
"Program for the formation of arbitrary regulation" ed. N.Ya. semago
16. Vopel K. How to teach children to cooperate? Psychological games and exercises: A practical guide. – M.: Genesis
17. Artsishevskaya I.L.. The work of a psychologist with hyperactive children in kindergarten. – M.: Knigolyub, 2008.
18. I - You - We. The program of socio-emotional development of preschoolers. O.L. Knyazev.- M .: Mosaic-Synthesis, 2003.
19. Venger A.L. Psychological counseling and diagnostics. Practical guide: In 2 books. – M.: Genesis, 2007.
20. Alekseeva E.E. What to do if the child ... Psychological assistance to a family with children from 1 to 7 years old. - St. Petersburg: Speech, 2008.
21. Bavina T.V., Agarkova E.I.. Childhood fears. Solving the problem in a kindergarten: A practical guide. – M.: ARKTI, 2008.
22. Volkovskaya T.N., Yusupova G.Kh. Psychological assistance to preschool children with general underdevelopment of speech. – M.: Knigolyub, 2004.
23. Volkov B.S., Volkova N.V.. Child psychology. Mental development of the child before entering school. – M.: A.P.O., 1994.
24. Diagnosis in kindergarten. The content and organization of diagnostic work in a preschool educational institution. Toolkit. - Rostov n / a: Phoenix, 2004.
25. Egorova M.S., Zyryanova N.M., Pyankova S.D., Chertkov Yu.D. From the life of preschool children. Children in a changing world: - St. Petersburg: Aleteyya, 2001.
26. Kostina L.M. Methods for diagnosing anxiety. - St. Petersburg: Speech, 2002.
27. Krasnoshchekova N.V. Diagnostics and development of the personal sphere of children of senior preschool age. Tests. Games. Exercises. - Rostov n / a: Phoenix, 2006.
28. Kryazheva N.L. Development emotional world children. A popular guide for parents and educators. - Yaroslavl: Academy of Development, 1996.
29. Kulagina M.Yu., Kolyutsky V.N.. Developmental psychology: The complete life cycle of human development. - M .: TC "Sphere", 2001.
30.Miklyaeva N.V., Miklyaeva Yu.V.. The work of a teacher-psychologist in a preschool educational institution: a methodological guide. – M.: Iris-press, 2005.
31. Mirilova T.V.. Emotional development of the child. Junior and middle group. - Volgograd: ITD "Coripheus", 2010.
32. Peresleni L.I.. Psychodiagnostic complex of methods for determining the level of development of cognitive activity: preschool and junior school age. – M.: Iris-press, 2006.
33 .Workshop on developmental psychology: Proc. Allowance / Ed. L.A. Golovei, E.F. Rybalko. - St. Petersburg: Speech, 2002.
34. Rogov E.I. Handbook of a practical psychologist: Textbook. - M .: Publishing house VLADOS-PRESS, 2001.
35. Sevostyanova E.O. Classes for the development of the intellect of children 5-7 years old. - M .: TC Sphere, 2008.
36. Semenaka S.I. Socio-psychological adaptation of the child in society. – M.: ARKTI, 2004.
37. Smirnova E.O., Kholmogorova V.M.. Interpersonal relationships of preschoolers. – M.: Humanit. publishing center Vlados, 2003.,
38. Sharokhina V.L. Correctional and developmental classes in junior group. - M.: Prometheus; book lover, 2002.
39. Shirokova G.A., Zhadko E.G. Workshop for a child psychologist. - Rostov n / D .: Phoenix, 2008.
40. Electronic manual: Diagnostic work in the preschool educational institution. - Volgograd: Teacher Publishing House, 2008.
41 .Electronic manual: Comprehensive classes. Planning, class notes, didactic material. - Volgograd: Publishing house "Teacher", 2009.
42 .Typical program “Preparing children with mental retardation for school / Under the general editorship of. S.G. Shevchenko.
43 .The program of preschool educational institutions of a compensatory type for children with intellectual disabilities. Correction-developing education and upbringing / E.A. Ekzhanova, E.A. Strebeleva /
44. SemagoM.M.Psychological-medical-pedagogical examination of the child.-M: Arkti, 1999.
45 .Psychocorrectional and developmental work with children
/ Ed. I.V.Dubrovina. - M.: Academy, 1998
46. Lyutova E.K., Monina G.B.. Cheat sheet for adults: Psychocorrective work with hyperactive, aggressive, anxious and autistic children. - M., 2000.
47 . Katherine Maurice, Gina Green, Stephen K. Lewis. Behavior modification classes for autistic children: a guide for parents and professionals / Per. from English. KolsE.K. //Behavioral Intervention for Young Children With Autism: A Manual for Parents and Professionals/Edited by Caterine Maurice, Cina Green and Stephen C. Luce/School Greek Boulevard, Auslin, Texas, 1996
48. Mamaychuk I.I. Psychocorrective technologies for children with developmental problems. - St. Petersburg, 2004. - 400 p.
49. Mamaychuk I.I., Ilyina M.N.. Help of a psychologist for a child with mental retardation. - St. Petersburg, 2004. - 352 p.
50 . Nikolskaya O.S., Baenskaya E.R. Autism: age characteristics and psychological assistance. - M .: Polygraph service, 2003. - 232 p.
51. Petrova O.A. Educational activities for preschool children with hearing impairments. - St. Petersburg, 2008. - 50 p.
52. Plaksina L.I. Development of visual perception in children with visual impairments. - M., 1998.
53 . Plaksina L.I., Grigoryan L.A. The content of medical and pedagogical assistance to children with visual impairments. - M., 1998.
54.Prikhodko O.G. Special education persons with disorders of the musculoskeletal system / Special Pedagogy. - M., 2000.
55. Fomicheva L.A.. The development of visual perception and acquaintance with the outside world//Training and correction of the development of preschool children with visual impairment: Methodological guide. - St. Petersburg, 1995.
56 . Boryakova N.Yu. Steps of development. Early diagnosis and correction of mental retardation in children. Teaching aid. - M.: Gnome-Press, 2002. (Correctional and developmental education and upbringing of preschool children with mental retardation)
57 .Brin I.L., Demikova N.S. and others. To the medical-psychological-pedagogical examination of children with autism. - M.: "Signal", 2002.
58. L.M. Shipitsyna, I.I. Mamaychuk. Cerebral palsy (problems of psychodiagnostics, correction, education, upbringing of children, their social and pedagogical integration). - M., 2001
59. LebbyCumin. Formation of communication skills in children with Down syndrome.
60 .P.L. Zhiyanova, E.V. Pole. A baby with Down syndrome (organization of classes with a baby). - M., 2007
61 .A.V. Semenovich. Neuropsychological correction in childhood (method of replacing ontogenesis). - M., 2007
62 . E.A. Alyabyeva. Psychogymnastics in kindergarten. - M., 2003
63 .O.V. Zakrevskaya. Develop baby. The system of work on the prevention of lag and correction of deviations in the development of young children. - M., 2008
64 .Development of basic cognitive functions with the help of adaptive gaming activities. / A.A. Tsyganok, A.L. Vinogradov, I.S. Konstantinova(center of curative pedagogy). - M., 2006
The state of children with disabilities, their individual characteristics are extremely variable, and therefore psychological support programs must be individualized.
Consultative - educational and preventive direction
Work in this area ensures the provision of assistance to teachers and parents in the upbringing and education of a child with HIA. The psychologist develops recommendations in accordance with the age and individual-typical characteristics of children, the state of their somatic and mental health, conducts activities that help to improve the professional competence of teachers, and involve parents in solving correctional and educational problems.
Psychological tips for parents
“If your child has low self-esteem”
"How to deal with a little stubborn"
“If a family has a child with HIA »
How to help an autistic child
“What to play with a special child”, etc.
"Developing the potential of children with HIA based on the construction of individual educational routes "
"Adaptation to School"
"Psychological support for the interaction of the preschool educational institution with the families of pupils with HIA " and etc.
Organization of interaction between a psychologist and teachers and specialists of preschool educational institutions.
The most important condition for updating the potential of children with HIA is the psychological competence of the teacher: delicacy, tact, the ability to help the child in the implementation of cognitive activity, in understanding the successes and causes of failures, etc.
The main objectives of the psychological education of teachers are to reveal the "weak" and "strong" sides of the cognitive and personal development child, determining ways to compensate for difficulties, developing the most adequate ways of interaction between a teacher and a child in the frontal and individual forms of organizing educational activities. Specific forms of psychological education of teachers can be varied: classes and seminars on key issues of child development with HIA and his special educational needs, the organization of psychological, medical and pedagogical consultations with the participation of teachers-defectologists, speech therapists, music workers, physical education instructors, medical specialists; preparation for thematic parent meetings, individual consultations, master classes, workshops, psychological lounges, etc.
Organization of interaction between a psychologist and parents.
At individual and group consultations with parents, a joint discussion of the progress and results of correctional work is held. The factors of the positive dynamics of the child's development are analyzed, recommendations are made to overcome possible problems (in particular, those related to the adaptation of children to the conditions of the preschool educational institution, to schooling).
Work with parents is also carried out in a group form at thematic consultations, workshops, etc.
Organizational and methodological direction.
This area of activity of a teacher-psychologist includes the preparation of materials for consultations, methodological associations, pedagogical councils, participation in these events, as well as documentation.
The main goal in creating a model of psychological support for children with HIA is the development of tools to accompany such a child, ensuring successful further integration. For the development of a child HIA, it is necessary to create conditions under which he could master the processes associated with socialization. This is the organization of children's activities and the creation of a specially created environment in the preschool educational institution. This environment represents the unity of all participants in the educational process, as well as the creation of psychological assistance, support and provision in order to overcome the barriers that arise in the way of the child's development.