Forms and methods of working with children with disabilities in kindergarten. Raising children with disabilities in kindergarten

The problems of special education today are one of the
the most relevant in the work of all departments of the Ministry of Education and
science of the Russian Federation, as well as the system of special correctional institutions. This
is primarily due to the fact that the number of children with disabilities
health opportunities and disabled children is growing steadily.
Education of children with disabilities health and children
disabled people provides for the creation of special correctional facilities for them
development environment that provides adequate conditions and equal
ordinary children have educational opportunities within
special educational standards, treatment and rehabilitation,
education and training, correction of developmental disorders, social
adaptation.
“Receiving children with disabilities and
disabled children (hereinafter referred to as children with disabilities)
education is one of the basic and inalienable conditions for their
successful socialization, ensuring their full participation in life
society,
effective self-realization in various forms
professional and social activities.
In this regard, ensuring the realization of the rights of children with disabilities
health opportunities for education is considered as one of
the most important tasks of state policy not only in the field of education,
but also in the field of demographic and socio-economic development
Russian Federation».
The Constitution of the Russian Federation and the Law “On Education” say that children with
people with developmental problems have equal rights to education as everyone else.
The most important task of modernization is to ensure accessibility
quality education, its individualization and differentiation,
systematically increasing the level of professional competence
teachers of correctional developmental education, as well as creating conditions
to achieve new modern quality general education.
Today, many countries recognize integrated learning as the most
promising organizational form of training.
Preschool educational institutions, organizing integrated
The upbringing and education of children with disabilities is decided by the following socially significant issues:
tasks:
1) expanding the coverage of children with the necessary correctional pedagogical
and medical and social assistance;
2) providing parents (guardians) with advisory support;
3) preparing society to accept people with disabilities
possibilities.
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Organization of work with children preschool age With
disabilities in a kindergarten
in general development groups
Current legislation allows for the organization of training and
education of children with disabilities in preschool
educational institutions,
that are not correctional.
Compliance with those guaranteed by law is mandatory.
rights of parents (legal representatives) of children with disabilities
health capabilities to choose forms of education for children,
educational institutions, protect the legal rights and interests of children,
including mandatory consent with parents
(legal
representatives) on the issue of sending (transferring) children with disabilities
health opportunities in correctional educational institutions
(classes, groups).
Children with disabilities can and should
stay and develop in a regular kindergarten. Start a joint
education and training is necessary in preschool age. At the same time,
Experts do not recommend including children with disabilities in kindergarten groups.
mental retardation of moderate and severe degrees, as well as children with
complex (multiple) disorders. Due to their characteristics, such children
their psychophysical development will not be able to participate in frontal,
subgroup group lessons.
Fundamentals of correctional education and training of children with disabilities
disabilities should be known to all people who
will interact with such a child. During the child's stay with
disabilities in preschool educational
employees of the institution need to know the following provisions
correctional work:
 Include all children in the group in classes, regardless of their disability,
developing for each of them an individual developmental
and a correctional program.
 When assessing the progress of a child with disabilities
health capabilities to compare him not with other children, but
mainly with yourself at the previous level
development.
 Create a friendly atmosphere for the child,
psychological safety. The teacher should strive to
non-judgmental acceptance of the child, understanding of his situation.
 Correctly and humanely assess the dynamics of the child’s progress.
Pedagogical forecast should be built on the basis of pedagogical
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optimism, striving to find intact qualities in every child
psychomotor functions, positive aspects of his personality
and developments that can be relied upon during pedagogical
work.
Diagnosis and prognosis must be a matter of professional confidentiality
specialists. This important condition professional ethics of medical and
teaching staff.
Develop
dynamic individual development
correction program for each child together with parents.
When developing such a program, rely on general principles
age-related development, both normally and in pathological conditions.
Observe the basic principles of the methodological approach to education
and teaching children with disabilities:
 create special conditions to ensure motivational
aspects of activity;
 carry out the communicative orientation of training;
 strictly individualize training;
 comprehensively develop productive skills in the child
activities: modeling, drawing, manual labor, applications, etc.;
 create conditions for the active participation of parents and
their substitutes in the upbringing and education of children.
It is proposed to comply with the following mandatory directions
correctional work in the field of development of life competence for everyone
categories of children with disabilities:
1. Development of adequate ideas about one’s own capabilities and
restrictions, essential life support, ability
communicate with an adult to ask for help.
2. Mastery of social skills used in
Everyday life.
3. Mastering communication skills.
4. Differentiation and understanding of the picture of the world and its time
spatial organization.
5. Understanding your social environment and mastering
age-appropriate systems of values and social roles.
Let's consider the main areas of work and requirements for results
this work in each direction. These requirements are specified
in relation to each category of children in accordance with their special
educational needs (children with hearing and vision impairments, children with
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speech disorders, motor disorders¸ children with disorders
autism spectrum).
In the first direction, the result of the work will be:
 the ability to adequately assess one’s strengths, understand what is possible and what is not possible
not allowed in food or physical activity;
 ability to use personal adaptive aids in different
situations (hearing aid, glasses);
 the child’s understanding of what to ask for help if a problem arises
life support is normal, necessary, not shameful; skill
use an appropriate set of phrases and definitions (“I have
it hurts...”, “I can’t eat sweets”, etc.);
 ability to contact adults in case of difficulties in playing, learning,
formulate a request for special assistance(“maybe I’ll change seats,
I can’t see”, “I’m uncomfortable sitting”, etc.)
In the second direction, the results of the work will be:
 progress in independence and independence in mastering household skills
skills and self-care skills;
 ability to be involved in a variety of everyday activities, to take part in
take part in them, take responsibility in some
areas of home life (keeping the house clean, creating comfort,
washing, ironing, cleaning clothes, etc.);
 orientation in the structure of life in kindergarten, taking on
duties along with other children (on duty in a group, watering
plants, cleaning toys, etc.);
 positive dynamics in participation in the preparation and conduct of
holidays, the desire to please loved ones.
In the third direction, the results of the work will be:
 ability to use communication rules that are relevant to the child
everyday situations;
 ability to start and maintain a conversation, ask a question, express your
intentions, requests, wishes, concerns, end the conversation;
 mastering cultural forms of expressing one’s feelings: the ability to correctly
express refusal, dissatisfaction, gratitude, sympathy, etc.;
 expansion and enrichment of the child’s experience of communication in neighbors and
distant surroundings.
In the fourth direction, it must be taken into account that all children with
with disabilities have limited experience
active and varied contacts with the outside world. Ideas about
world can be fragmented and stereotypical, limited by the usual
situations that give rise to distortion or unambiguity in perception and
understanding of what is happening. The results of the work in this case will be:
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 adequacy of the child’s everyday behavior from the point of view
danger/safety for yourself and others;
 using things in accordance with their functions, accepted
the order and nature of the current situation;
 expansion and accumulation of familiar and diversely developed places over
outside the home and kindergarten: yard, forest, park, countryside
attractions, etc.;
 the child’s ability to accumulate personal impressions associated with
phenomena of the surrounding world, organize them in time and
space;
 the ability to establish a connection between the natural order and way of life
own life, behavior and actions in everyday life in accordance with
understanding this connection (wash dirty boots, take a shower after
walks, etc.);
 ability to establish a connection between social order and way of life
own life, comply with this order (visit
the store is limited to its opening hours, visiting the theater,
a public place requires certain clothing, etc.);
 development in the child of observation, curiosity, ability
join in with an adult
notice new things
research activities;
 accumulation of experience in mastering new things through excursions and
travel;

 developing the ability to interact with other people, comprehend,
appropriating someone else's experience using verbal and non-verbal
opportunities (play, reading, drawing as communication, etc.).
In the fifth direction, the results will be:
knowledge of the rules of behavior in different social situations and with people
different social status, with adults of different ages and with children
(seniors, juniors, peers), with acquaintances and strangers
people;
 development necessary for the child social rituals, the ability to correctly
refusal, dissatisfaction, gratitude,
express your feelings:
sympathy, request, fear;
 the ability not to be intrusive in one’s requests and demands, to be
grateful for the assistance;
 ability to use forms of expression of one’s feelings accordingly
situations of social contact;
 expanding the circle of acquired social contacts.
Accessible for children with disabilities any
An educational institution is made by teachers who are able to implement special
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educational needs of children in this category. This is a creation
psychological, moral atmosphere in which a special child
will stop feeling different from everyone else. This is the place where the child
disabilities can realize not only their
the right to education, but also, being included in a full social
life of peers, gain the right to a normal childhood.
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The term “children with disabilities in kindergartens” appeared recently. This legal concept was introduced by the law “On Education in the Russian Federation” adopted in 2012 and which entered into force on September 1, 2013.

Who does this law classify as students with disabilities?

How to organize work with children with disabilities in preschool educational institutions?

How to organize education for children with disabilities in preschool organizations?

The material examines these issues from all sides. Particular attention in the article is paid to adapted educational programs for children with disabilities, which are used for groups who have one or another health disorder.

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Children with disabilities in preschool educational institutions

Who does this law classify as students with disabilities?

How to organize work with children with disabilities in preschool educational institutions?

How to organize education for children with disabilities in preschool organizations?

The federal law defines students with disabilities as individuals who have physical and (or) disabilities. psychological development, confirmed by the conclusion of the psychological-medical-pedagogical commission and preventing the acquisition of education without the creation of special conditions. Obtaining a PMPK conclusion is the most important step in confirming the status of a child with disabilities.

Let's look at an example. A mother comes to a preschool educational organization and says that the child has limited health capabilities. But the family cannot present a document from the PMPC to support the oral statements. In this case, the child cannot be assigned to a compensatory or combined group.

Even if kindergarten teachers and psychologists see that a particular child needs correctional help, the family is obliged to visit the PMPK and obtain the commission’s conclusion. Conclusion of the psychological, medical and pedagogical commission:

CONCLUSION

PSYCHOLOGICAL-MEDICAL-EDUCATIONAL COMMISSION

No. ___ dated "__" __________ 20 __

on the creation of special conditions for obtaining education
a student with disabilities,
disability in an educational organization

Child's full name: ___________________________________________________________________

Date of Birth: ____________________________________________________________________

Educational program: __________________________________________________
The level of education: ________________________________________________________
Program implementation period: ___________________________________________________
Implementation of an educational program using e-learning and

distance educational technologies: _____________________________________

required/not required

Providing assistant (assistant) services: ___________________________________

required/not required

Special teaching methods: ________________________________________________
Special textbooks:_______________________________________________________________
Special teaching aids: ________________________________________________
Special technical training aids:__________________________________________
Requirements for organizing space: ________________________________________

required/not required

Directions of correctional work in an educational organization: _______________
Educational psychologist: _________________________________________________________________
Teacher speech therapist: ____________________________________________________________
Teacher-defectologist: __________________________________________________________
Social teacher: _________________________________________________________
Tutor: _____________________________________________________________________
Other special conditions:______________________________________________________________

Deadline for conducting a survey to confirm the recommendations previously given by the commission: _____________________________________________________________________

(when moving from one level of education to the next)

The period for conducting the survey for the purpose of _________________________ previously given by the commission

clarifications/changes

Head of PMPC ______________________ ____________________________

(signature) (full name)

Educational psychologist ______________________ ____________________________

(signature) (full name)

Teacher speech therapist ______________________ ____________________________

(signature) (full name)

Teacher-speech pathologist ______________________ ____________________________

(signature) (full name)

Social teacher ______________________ ____________________________

(signature) (full name)

I have no complaints about the examination procedure.

______________________ ____________________________________

(signature) (full name of parent (legal representative))

This is interesting:

Psychological and pedagogical support of inclusive education of the territorial PMPK It should be noted that the psychological, medical and pedagogical commission works in two directions:

examines children
gives recommendations on providing children with psychological, medical and pedagogical assistance and creating conditions for them in educational organizations.

PMPC employees know and understand that the recommendations must reflect 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. Quite often, PMPK recommends that parents assign a child with disabilities to a compensatory group or a combined group where inclusive education is provided. This approach makes it possible to more actively include children with disabilities in the life of society and instill in them communication skills.

Examination of children, including students with disabilities and disabled children, is carried out at the direction of educational organizations with the written consent of their parents (legal representatives).

_____________________________________________

(Name of educational organization)

from __________________________________________

(Full name of the parent or legal representative of the child)

address: _______________________________________

phone fax: _______________

E-mail address: ______________________

Agreement

parents (legal representatives) for examination of the child

I, being the legal representative of ___________________________________________________________________________

(child's full name)

"_____" ____________________ year of birth, studying in _______________________________________________________________________________

name of the organization)

I do not object to examining the child to obtain a conclusioncentral/territorialPMPK with a recommendation for the child to study in an educational organization in accordance with his characteristics in physical and (or) mental development and (or) behavioral deviations.

"_____" _____________ 20____

___________________________

(Signature )

Organization of inclusive education for children with disabilities

The term “inclusive education”, which is directly related to the education of children with disabilities, in regulatory framework Russian Federation first appeared in 2012; previously there was no such concept in any federal-level document.

Did you know? The Law “On Education” introduces the following definition: “Inclusive education is ensuring equal access to education for all students, taking into account the diversity of special educational needs and individual capabilities.”

Despite the fact that this concept appeared quite recently, inclusive education has already become firmly established in our lives, it is implemented in preschool educational organizations, and at the level of primary general and basic general education, and in higher vocational and secondary vocational education.

To the group to the group of compensating orientation,

To the combined focus group.

What are the features of the educational process in these groups?

1. Inclusive education in preschool educational institutions in groups of combined orientation.Groups with a combined focus can hardly be called an innovative novelty; preschool education in such groups existed even before the adoption of the law, when ordinary children’s groups included children with minor health problems (low vision, mild degree deafness, etc.). The peculiarity of combined groups is that, along with normally developing preschoolers, they co-educate children who have certain types of impairments (visual impairment, hearing impairment, speech impairment, mental retardation, musculoskeletal disorders, etc. ). Unlike the occupancy of general developmental groups, which depends on the area of the premises, the occupancy of combined groups is regulated by SanPiN. The SanPiNs indicate how many children with disabilities can be in such a group. As a rule, the programs that teachers use in such groups have also already been widely tested and introduced into teaching practice and into the educational process, however, the methods of teaching children with disabilities in preschool educational institutions according to the Federal State Educational Standard in these groups differ. Regardless of the number of such students (it can be two, three, four, five, seven people), the teacher uses an adapted educational program when working with them, and his own for each child.

Did you know? One program can only be used if the group is attended by children with a similar type of disability. For example, if two or three people have the same degree of hearing loss, then the adapted program can be uniform. If there are different children in the team, especially different types of disabilities, for example, one child has a hearing impairment, another has a visual impairment, a third has a mental development disorder, then an adapted educational program for a child with disabilities is prescribed individually for each child. health opportunities.

2. Inclusive education in compensatory groupsCompensatory groups are groups attended by children with the same disorder. For example, groups for children with hearing impairments, or groups for children with visual impairments, or groups for children with speech impairments, and so on. The Law “On Education” for the first time included in the list of children with disabilities also children with autism spectrum disorders, which was not previously the case in the standard provision. This is the first time such a group of children with disabilities has appeared. Unfortunately, in recent years there have actually been many children with early childhood autism; in the new millennium, doctors began to actively diagnose this disease. Autistic children need special educational conditions, and that is why they also fall under the definition of children with disabilities.

Table for determining the number of children in compensatory groups depending on the type of disability

Type of HIA	Number of children in compensatory groups
Type of HIA	up to three years	over three years old
Children with severe speech impairments
Children with phonetic-phonemic speech disorders
Deaf children
Hearing impaired children
Blind children
Visually impaired children, children with amblyopia, strabismus
Children with musculoskeletal disorders
Children with mental retardation
Children with mild mental retardation
Children with moderate and severe mental retardation
Children with autism
Children with a complex defect (having a combination of two or more deficiencies in physical and (or) mental development)
Children with other disabilities

Based on the characteristics of the pupils, compensatory groups can have 10 directions - depending on the category of children.The groups implement an adapted basic educational program, the only adapted basic educational program. And this is one of the main difficulties in implementing inclusive education for children with disabilities in preschool educational institutions in compensatory groups. The fact is that approximate adapted basic educational programs, taking into account which it is possible to write the actual adapted basic educational program, have not yet been posted on the Federal State Educational Standards register, and to date they have not been developed. There is only federal state educational standard, on the basis of which they are written, but on the basis of this document it is quite difficult for preschool organizations to create adapted basic educational programs.

Preparing kindergarten for inclusive education

Did you know? As soon as children appear in kindergarten, they have provided confirmation from the psychological, medical and pedagogical commission, the conclusion of the PMPK about the status of “child with disabilities,” this immediately directs the educational organization to create special educational conditions for such a child.

And special educational conditions- these are not only ramps, handrails and some other architectural and planning things. Special educational conditions include:

advanced training of teachers, training of teachers, their preparation for working with children with disabilities
methodological component;
changes in the educational program, that is, the emergence of a certain section in the main educational program, which the Federal State Educational Standard defines as “correctional work/inclusive education.”

Thus, the preschool organization has quite a lot of serious problems that need to be solved. It should be recalled here that the training of teaching staff who are proficient in special pedagogical approaches and teaching methods is the prerogative of the subject of the Russian Federation. That is, the government authority of the subject should worry about training these teaching workers, on the one hand, and help attract such workers to the organization, on the other hand. Today, pedagogical universities in their programs pay attention to the education of children with disabilities; students are offered series of lectures on this topic. But very little time is allocated in the university curriculum to study this multifaceted problem; the depth of its study is insufficient to fully prepare preschool teachers for working with children with disabilities in preschool educational institutions. Future educators are given only general information about diagnostics and some fragmentary information about correction. In fact, students and graduates do not learn the actual methods of working with children with disabilities in preschool educational institutions, work methods, techniques and technologies and do not receive skills for such work. Therefore, a teacher who comes to a general development group after a pedagogical college is not ready, does not have the skills, abilities, and these competencies that he needs. It cannot be said that today our society is constantly faced with the optimization of processes and conditions. A serious problem in many regions is the dismissal of speech therapists, psychologists, and defectologists. Federal and regional authorities They explain this by reducing funding and optimizing costs. But the absence of such the necessary specialists in kindergartens does not allow the full implementation of the educational program for all children. It turns out that for some categories of pupils it can be implemented, but for others it cannot. However, with this approach, it becomes impossible to comply with the Law “On Education” and the federal state educational standard. And, of course, the social request on the part of parents is not fulfilled in any way, which is important.

Lyudmila Tolstik
Inclusive education of children with disabilities in combined preschool educational institutions in the context of the implementation of the Federal State Educational Standard

Term “children with disabilities in kindergartens” appeared recently. This legal concept was introduced by the law adopted in 2012 and entered into force on September 1, 2013 “On education in the Russian Federation”.

Federal law defines students with disabilities as individuals with physical and physical disabilities (or) psychological development, confirmed by the conclusion of the psychological-medical-pedagogical commission and preventing the acquisition of education without the creation of special conditions.

Obtaining a PMPK conclusion is the most important step in confirming the status of a child with disabilities. Even if kindergarten teachers and psychologists see that a particular child needs correctional help, the family is obliged to visit the PMPK and obtain the commission’s conclusion.

As in the practice of our preschool educational institution this stage is being implemented?

4.7. The preschool educational institution has a Psychological-Medical-Pedagogical Consilium (PMPk), which includes a teacher-speech therapist, educational psychologist, educators, a senior educator - the chairman of the council. According to the Regulations on the PMPk, one of the tasks is timely identification and comprehensive examination children with deviations in adaptation, learning and behavior. One of the main functions is to conduct in-depth psychological, medical and pedagogical diagnostics of the child throughout the entire period of his stay in a preschool educational institution. Examination of a child by PMPK specialists is carried out at the initiative of parents (legal representatives) or employees of an educational institution with parental consent (legal representatives) on the basis of an agreement between the educational institution and the parents of the students. In all cases, consent to examination and (or) Corrective work must be formalized in writing. Based on the data obtained, their collegial discussion and analysis at the PMPK meeting, a conclusion and recommendations are drawn up for subsequent in-depth diagnostics children in the presence of parents (legal representatives) at the meeting of the Municipal Psychological-Medical-Pedagogical Commission (MPMPK).

It should be noted that the psychological-medical-pedagogical commission works in two directions: examines children, gives recommendations on providing children with psychological, medical and pedagogical assistance and creating for them conditions in educational organizations. PMPC employees know and understand that the recommendations must reflect those conditions that need to be organized for training a child with disabilities in a preschool educational institution Federal State Educational Standard using an adapted educational program for children with disabilities - either basic or individual. Quite often, the PMPK recommends that parents assign a child with disabilities to a compensatory group or a group where inclusive education. This approach allows for more active inclusion children with disabilities into the life of society and instill in them communication skills.

Organization inclusive education for children disabled health:

Term « inclusive education» , which is directly related to teaching children with disabilities first appeared in the regulatory framework of the Russian Federation in 2012; previously there was no such concept in any document at the federal level.

In law "About Education" the following is entered definition: « Inclusive education - ensuring equal access to education for all students taking into account the diversity of special educational needs and individual capabilities.” Despite the fact that this concept appeared quite recently, inclusive education has already become firmly established in our lives, it being implemented and in preschool educational organizations being implemented, and at the level of primary general and basic general education, and in higher vocational and secondary vocational education. Depending on the recommendations of the psychological, medical and pedagogical commission children with disabilities can go to kindergarten accept:

to the compensating group,

to the group combined focus.

What are the features of the educational process in these groups?

In our preschool educational institution for 14 years inclusive education for children with disabilities, is carried out in groups of compensating direction for children with severe speech impairments.

1. Inclusive education in compensatory groups

Compensatory groups are groups attended by children with the same disorder. For example, groups for children with hearing impairments, or groups for children with visual impairments, or groups for children with speech disorders, and so on. Law "About Education" first included in the list children with disabilities also children with autism spectrum disorders, which was not previously the case in the typical situation. Such a group children with disabilities appeared for the first time. Unfortunately, in recent years children Since early childhood autism has really become common, in the new millennium doctors began to actively diagnose this disease. Autistic children need special conditions education, and that is why they also fall under the definition children with disabilities.

Based on the characteristics of the students, compensatory groups can have 10 directions - depending on the category children.

Unfortunately, the number children preschool age with severe speech impairments is growing catastrophically from year to year. If at the beginning of 2000, such children in our preschool educational institution there were approximately 35-45% of the total children aged 4,5-5 years, then the results of the last diagnosis conducted by me during February 2017 are simply shocking 88% of the total children at the age of 4 to 5 years have oral speech disorders, designated in the PAOON as "Severe speech impairment".

According to the Federal Law "About Education", as soon as children appear in the educational organization who have provided a PMPK conclusion on their status "child with disabilities", special conditions, determined by the PMPC for the organization of education students with disabilities. And special educational conditions- these are not only ramps, handrails and some other architectural and planning things. To special educational conditions should include: advanced training of teachers, teacher training, their preparation for working with children with disabilities, the methodological component; changes in the educational program, that is, the emergence of a certain section in the main educational program, which Federal State Educational Standard defines how"correctional work/ inclusive education» ; staffing in accordance with the current legislation: organization of the educational process students with disabilities provides for the introduction into the staffing table of an educational organization of additional rates for teaching staff (educational psychologist, speech therapist, social pedagogue, speech pathologist, tutor, assistant) upon provision of documents confirming the need for these specialists.

Satisfying special education requirements conditions and needs of children with disabilities, necessary provide:

Identification to the maximum early period teaching children at risk(together with medical specialists) and the appointment of speech therapy assistance at the stage of detecting the first signs of deviations in speech development;

Organization of speech therapy correction in accordance with the identified violation before starting schooling; continuity of the content and methods of preschool and school education and upbringing, aimed at normalizing or completely overcoming deviations in speech and personal development..."

Opportunities currently available in our preschool educational institution inclusive education will cover only 35% of needs children with disabilities. And this big problem must be solved by the administration of the preschool educational institution without delay.

According to the appendix to the letter of the Ministry of Education, Science and Youth Policy of the Krasnodar Territory dated 01/09/2017 No. 47-26/17-11

students with disabilities

in municipal educational organizations of the Krasnodar region":

5.1. In educational organizations, implementing adapted basic general education programs, education students with disabilities can be organized both in separate classes (groups and together with other students.

5.2. Education students with disabilities in preschool educational organizations can be carried out:

in groups of compensatory orientation;

in groups combined focus;

through the provision of preschool education services in variable forms (short-term groups; child play support centers; consultation centers, etc.).

Models are given inclusive education: constant full inclusion, constant incomplete inclusion, partial, temporary, episodic inclusion.

I believe that in order to meet the special educational needs of our contingent children can such a model, How

"5.4.2 constant incomplete inclusion: incomplete inclusion students with HVZ in joint with students without health restrictions educational (group) and extracurricular educational activities. The level of mental development of such students with disabilities slightly lower age norm, they need systematic correctional assistance, but are capable in a number of subject areas study on a par with healthy peers. In this case, some of the academic subjects (educational activities) students with disabilities are mastered together with students without health restrictions, and other items (educational areas)– separately with a speech pathologist teacher. Most extracurricular activities students with disabilities are carried out together with peers without health restrictions.”

That is, it is necessary to introduce groups combined focus.

2. Inclusive education in preschool educational institutions in groups combined focus

Features of groups combined direction is that in them, along with normally developing preschoolers, together children are studying who have certain types of impairments (visual impairment, hearing impairment, speech impairment, mental retardation, musculoskeletal disorders, and so on). In contrast to the occupancy of general development groups, which depends on the area of the premises, the occupancy of groups combined direction is regulated by SanPiN. The SanPiNs indicate how much children with disabilities may be in such a group. As a rule, the programs that teachers use in such groups have also already been widely tested and introduced into teaching practice and the educational process, however, the methods teaching children with disabilities in preschool educational institutions according to the Federal State Educational Standard differ in these groups. Regardless of the number of such pupils (this could be two, three, four, five, seven people) When working with them, the teacher uses an adapted educational program, his own for each child.

Used literature and Internet resources:

1. http://www.resobr.ru/deti-s-ovz-v-dou

2. Federal State Educational Standard for Children with Disabilities

3. PAOOP NOO students with special needs

4. Appendix to the letter of the Ministry of Education, Science and Youth Policy

Krasnodar Territory dated 01/09/2017 No. 47-26/17-11 “Methodological recommendations

by organization inclusive education for students with disabilities in municipal educational organizations of the Krasnodar Territory

The Law “On Education in the Russian Federation,” which was adopted in 2012 and came into force on September 1, 2013, became a real breakthrough in the field of relations between adults and young residents of the country. This innovative document takes into account modern trends in social development, but at the same time relies on the traditions and characteristics of the Russian education system. Work on the law “On Education in the Russian Federation” went on for several years, and the result was a legal instrument that takes the regulation of relations in education to a qualitatively different level. For the first time in the history of domestic education, this law introduced a new legal concept - students with disabilities.

Children with disabilities.

The federal law defines students with disabilities as individuals who have deficiencies in physical and (or) psychological development, confirmed by the conclusion of a psychological-medical-pedagogical commission and preventing them from receiving education without the creation of special conditions. Obtaining a PMPK conclusion is the most important step in confirming the status of a child with disabilities. If a mother comes to a preschool educational organization and says that the child has limited health capabilities, but this is in no way supported by a document from the PMPK, then such a child cannot be assigned to a compensatory or combined group. Even if kindergarten teachers and psychologists see that a particular child needs correctional help, the family is obliged to visit the PMPK and obtain the commission’s conclusion.

Psychological and pedagogical support for inclusive education in territorial primary education and training schools

It should be noted that the psychological, medical and pedagogical commission works in two directions: on the one hand, it examines children, on the other hand, it gives recommendations on providing children with psychological, medical and pedagogical assistance and creating conditions for them in educational organizations. PMPC employees know and understand that the recommendations must reflect 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. Quite often, PMPK recommends that parents assign a child with disabilities to a compensatory group or a combined group where inclusive education is provided. This approach makes it possible to more actively include children with disabilities in the life of society and instill in them communication skills. Inclusive education The term “inclusive education,” which is directly related to the education of children with disabilities, first appeared in the regulatory framework of the Russian Federation in 2012; previously there was no such concept in any document at the federal level. The Law “On Education” introduces the following definition: “Inclusive education is ensuring equal access to education for all students, taking into account the diversity of special educational needs and individual capabilities.” Despite the fact that this concept appeared quite recently, inclusive education has already become firmly established in our lives, it is implemented in preschool educational organizations, and at the level of primary general and basic general education, and in higher vocational and secondary vocational education. Organization of inclusive education for children with disabilities. Depending on the recommendations of the psychological, medical and pedagogical commission, children with disabilities are admitted to kindergarten either into a compensatory group or into a combined group. What are the features of the educational process in these groups?

Inclusive education in preschool educational institutions in groups of a combined focus Groups of a combined focus can hardly be called an innovative novelty; preschool education in such groups existed even before the adoption of the law, when ordinary children's groups included children with minor health problems (low vision, mild deafness, etc.). The peculiarity of combined groups is that, along with normally developing preschoolers, they co-educate children who have certain types of impairments (visual impairment, hearing impairment, speech impairment, mental retardation, musculoskeletal disorders, etc. ). Unlike the occupancy of general developmental groups, which depends on the area of the premises, the occupancy of combined groups is regulated by SanPiN. The SanPiNs indicate how many children with disabilities can be in such a group. As a rule, the programs that teachers use in such groups have also already been widely tested and introduced into teaching practice and into the educational process, however, the methods of teaching children with disabilities in preschool educational institutions according to the Federal State Educational Standard in these groups differ. Regardless of the number of such students (it can be two, three, four, five, seven people), the teacher uses an adapted educational program when working with them, and his own for each child. It must be emphasized that one program can only be used if the group is attended by children with a similar type of disability. For example, if two or three people have the same degree of hearing loss, then the adapted program can be uniform. If there are different children in the team, especially different types of disabilities, for example, one child has a hearing impairment, another has a visual impairment, a third has a mental development disorder, then an adapted educational program for a child with disabilities is prescribed individually for each child. health opportunities.
Inclusive education in compensatory groups Compensatory groups are groups attended by children with the same disability. For example, groups for children with hearing impairments, or groups for children with visual impairments, or groups for children with speech impairments, and so on. The Law “On Education” for the first time included in the list of children with disabilities also children with autism spectrum disorders, which was not previously the case in the standard provision. This is the first time such a group of children with disabilities has appeared. Unfortunately, in recent years there have actually been many children with early childhood autism; in the new millennium, doctors began to actively diagnose this disease. Autistic children need special educational conditions, and that is why they also fall under the definition of children with disabilities. Based on the characteristics of the pupils, compensatory groups can have 10 directions - depending on the category of children. The groups implement an adapted basic educational program, the only adapted basic educational program. And this is one of the main difficulties in implementing inclusive education for children with disabilities in preschool educational institutions in compensatory groups. The fact is that approximate adapted basic educational programs, taking into account which it is possible to write the actual adapted basic educational program, have not yet been posted on the Federal State Educational Standards register, and to date they have not been developed. There is only a federal state educational standard on the basis of which they are written, but on the basis of this document it is quite difficult for preschool organizations to create adapted basic educational programs.

Preparing kindergarten for inclusive education

Our state guarantees equal opportunities for full development to all citizens, including those with health problems. Of course, every child needs to get to the right time and place, that is, to the very kindergarten where he will feel comfortable. This especially applies to children with disabilities. Parents are not always able to get a ticket to the preschool organization where conditions have been created for such a child. And if a mother receives a ticket to a general developmental group, but the educational organization does not have the required specialist (psychologist, speech therapist, speech pathologist), and the child absolutely needs him according to the conclusion of the PMPK, then a twofold situation arises. From the outside it seems that the child is covered in preschool education. But is he getting exactly the education he needs? Not at all. Does he receive exactly the set of conditions that he needs? Again, no. And in this regard, the following is extremely important. As soon as children appear in kindergarten, they have provided confirmation from the psychological, medical and pedagogical commission, the conclusion of the PMPK about the status of “child with disabilities,” this immediately directs the educational organization to create special educational conditions for such a child. And special educational conditions are not only ramps, handrails and some other architectural and planning things. This is, first of all, improving the qualifications of teachers, training teachers, and preparing them to work with such children. This is a methodological component. This is the introduction of changes to the educational program, that is, the emergence of a certain section in the main educational program, which the Federal State Educational Standard defines as “corrective work/inclusive education.”

Thus, the preschool organization has quite a lot of serious problems that need to be solved. It should be recalled here that the training of teaching staff proficient in special pedagogical approaches and teaching methods is the prerogative of the subject of the Russian Federation. That is, the government authority of the subject should worry about training these teaching workers, on the one hand, and help attract such workers to the organization, on the other hand. Today, pedagogical universities in their programs pay attention to the education of children with disabilities; students are offered series of lectures on this topic. But very little time is allocated in the university curriculum to study this multifaceted problem; the depth of its study is insufficient to fully prepare preschool teachers for working with children with disabilities in preschool educational institutions. Future educators are given only general information about diagnostics and some fragmentary information about correction. In fact, students and graduates do not learn the actual methods of working with children with disabilities in preschool educational institutions, work methods, techniques and technologies and do not receive skills for such work. Therefore, a teacher who comes to a general development group after a pedagogical college is not ready, does not have the skills, abilities, and these competencies that he needs. It cannot be said that today our society is constantly faced with the optimization of processes and conditions. A serious problem in many regions is the dismissal of speech therapists, psychologists, and defectologists. Federal and regional authorities explain this by a decrease in funding and cost optimization. But the lack of much-needed specialists in kindergartens does not allow the educational program to be fully implemented for all children. It turns out that for some categories of pupils it can be implemented, but for others it cannot. However, with this approach, it becomes impossible to comply with the Law “On Education” and the federal state educational standard. And, of course, the social request on the part of parents is not fulfilled in any way, which is important. Adapted educational programs for children with disabilities

Although the implementation of inclusive education is associated with a lot of difficulties, the process is becoming more and more active. An accessible environment is created for children with disabilities in kindergartens; teachers master methods of interaction with such preschoolers. And today the issue of developing basic educational programs comes to the fore. The basis for writing a program is the federal state educational standard, on the basis of which the program is written. But it is equally important that the basic educational program is designed taking into account exemplary. This is required by the Law “On Education”, which is why all educational organizations (including preschool ones) do this when developing basic educational programs. To date, there are no approximate adapted basic educational programs for preschool. They have not been developed, they are not on the Federal State Educational Standards register website, and there is nowhere to get them. It's pretty serious problem, which significantly hinders the development of the preschool education system in terms of preschool education for children with disabilities. We must not forget that in groups where there are children with disabilities, adapted programs should be used for training, although they may differ from each other. This point is especially worth noting. Previously, the concept of an “adapted program” did not exist, although the term “correctional program” has been used for a long time. Adapted basic general education programs are another innovation in the education system, including preschool. Adapted basic general education programs are programs that are used for a group, for a class of children who have one or another disorder. For example, an adapted basic general education program for a group of children with visual impairments or for children with hearing impairments, for blind children, for deaf children, for children with severe speech impairments. There are a lot of such children's groups in the country, and these groups should work according to adapted basic programs.

What is an adapted educational program for children with disabilities?? You cannot do without such a program when there are one, two, three, five children with disabilities in a group of normally developing peers. It is obvious that the program that the group works on (for example, the “From Birth to School” program, “Childhood”, “Rainbow” or any other program) is simply not suitable for a child with mental health problems, or any child with any disability. And if the program is not suitable, then it must be adapted. To illustrate, let's give a simple example. A child with severe speech impairments is placed in a combined group. It is clear that for such a child it is necessary to adapt the section of the program called “Speech Development”. For such a child, it is necessary to make certain changes to the content of the program, exactly those that are necessary for this particular child, based on what kind of lexical deficiency he has (that is, what he lacks in terms of vocabulary), whether he has violations of the grammatical structure of speech ( and if so, which ones), what does this child have with sound pronunciation. Thus, the educational program is adapted so that the learning process of a child with disabilities is more comfortable and leads to the achievement of high results.

Is it necessary to make changes to the charter in the case of teaching children with disabilities according to an adapted educational program? m?

It is obvious to both parents and educators that it is much easier for children with disabilities to adapt and master educational programs in mixed groups. And here it is more important than ever to talk about adapted programs. Each child with disabilities who is included in the combined group needs to adapt the basic program, which is offered for the entire group. Undoubtedly, individual adaptation of this program is required for a particular child. Perhaps only in one educational field, such as for children with severe speech impairments. Perhaps in two areas, if, for example, these are children with mental retardation. Features of adaptation depend on the educational needs of each child who finds himself in a group of healthy peers. And, perhaps, two points - the development of an adapted educational program for each child with disabilities in combined groups and the development of adapted basic educational programs - represent the main difficulty in the inclusive education of children with disabilities today. But, despite all the difficulties in introducing inclusive education, this approach to teaching children with disabilities in preschool educational institutions has the broadest prospects. Constant interaction and daily cooperation allows both children with disabilities and children with normal development to acquire new knowledge and skills, become more tolerant, and learn to find solutions in a variety of life situations. The global goal of inclusive education is to create comfortable conditions for the joint successful upbringing and effective education of children with different psychophysical developmental characteristics. And our society has already taken the first step towards achieving this goal.

GOU RME "Center for Psychological and Pedagogical Rehabilitation and Correction, Preparation of Families for Adopting Children and Their Professional Support"

Yoshkar-Ola

Compiled by: I. E. Shirokova - Deputy Director of the Center for Diagnostic Work of the PS PDPS Center for Diagnostic Work; E. M. Beshkareva - teacher-speech therapist of RMPK; E. V. Repina - teacher-defectologist of RMPK; A.I. Seredkina – educational psychologist at RMPK.

Reviewer: I. B. Kozina – head. Department of Special Pedagogy and Psychology of MarSU, Candidate of Pedagogical Sciences, Associate Professor.

Ministry of Education of the Republic of Mari El, State Educational Institution RME “Center for Psychological and Pedagogical Rehabilitation and Correction, Preparation of Families for Adopting Children and Their Professional Support”

Yoshkar-Ola, 2011

Introduction. 4

Conditions for organizing integrated training

and raising children with disabilities in preschool educational institutions. 6

Models of integrated education

and education of preschool children in preschool educational institutions. 8

Stages of accompanying children with disabilities to preschool educational institutions.

Individual correctional and developmental program. 10

and specialists from preschool educational institutions in the process of comprehensive support. 17

pupils with disabilities.

Introduction

The legislation of the Russian Federation, in accordance with fundamental international documents in the field of education, provides for the principle of equal rights to education for persons with disabilities - both adults and children. These guarantees are enshrined in many legislative acts of Russia. In many constituent entities of the Russian Federation, documents are being developed, regional targeted programs, dedicated to the search for new, effective forms of providing correctional psychological and pedagogical assistance to children in need in the context of the transition to integration processes in education.

In our country, in the 1970-1980s, models of assistance to persons with disabilities began to be developed; first of all, such assistance was offered to children with hearing and vision impairments. However, if earlier, as a rule, children with sensorimotor dysfunctions (late-deafened, deaf or hard of hearing, blind or visually impaired, children with musculoskeletal disorders who did not have a pronounced decrease in intellectual abilities) were integrated into the group of children with a normative rate of development, then in recent years Over the years, actually working models for the integration of children with intellectual disabilities and with a complex structure of the defect (children with severe multiple disabilities) have emerged.

However, the problem of integrated education and training in our republic has not yet been resolved. In the preschool education system, this form of education and upbringing of children with disabilities should take into account modern socio-economic conditions and regional characteristics of the education system. In the methodological letter of the Ministry of Education of the Russian Federation dated January 16, 2002. No. 03-51-5 in/23-03 “On the integrated education and training of children with developmental disabilities in preschool educational institutions” notes that integration should not be carried out spontaneously. It is possible only if preschool educational institutions have appropriate material, technical, software, methodological and personnel support.

Integration of children with disabilities of preschool age involves not just the training and education of children with developmental disabilities together with normally developing peers, but the joint life of all pupils within the walls of a preschool educational institution, organized as part of the life of citizens of our society.

The most adequate conditions for the implementation of integration processes for preschoolers with disabilities can be created in preschool educational institutions of a combined type, which provide for the functioning of compensating groups, personnel, software, methodological and logistical support.

The priority areas of this process are:

1) timely identification of deficiencies in the development of children;

2) organization of correctional work with children with developmental disorders in order to prevent the formation of secondary deviations;

3) preparing a child with disabilities to study in a general education school.

Preschool educational institutions, organizing the integrated education and training of children with disabilities, solve the following socially significant problems:

1) expanding the coverage of children with the necessary correctional, pedagogical and medical-social assistance;

2) maximum approximation necessary assistance to the child’s place of residence, which allows avoiding long-term placement of children in boarding schools, creating conditions for their living and upbringing in a family;

3) providing parents (guardians) with advisory support;

4) preparing society to accept people with disabilities.

Thus, a preschool educational institution can organize integrated education and training of children even in a small locality. However, to provide effective assistance for children in need, appropriate conditions must be created in kindergarten.

Conditions for organizing integrated training

and raising children with disabilities in preschool educational institutions.

When organizing the process of integrated education and upbringing of children with disabilities, it is necessary to create certain conditions in a preschool educational institution. Only their combination will provide a complete, well-organized system of integrated education and training for children with developmental disabilities.

The creation of material and technical conditions that ensure the possibility of organizing the stay and education of children in an educational institution is provided for in Article 15 of the Federal Law “On the Social Protection of Disabled Persons in the Russian Federation.”

The specifics of the organization of educational and correctional work with children with developmental disorders necessitate special training of the teaching staff of a general educational institution that provides integrated education. Teachers must know the basics of correctional pedagogy and special psychology, have a clear understanding of the characteristics of the psychophysical development of children with disabilities, methods and technologies for organizing educational and rehabilitation process for such children.

In order to ensure that children with disabilities fully master educational programs, as well as correct deficiencies in their mental and physical development, it is advisable to introduce additional pedagogical positions into the staffing table of educational institutions (speech pathologists, speech therapists, educational psychologists, social educators) and medical workers.

An important condition for ensuring the effective integration of children with disabilities into a general educational institution is the conduct of information and educational work, explanatory events on issues related to the characteristics of the educational process of specific categories of children, with all participants in the educational process. Especially with children and parents.

Issues related to the activities of a general educational institution related to the organization of education and upbringing of children with disabilities must be regulated by the charter and local acts of the educational institution. In particular, educational institutions must be licensed to implement specific special (correctional) programs in preschool educational institutions.

The issue of financial support is relevant. Local government bodies are given the right to establish standards for financing municipal educational institutions from local budgets (in accordance with the “Recommendations for creating conditions for education for children with disabilities and children with disabilities in a constituent entity of the Russian Federation” of the Ministry of Education of the Russian Federation dated April 18, 2008).

When creating general conditions for teaching children with disabilities in an educational institution, it is recommended to finance the education of such children according to the standard established for a correctional educational institution of the appropriate type and type (letter of the Ministry of Education and Science of Russia dated September 13, 2006 No. AF-213/03).

It is necessary to take into account and develop measures of material incentives for the activities of teachers and specialists of educational institutions.

Models of integrated education

and education of preschool children in preschool educational institutions

The most effective models of integration are internal (within the special education system) and external integration (interaction between the special and general education systems).

With internal integration, joint learning is possible for children with hearing impairments and intellectual disabilities or for blind children and their peers with intellectual disabilities. The external integration model was tested in the joint education of children with normal psychophysical development and with mental retardation, as well as in the same class education of ordinary children and their visually impaired or hearing impaired peers.

Within these models, forms of integrated education for children with disabilities are distinguished:

1) combined, when a child with developmental disabilities is able to be in a group healthy children, while receiving systematic help from a speech pathologist, speech therapist, and psychologist;

2) partial, when children with developmental disabilities are not able to master the educational program on equal terms with their healthy peers; in this case, they spend the first half of the day in a special group, and the second part of the day in a mass group, attending educational events;

3) temporary, when children raised in a specialized group of preschool educational institutions and children of mass groups unite at least twice a month for joint walks, holidays, competitions, and individual events of educational significance;

4) complete, when 1–2 children with developmental disabilities join regular kindergarten groups (children with rhinolalia, visually impaired, hearing impaired); These children correspond to the age norm in terms of psychophysical and speech development and are psychologically ready for joint learning with healthy peers; They receive correctional assistance at the place of study or it is provided by parents under the supervision of specialists.

Models of integration of children in preschool age. Integrated education should have its own specifics depending on the age characteristics of children and their level of development:

1. Early age. Integration acts as a certain form of educational, educational and medical-social assistance for all young children, since every child should receive stimulating and developmental assistance. Early psychological and pedagogical assistance will have a stimulating effect on the development of a healthy child, and for a child with developmental problems it will help lay the foundations of the rehabilitation process.

2. Preschool age. In preschool age, the requirements for the teacher’s teaching activities and its focus increase. The need to develop skills that are significant for the child’s future life confronts adults with the task of teaching the child how to assimilate and appropriate social experience. These methods are extremely specific for children with a complex structure of the disorder and with mental disabilities. Currently, it is necessary to create differentiated learning conditions in preschool educational institutions of a combined type, as well as to conduct joint walks and holidays for children with mental disabilities (severe delayed psycho-speech development) and their peers normal level development. Integrated training groups have already been created in centers of psychological and pedagogical rehabilitation and correction (for example, in Yoshkar-Ola, in Volzhsk), where in a group of 10–12 children 3–4 correctional specialists work simultaneously, implementing an individually differentiated approach during classes to children with different levels of psychophysical development.

Stages of accompanying children with disabilities to preschool educational institutions.

Individual correctional and developmental program.

Pedagogical diagnostics is the first stage in providing support in the educational process. The purpose of pedagogical diagnostics is early detection children with disabilities.

The second stage is a collegial discussion at a council of the child’s problems: determining the directions of correctional assistance for the child and reflecting them in an individual support program (drawn up for 1-3 months).

The development of a child with disabilities follows a special path, reflecting the influence of unfavorable socio-psychological factors when they are superimposed on early damage to the central nervous system and on the development process as a whole (physical growth, maturation of the central nervous system, formation of the psyche, social, everyday, moral and aesthetic concepts, etc.).

Purposeful, comprehensive psychological, pedagogical and medical-social support for children studying in special (correctional) institutions, as well as children brought up in general educational institutions (pre-school educational institutions and secondary schools) should be aimed at creating optimal psychological-pedagogical correctional and developmental conditions for upbringing and education for children with developmental and behavioral problems in accordance with their age and individual characteristics, the level of current development, the state of somatic and neuropsychic health, ensuring the development of mechanisms of compensation and social integration of each pupil.

A child whose upbringing and training, due to developmental defects, occurs more slowly, will better master the necessary skills if they are formed in an organized manner, using the most effective methods and techniques, consolidating the acquired skills in everyday life. To do this, a defectologist, psychologist, speech therapist, social teacher, educator must be able to draw up an individual development program for a particular child.

An individual child development program must solve the following tasks:

psychological, pedagogical and medical-social support for pupils (students);
adaptation of the child to new learning conditions;
prevention of lag and undesirable trends in personal development; warnings of social maladjustment, behavioral disorders and etc.;
correction of deviations in development, behavior, and learning based on the creation of optimal conditions for the development of the child’s personal potential.

When drawing up an individual child development program, we use following methods and techniques :

study of documents, personal files;
acquaintance with medical examination, highlighting unfavorable stages in the development of a child;
study of the child’s society (social environment);
diagnostic studies.

Stages of drawing up an individual child development program :

Purpose of the preliminary stage of work – collection of information about the child.
Purpose of the diagnostic stage : - study of the emotional and personal characteristics of the child, his status, zones of current and immediate development are determined.
The purpose of the correctional and developmental stage: - improvement of the mental state of students, correction of the emotional-volitional and cognitive spheres, timely organization of therapeutic and recreational activities.
Purpose of the final stage – analysis of the results of the effectiveness of psychological, pedagogical and medical-social support for students in a boarding school, child adaptation, correctional and developmental work, etc.

Strategy for building an individual child support program:

Identifying current child problems.
Development of ways of support and correction.
Drawing up an individual support program (adaptation, prevention, etc.).
Implementation of the planned program.

Individual Development Program for the student is approved at the pedagogical council of the educational institution (also at a meeting of the PMPK). It consists of an explanatory note, which indicates the child’s current problems, goals, objectives, principles, and desired results of the student’s development program.

Drawing up an individual development program (psychological-pedagogical and medical-social support, adaptation, preventive or correctional-developmental) will help the speech therapist, educational psychologist, social teacher and educator effectively implement the program content.

The individual program of psychological, pedagogical and medical and social support includes the following blocks:

Psychological support

Speech therapy support

Pedagogical support

Social and legal support

Medical and recreational

Also educational support.

Target psychological support involves correction and psychoprophylaxis of the child’s personal (emotional, cognitive, behavioral) sphere.

The purpose of speech therapy support involves the correction and development of the speech of a child with developmental problems.

The purpose of pedagogical support - providing children with training in the skills of completing educational tasks, acquiring knowledge, organizing time, and social adaptation.

The purpose of social and legal support consists of familiarizing students with human rights and fundamental freedoms and developing skills of social competence and legal behavior.

The purpose of medical and health support includes the formation of healthy lifestyle habits, the improvement of students’ health, the prevention of somatic diseases, and the development of the ability to cope with stress and illness.

The purpose of educational support determines the formation of the habit of constant work through the use of self-care skills, personal hygiene, compliance with life safety rules and a culture of behavior in public places in educational and everyday situations.

Individual adaptation program

An individual adaptation program is necessary for children newly arrived at an educational institution. Therefore, during the first one and a half to two months, these children should be given classes aimed primarily at establishing emotional contact with an adult.

An individual adaptation program is also necessary for children entering kindergarten. Children find it difficult to tolerate separation and may refuse contact with adults and children.

In this case, the goal of the adaptation program will be to create psychological and pedagogical conditions for preparing the child for communication, establishing a trusting connection between an adult and a child, maintaining a joyful mood, satisfying the child’s need for safety, love and friendly attention.

Only when a trusting relationship is established between an adult and a child can correctional and developmental activities begin.

Individual preventive program and is aimed at preventing the child from developing negative habits, undesirable behavior, neuropsychic fatigue, breakdowns, etc. It provides for the formation and development of positive behavior and positive habits.

Individual correctional and developmental program should contain tasks that can be solved by the child in the near future, as well as an indication of methods and techniques that will allow him to achieve success.

Approximate content of an individual adaptation program (directions and forms of work):

Planned ways to support and correct the identified problem:
- normalization of emotional behavior: creating an atmosphere of safety;
- stimulation of positive emotions; updating emotional communication with teachers;
- familiarization with the group environment;
- getting to know the teachers working in the group;
- involving the child in the simplest and most accessible game; attracting the child’s attention to interesting and colorful aids and toys; stimulating the desire to play with an adult;
- establishing trusting relationships with adults, as a result of which a substitute attachment should be formed;
- involving the child in a play situation with the participation of other pupils in order to normalize emotional behavior and develop first contacts between children.
Strengthening the nervous system
- Observation by a psychiatrist, joint examination by a psychologist and a psychiatrist (2 times a year).
- Joint monitoring and observation by a psychologist, doctor and teacher of the condition, mood changes during the period drug treatment.
- Relaxation methods (autogenic training, training in self-control skills).
- Implementation of an integrated approach to strengthening the nervous system (control of educational load, drug treatment, implementation of relaxation methods and a unified pedagogical approach).
Strengthening the emotional and personal sphere
- Health-improving psychophysical training (1 month).
- Diagnostics of the emotional and personal sphere (2 times a year).
- Mastering self-control skills.
- System of group and individual lessons.
Development of the cognitive sphere :
- Individual correctional and developmental classes (cognitive training).
- Diagnostics of the cognitive sphere (2 times a year).
Formation of stable adequate self-esteem:
- Organization of a single psychological space, unity of requirements and relationships (by all specialists).
- Individual conversations with a teacher, psychologist, social teacher.
- Diagnosis of the level of self-esteem, familiarization with the diagnostic results.
- Communication training (4 months).

6. Development forecast.

Drawing up an individual development program (adaptation, preventive or correctional-developmental) will help the defectologist and teacher implement the program content as effectively as possible, protect specialists from one-sidedness in work and possible omissions, and help wisely use work time. An individual child program is drawn up for a period of 1-3 months. Further, its content is supplemented or changed.
The individual program must be recorded in the child’s developmental history after recording the results of his examination and the conclusion of the defectologist. The new content of the program or all subsequent additions and changes should also be recorded in the child's developmental history.

The content of each program should be the subject of discussion by specialists of preschool educational institutions and teachers of the group. The process of developing an individual program opens up great opportunities for the creative search of a teacher. None Toolkit cannot accurately take into account all the needs of a particular child. When drawing up an individual program, it is necessary to resolve the following questions: which program objectives will be implemented in the classes of a speech therapist, psychologist, and which ones - in the classes of group teachers; how the acquired skills will be consolidated and transferred to another situation.

Drawing up an individual child development program is always a creative and rather complex process, but by already starting to develop the program, we open up new opportunities for the child’s development. It should be remembered that a well-constructed and carefully executed program will help a child with developmental delays progress much further than would be possible without correctional assistance.

The next stage of support in the educational process is a repeated consultation, at which the dynamics of the child’s development (positive, undulating, insignificant, negative, etc.) are discussed. If difficulties arise in working with a child, then he should be referred to the PMPK to clarify the further educational route.

After this, the participants of the PMP consultation at the preschool educational institution will agree activities to accompany the child, taking into account the recommendations of the PMP commission.

and specialists of a mixed group

The main, leading specialist conducting and coordinating correctional pedagogical work in the group is a speech pathologist teacher. The content of his activities is similar to the activities of a teacher-defectologist of compensatory groups. However, the organization of the correctional pedagogical process in a mixed group has some features. So, a teacher-defectologist:

Plans (together with other specialists) and organizes the targeted integration of children with developmental disabilities in a group, in a preschool educational institution;

Consults educators, music director, physical education instructor, social teacher and additional education teacher on the organization of the correctional pedagogical process and interaction of all children in the group, helps in selecting the content and methodology for conducting joint classes;

Coordinates correctional psychological, pedagogical and medical assistance to children with developmental disabilities; conducts joint classes with other specialists (music director, physical education instructor, exercise therapy, etc.);

Maintains necessary documentation.

A teacher-defectologist conducts frontal and individual lessons with pupils who have developmental disabilities or are lagging behind the age norm, as well as subgroup and group lessons, bringing together normally developing children and children with developmental disabilities. If necessary, children with disabilities (developmental disorders) are provided with additional individual lessons or lessons in a small group - 2-3 people. The duration of such classes should not exceed 10-15 minutes.

The activities of a teacher in a mixed group are similar to those of a teacher in general developmental and compensatory groups and are aimed at ensuring the comprehensive development of all students. Features of organizing the work of a teacher in a mixed group are:

Planning (together with a speech pathologist and other specialists) and conducting frontal classes with the entire group of children, including students with disabilities (developmental disorders);

Planning (together with other specialists) and organizing joint activities of all students in the group;

Maintaining continuity in work with other specialists in implementing an individual program for the upbringing and education of children with disabilities (developmental disorders)

Providing an individual approach to each pupil with developmental disabilities, taking into account the recommendations of specialists (taking into account the recommendations of each teacher: the teacher takes into account speech therapy recommendations, and the speech therapist takes into account the advice of the teacher);

Consulting parents (legal representatives) of children with developmental disabilities on issues of raising a child in the family;

The activities of a teacher-psychologist are aimed at preserving the mental health of each student in the group. Its functions include:

Psychological examination of pupils;

Participation in the compilation individual programs development (upbringing and education of a child in a family and preschool educational institution);

Conducting individual and subgroup correctional psychological work with students;

Dynamic psychological and pedagogical study of pupils;

Conducting advisory work with parents on issues of raising a child in the family;

Implementation of continuity in the work of preschool educational institutions and families;

Consulting group staff;

Filling out reporting documentation.

The activities of the music director are aimed at developing musical abilities, emotional sphere and creative activity of pupils. Features of the work of a music director in a mixed group are:

Interaction with preschool educational institution specialists (groups) on the organization of joint activities of all children in classes, holidays, entertainment, matinees, etc.;

Conducting classes with all students in the group (including jointly with other specialists: teacher-defectologist, educational psychologist, physical education instructor);

Consulting parents on the use of musical means in raising a child;

Maintaining relevant documentation.

The activities of a physical education instructor are aimed at preserving and strengthening the health of all children and their physical development, promoting a healthy lifestyle. In a mixed group, the organization of its work includes:

Conducting (including jointly with other specialists) individual, subgroup and frontal classes with all pupils, taking into account their psychophysical capabilities and individual characteristics;

Planning joint activities of group students; preparation and holding of general sports events, leisure and entertainment;

Providing consulting support to parents on issues of physical education, development and health improvement of the child in the family;

Regulation (together with medical workers of the educational institution) of physical activity on students;

Maintaining necessary documentation.

The activities of a social teacher are aimed at ensuring the social well-being of students and their families. The specifics of organizing his work in a mixed group include:

Maintaining continuity between the educational institution and the family of pupils;

Participation in studying students and drawing up individual development programs;

Consulting parents on the formation of adequate social behavior and raising a child in the family;

Study of social conditions for the development and upbringing of a child in the family;

Interaction with teachers, specialists of social protection services, charitable organizations on issues of providing social assistance to students;

Implementation of a set of measures for social protection of group pupils;

Identification of interests, needs, difficulties, deviations in the behavior of pupils and timely provision of social assistance to them;

Maintaining the necessary documentation and drawing up an analytical report on the work for the year at the end of the academic year.

If there are medical workers on staff, pupils with developmental disabilities are provided with specialized health care.

Currently, the list of necessary documentation and the form of its maintenance are determined both by the educational authority in whose territory the educational institution is located, and by the educational institution itself, depending on the educational program being implemented. The list presented below was developed on the basis of many years of practical experience of teaching staff of preschool educational institutions and is systematized.

I. Documentation of a teacher-defectologist (speech therapist, teacher of the deaf, typhlopedagogist, oligophrenopedagogist)

1. A personal matter for each student.

2. Plan for organizing joint activities of all students of the group (institution).

3. Plans (perspective; calendar for individual, subgroup and frontal classes).

4. A notebook for individual lessons with the child (it reflects the structure of the defect, directions of correctional pedagogical work, etc.).

5. A notebook for the child’s parents with individual recommendations.

At the end of the school year, a profile is compiled for each student and an analytical report on the results of correctional work.

2. Documentation of educators

1. Plan for organizing joint activities of all students in the group.

2. Plans (perspective and calendar frontal classes).

3. Children's transfer notebook.

4. A notebook for parents with individual lessons.

5. Diary of observations of children (determined by the goals and objectives of the educational program implemented in this institution).

At the end of the school year, the teacher participates in drawing up a profile for each student in the group and an analytical report on the results of correctional pedagogical work.

We can conclude that the organization of integrated education and training of children with disabilities in preschool educational institutions, at the present stage of development of general and special education, is a new and, as practice shows, complex direction. Preschool educational institutions need information, personnel, financial support and assistance. It can be provided by local government bodies (district administration, education department, services social protection population), as well as psychological, medical and pedagogical commissions that provide advisory assistance to teachers and parents on the issues of determining the forms and methods of teaching and raising children with disabilities.

Application

Programs and educational and methodological kits (UMK)

for children with speech impediments.

A program for teaching children with underdevelopment of the phonetic structure of speech (for children in the preparatory group for school). Compiled by: G. A. Kashe, T. B. Filicheva.

The program is addressed speech therapists and teachers of preschool institutions (groups) for children with speech disorders, is a guide in teaching children with underdevelopment of the phonetic structure of speech in a preparatory group for school.

Program objectives: 1) help children master the phonetic system of the language; 2) prepare for mastering literacy using the generally accepted analytical-synthetic method and mastering some elements of literacy.

A program for teaching correct speech to stuttering children of senior preschool age. Compiled by S. A. Mironova.

The program is intended for children of senior preschool age who stutter despite normal general development speech, compiled on the basis of the “Education Program in Kindergarten” (edited by M.A. Vasilyeva. M., 1978)

Corrective tasks: 1) educate the general and speech behavior of children; 2) develop psychophysiological processes and develop skills in using independent speech without stuttering.

General educational objectives: 1) expand and deepen children’s knowledge about surrounding life and nature; 2) teach storytelling and development of elementary mathematical concepts; 3) teach skills in depicting simple and more complex objects and conveying plots (drawing, modeling, appliqué, design).

IN applications sample lesson notes are included, illustrating the work of a speech therapist at stages 1-3 of correctional work.

Raising and teaching preschool children with phonetic-phonemic underdevelopment (for senior group). Authors: T. B. Filicheva, G. V. Chirkina.

The program is intended for working with children who have phonetic-phonemic speech underdevelopment in the senior group of preschool educational institutions (5-6 years old).

Goals: 1) to form in children a full-fledged phonetic system of the language; 2) develop phonemic perception and initial sound analysis skills, automate auditory pronunciation skills in various speech situations; 3) teach changing the prosodic characteristics of an utterance depending on speech intentions.

The program is accompanied by methodological recommendations that characterize deficiencies in the development of phonemic hearing and sound pronunciation of children, reveal methods and techniques for correcting them, and also substantiate the principles of the formation of speech in children with FFN and describe the features of interaction between a speech therapist and a teacher.

Program for correctional education and upbringing of children with general speech underdevelopment in the 6th year of life. Authors: T. B. Filicheva, G. V. Chirkina.

The program is intended for teaching and raising children with 2-3 levels of speech development in the 6th year of life with normal hearing and intelligence

Target: eliminate speech defects in children and prevent possible difficulties in mastering school knowledge caused by speech underdevelopment.

Tasks: 1) help children in the practical acquisition of lexical and grammatical means of the language; 2) form correct pronunciation; 3) prepare for learning to read and write, help master its elements; 4) develop coherent speech skills.

Preparing children with general speech underdevelopment for school in a special kindergarten. Part 1.2. Authors: T.B. Filicheva, G.V. Chirkina.

Target: continue the development of children’s coherent speech (monologue and dialogic) based on clarifying and expanding vocabulary, improving the grammatical structure of speech, and practical mastery complex shapes inflections and methods of word formation.

We teach to speak correctly (educational and methodological kit). Author T. A. Tkachenko.

The educational and methodological kit is addressed to speech therapists, teachers and methodologists of preschool educational institutions, kindergartens, clinics, sanatoriums, as well as parents of children with speech underdevelopment. The original practical and visual material included in the kit is the result of 30 years of work with preschoolers with severe speech disorders.

Goals: 1) to correct general speech underdevelopment in children 5-6 years old; 2) prepare them for school.

Tasks: 1) develop in children the skill of productive learning activities; 2) eliminate phonetic-phonemic insufficiency; 3) develop the skills of sound analysis, and then syllable reading; 4) develop coherent speech; 5) prevent writing and reading disorders, the likelihood of which is especially high in children of this category.

The system of correctional and developmental activities of teachers (speech therapists and educators) presented in the educational and methodological set includes psychological and pedagogical characteristics of children with special needs aged 5-6 years, recommendations for planning the work of teachers and speech therapists in older and preparatory groups, sample lesson notes, other methodological and visual materials.

Draft program of speech therapy work with children of the middle group (with level 2 of speech development at OSD). Elimination of general speech underdevelopment in preschool children (a practical guide). Authors: T. B. Filicheva, G. V. Chirkina.

Tasks: 1) development of speech understanding; 2) vocabulary development; 3) formation of a two-part sentence and a sentence of several words; 4) development of phonemic hearing; 5) development of sound pronunciation and formation of syllable structure.

Speech therapy program at preschool educational institutions. Authors: L.V. Lopatina, G.G. Golubeva, L.B. Baryaeva.

The program is intended for working with preschool children who have general speech underdevelopment of levels 1-3 (according to R.E. Levina) and level 4 (according to T.B. Filicheva). In accordance with the author's plan, all speech therapy work in preschool educational institutions can be presented as logical and consistent change of levels of education and training preschoolers with SLD with the tasks and content of work characteristic of each of them. Within each stage, the tasks and content of the preparatory and main stages of correctional education are highlighted. The stages of education and training correspond to the levels of speech development and age of children (junior, middle, senior preschool age).

Program of correctional and developmental work in the junior speech therapy group of a kindergarten. Author N.V. Nishcheva

The program is designed for children of primary preschool age (3-4 years old) with 1-2 levels of speech development and general speech underdevelopment.

Target: to build a system of correctional and developmental work in the junior speech therapy group, providing for full interaction and continuity of actions of all specialists of the child care institution and parents of preschool children.

Tasks: 1) carry out linguistic and cognitive development; 2) form

artistic, creative and musical skills; 3) strengthen physical

health.

Program sections: speech development, cognitive development, creative

development, physical health and development, moral education,

labor education.

The methodological kit for the program includes a manual for specialists

Preschool educational institution, workbooks for children, sets of didactic games, notebook with

Program of correctional and developmental work in a speech therapy group

kindergarten for children with general speech underdevelopment (4-7 years). Author N.V.

The program is designed for a child with general speech underdevelopment to stay in

speech therapy group of preschool educational institutions from the age of 4.

Goal: to build a system of correctional and developmental work in

speech therapy groups for children with special needs - 1-3 levels of speech development (according to

R.E.Levina), level 4 - (according to T.B. Filicheva) at the age of 4-7 years,

providing for full interaction and continuity of actions

all preschool education specialists and parents of preschool children.

Educational and methodological support The programs consist of: methodological

classes, speech cards, sets of workbooks, desktop-printed

games and benefits for children.
11.Rechtsvetik ( partial program integrated development

communicative-cognitive speech abilities of a preschooler). Author

G. A. Vanyukhina.

The program is intended for children aged 0 to 7 years different levels

development (gifted, with average abilities, with speech and

psychological disorders) and can be used: in preschool educational institutions

general developmental type; in groups for children with speech impediments (FFN,

OHP level 2-3), with mental retardation.

The program is aimed at comprehensive development in preschoolers

versatile cognitive abilities, to improve skills

receive and transmit information through action, thinking and speech.

Goal: to form and harmonize the energy information space

personality by means of nature-conforming development of communicative

cognitive speech abilities of children.

The educational and methodological support of the program consists of: basic manual

“Rechetsvetik” (8 books for 2 years of study), workshop books in the series

« Rechtsvetik’s assistants, detailed thematic and calendar

planning, visual, practical and educational material,

methodological brochures.
Early assistance programs for children with developmental disabilities.

Little steps: a program of early pedagogical assistance for children with developmental disabilities. Authors M. Pietersi, R. Trilar, E. Bra
Carolina Program for Infants and Young Children with special needs. By Nancy M. Johnson-Martin, Kenneth G. Jens.
Steps: A comprehensive correctional and developmental program for children of early and young age. Authors O. Yu Kravets, I. A. Rybkina.

Programs and teaching materials for children

with delayed psychological (mental) development

Steps of development (the concept of building an adaptive model of teaching and raising children with mental retardation and program and methodological material) Author N.Yu. Boryakova
Preparing children with mental retardation for school (programs and teaching materials). Authors: S.G. Shevchenko, R.D. Triger, G.M.Kapustina, I.N.Volkova
Getting ready for school: software and methodological equipment for correctional and developmental education and training of preschoolers with mental retardation (educational and methodological kit). Authors: T.K. Belova, R.V. Bylich, I.N. Volkova, I.A. Kuznetsova, G.N. Maksimova Scientific editor S.G. Shevchenko
A system of working with older preschoolers with mental retardation in a preschool educational institution. Authors: G.A. Kuznetsova, V.V. Kolesnikova, S.M. Taramysheva and others. Scientific editor T.G. Neretina
By playing we develop (program and guidelines for teachers on the formation of play and mental activity in children with special needs) Authors: T.N. Babich, S.M. Elinova, V.A. Kuznetsova, L.E. Kalmykova, E.L. Kirillova Scientific editor L.F. .Pavlenko

Programs and educational kits

for children with intellectual disabilities

Education and training of mentally retarded children of preschool age Authors: O.P. Gavrilushkina, N.D. Sokolova
Program for the education and training of preschool children with intellectual disabilities Authors: L.B. Baryaeva, O.P. Gavrilushkina, A.P. Zarin, N.D. Sokolova
Correctional and developmental education and upbringing: Compensatory preschool educational institution program for children with intellectual disabilities Authors: E.A. Ekzhanova, E.N. Strebeleva
Program for training and education of preschool children with severe mental retardation Authors: T.N. Isaeva, G.N. Bagaeva, G.V. Tsikoto, A.A. Eremina, N.B. Zharova Scientific editor N.F. Dementieva

Literature.

Beysova, V.E. Psychological-medical-pedagogical consultation and correctional and developmental work at school / V.E. Beysova. – Rostov-on-Don.: Phoenix, 2008, 176 p.

Weber, N.P. Work on individual development programs as one of the areas of activity with gifted children / N.P. Weber. – Neryungri, 2002.80 p.

Ekzhanova, E.A. Fundamentals of integrated learning: a manual for universities / E.A. Ekzhanova, E.V. Reznikova - M.: Sphere shopping center, 2005, 90 p.

Malofeev, N.N. Current problems of integrated education // Materials of the International Scientific and Practical Conference on the Problems of Integrated Education of Persons with Disabilities (with Special Educational Needs) / N.N. Malofeev, N.D. Shmatko. –M.: Human Rights, 2001, 290 p.

On the integrated education and training of children with developmental disabilities in preschool educational institutions. Methodological letter of the Ministry of the Russian Federation dated January 16, 2002.

On creating conditions for children with disabilities and disabled children to receive education. Recommendations for creating conditions for children with disabilities and disabled children to receive education in a constituent entity of the Russian Federation. Methodological letter from the Ministry of Education of the Russian Federation dated April 18, 2008.

Alekseeva, V.V. Experience of an integrated kindergarten / V.V. Alekseeva, I.V. Soshina. - M.: Terevinf, 2004, 112 p.

Razenkova, Yu.A. Contents of individual child development programs infancy with disabilities brought up in an orphanage / Yu.A. Razenkova. //Almanac of the Institute of Correctional Pedagogy of the Russian Academy of Education, 2003, No. 6.

Stepanova, O.A. Programs for preschool educational institutions of compensatory and combined types / O.A. Stepanova. - M.: TC Sfera, 2008, 128 p.

Tyulenev, P.V. Individual child development program from 0 to 1 year. Guide for parents, educators and teachers / P.V. Tyulenev.- M.: Education, 2005, 154 p.

Shevchenko, S.G. Correctional and developmental education: a methodological manual for teachers of KRO classes / S.G. Shevchenko. - M.: Vlados, 1999, 218 p.

Shipitsina, L.M. Comprehensive support for preschool children / L.M. Shipitsina, A.A. Khilko, Y.S. Gallyamov, R.V. Demyanchuk, N.N. Yakovleva. – St. Petersburg: Rech, 2003, 240 p.