Raising children with disabilities in kindergarten. HIA - what is it? Raising children with disabilities

Hello, dear friends! I have news: they finally paid attention to children and began to open up groups for children with disabilities in kindergartens. Some teachers who have not completed courses (on organizing inclusive education for children with disabilities) disabilities health) are discouraged by the fact that teachers of such groups receive higher salaries and additional days of vacation. Today I will try to clearly explain what it is like to work with this group of children and why teachers who have undergone special inclusive training are given some privileges.

By the way, if anyone wants to study the legal framework on this issue on their own, I can recommend the manual “Education of children with disabilities in accordance with the Federal State Educational Standards of NOO. Local legal acts", you can buy it on the Labyrinth.ru portal.

So, it is worth noting that a referral to a group for children with disabilities can be obtained after passing a special psychological, medical and pedagogical commission and only with the consent of the child’s parents or guardians. Considering the child’s rights to choose the form and method of receiving education, experts can only recommend that the mother transfer the baby to a special group.

The fact is that sometimes parents do not notice deviations in the child’s behavior, which indicate the presence of a certain disease that reduces his ability to receive education in the usual way. There are children who were born with obvious deviations in health and development, and there are cases when only by certain signs noticeable to a specialist can one determine the presence of some kind of defect.

You need to be very attentive to your children and, at the slightest suspicion, contact a specialist. After all, the majority minor defects development and health can be corrected and forgotten about, but only with early diagnosis.

Children can be trained in a correctional group if they have the following defects:

Impaired hearing, vision, speech;
Light delay mental development;
Negative mental states;
Psychopathic-like forms of behavior;
Pedagogical neglect;
Mild motor pathology;
Complex forms of allergies;
Frequently recurring general diseases.

It is worth noting that the listed pathologies must be in mild form, if the pathology is severe, the child simply physically cannot be outside the home and without his parents.

Features of working with children with health limitations

You need to understand that regardless of the state of the child’s physical and mental health, he has equal rights to receive an education, like other children. It’s just that an individual development program and a deeper focus on the child’s development are drawn up for children with disabilities.

To help myself and all my colleagues who work or plan to work in a correctional group, I selected thematic books in the same “Labyrinth”:

“Inclusive education. Handbook for teachers working with children with disabilities"– this methodological manual with recommendations for overcoming developmental defects will be of interest to all interested parties;
“Social and communicative development of children with disabilities in accordance with the Federal State Educational Standard”– the CD series “Pedagogical Video Workshop” contains materials on creating a developmental environment that will maximize the potential of each child.

Children with disabilities have the right and should be raised and developed in a group of their peers. For this purpose, special groups are created or such children are integrated into a regular group in the so-called massive kindergarten (as opposed to specialized). By the way, the stay of children with disabilities in kindergartens is free.

I really like the expression: creating a barrier-free development space. This is a succinct phrase, isn’t it, which characterizes the main task of a teacher who works with this group of children. We must do everything so that children with disabilities can receive full-fledged preschool education and education in a regular kindergarten.

The main feature of working with children with health limitations is constant psychological, medical and pedagogical accompanying children competent specialists who work closely with each other. Working with these kids involves a comprehensive search for ways to overcome defects and complete socialization in society.

Educators alone cannot solve the problem of correcting physical or psychological problems kids. Only together we will overcome everything, including with the help of our parents. And this is not just my opinion, many experts with whom we were at the meeting think so.

Methodological help for teachers

Today there are different shapes self-education, including literature, seminars, courses, etc. How to manage everything? You can take training online without leaving your home and receive relevant certificates that will not be superfluous in your portfolio.

I always find particularly advantageous offers for seminars at UchMag:

“Development of fine motor skills in children with disabilities using non-traditional equipment”;
"Federal State Educational Standards of the National Educational Institution: Correctional and Pedagogical Support for Children with Disabilities";
"Special education of children with special educational needs";
“Methods, techniques and forms of working with parents on the development and correctional pedagogical assistance to children with disabilities”.

What are the difficulties of working with children who are not entirely healthy?

The fact is that such children are characterized by some motor retardation or hyperactivity, insufficient coordination of movements, poor performance, low socialization, intellectual disability, deviations in cognitive processes, etc.

Usually the adaptation of such a child occurs with great difficulties, since there is low self-esteem and various fears. But at the same time, according to experts, one defect is compensated by an overestimated positive quality in such children. For example, children who are hard of hearing are different sharp vision and great interest in fine arts. And visually impaired children have a well-developed so-called sixth sense.

To work with this contingent of pupils, it is not enough to just be a teacher with a standard preschool education. You need to take special courses, study a lot of literature on your own, study not only your responsibilities, but also delve into the psychology of these children, understand the peculiarities of their physical condition.

For each child with disabilities, a profile is written by each specialist who works with him. Periodic monitoring of the child’s development dynamics and health monitoring, both physical and psychological, are carried out.

In short, a very difficult, but such important work– correction of child health defects.

In simple terms, they simply work with children and teach them not to be shy, but to be successful in other activities among their peers. The teacher must pay attention to the abilities of the child and the students in the group.

Directions of correctional work with children

Children who attend a correctional group are treated according to the same principle as with ordinary children, but taking into account the characteristics of this contingent.

Thus, much attention is paid to the following areas:

Development of physical health. Instructor physical culture or physical therapy is developed for each child individual program, which provides for the correction of certain physical defects.

The teacher, together with the psychologist, uses physical education as a tool to strengthen willpower, an active life position, motivates children to make independent decisions and develops the ability to get out of difficult situations. It strengthens emotional health baby and makes him stronger in every way.

Development of cognitive qualities. Using the principle from simple to complex, relying on the principle of clarity, other methods and techniques that are suitable for each specific child teach children the skills of independent exploration of the world. The difficulty is that each child has his own health and psychosomatic characteristics, so a careful selection of methodological tools is required.
Development is social and communal. This is an extremely important direction specifically for children with disabilities. They need to be taught the most basic everyday things that will facilitate their socialization. Healthy children learn self-care and communication skills naturally, gradually.

Children with disabilities experience difficulties with the simplest actions and often have problems with speech. The speech therapist and teacher solve these problems on two fronts, working individually with each child. Both teachers and parents of children with disabilities participate in organizing a communicative and developmental environment. A separate area is educational work with mothers and fathers.

We are working together to teach everyday skills and communication skills.

Artistic and aesthetic development. Through classes in music, drawing, modeling, etc. children develop very effectively fine motor skills, master the skills of working with different materials, learn to interact with the teacher and friends. Art is very important for such children; they are often extremely receptive to music and love everything beautiful.

Instead of a conclusion...

As you understand, in order to ensure the fulfillment of such difficult tasks that special group teachers face, knowledge is required, definitely special training and a great desire to help children with disabilities. An increased salary and extended vacation will not please a teacher if he feels that he does not have the professional qualities to take on such a burden.

A group of children with disabilities in kindergarten: what difficulties await us?

Law “On Education in 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.

Federal law defines students with disabilities as individuals with disabilities in physical and (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. 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, at the level of primary general and basic general education, and in higher vocational and secondary education. 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 degree deafness, etc.). The peculiarity of combined groups is that, along with normally developing preschoolers, they co-educate children who have certain types of disabilities (visual impairment, hearing impairment, speech impairment, mental retardation, musculoskeletal disorders, etc. ). Unlike the occupancy of groups with a general developmental focus, which depends on the area of the premises, the occupancy of groups with a combined focus 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 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 into right time and in Right place, that is, to the very garden where he will be 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 in the university curriculum there is very little time allocated for the study of this multifaceted problem, the depth of its study is insufficient for the full training of teachers preschool education to work 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. 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 impairment ends up in 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.

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. Special attention The article focuses on adapted educational programs for children with disabilities, which are used for a group, for a class of children who have one or another health disorder.

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.

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.

This is interesting:

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:

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.

Organization of inclusive education for children with disabilities

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.

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. Depending on the recommendations of the psychological, medical and pedagogical commission, children with disabilities can be admitted to kindergarten:

To the compensating group,

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 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 disabilities (visual impairment, hearing impairment, speech impairment, mental retardation, musculoskeletal disorders, etc. ). Unlike the occupancy of groups with a general developmental focus, which depends on the area of the premises, the occupancy of groups with a combined focus 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 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.

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 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 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

Did you know?

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.

This is a rather serious problem that significantly hampers 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. These 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 are adapted educational programs 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.

Today, preschool organizations use various programs, including the following programs:

"From birth to school"

"Childhood",

"Rainbow" etc.

But for a child with mental health problems, or any child with any disability, none of these programs are suitable. And if the program is not suitable, then it must be adapted.

Let's look at an example

A child with severe speech impairments is placed in a combined group. For such a child, it is necessary to adapt a 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.

This is interesting:

Is it necessary to make changes to the charter in the case of teaching children with disabilities using adapted educational programs?

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 characteristics of development. And our society has already taken the first step towards achieving this goal.

Konshina Ekaterina
The problem of education of children with disabilities in preschool educational institutions

Today, one of the most alarming problems has become a steadily increasing number children with health problems, including children

Children with disabilities are children whose health status prevents them from learning educational programs outside special conditions of education and upbringing. Children with disabilities have various disabilities development: impairment of hearing, vision, musculoskeletal system, intelligence, with severe disorders of the emotional-volitional sphere, including early childhood autism, with delayed and complex developmental disorders.

For various reasons, such children are often limited in communication with peers, which deprives them of acquiring social skills. They go out into the world completely unprepared, have great difficulty adapting to the changed situation, acutely feel the ill will and wariness of others, and react painfully to this. Children are absolutely not socialized.

Problems of education for these children very relevant in our country. In order for the future life of such children was full, it is necessary to provide optimal conditions for their successful integration into the environment of healthy peers already in a preschool institution. Creating these conditions is a complex task, requiring integrated approach and full commitment from all participants in the process. To solve it we should not force children with disabilities adapt to existing conditions, but must be ready to change the system education, design new forms of organization educational space. Practice recent years earnestly testifies on the effectiveness of collaborative learning children with disabilities, children with disabilities and healthy children.

However, today there are a number of problems of inclusive education: insufficient preparedness of teaching staff working according to the inclusive model education. Teachers who have never encountered learning disabilities children with various problems health, often do not possess the necessary knowledge, techniques and techniques of special educational process, even despite the fact that they have completed advanced training courses. Teachers do not have the necessary qualifications both to correct the child’s existing disorders and to involve him in educational process. In addition, some teachers are opponents of inclusion because it gives them additional difficulties, but does not bring significant financial rewards. Inclusive education should be accompanied by special support for teachers, which can be provided both inside and outside the institution.

Implementation of inclusive education in preschool educational institutions reveals a number of problems.

Firstly, this lack legal framework, which would make it possible to determine such criteria as “the number children with special needs in one group, the length of their stay, the size and procedure for financing workers in the inclusive group, the composition of specialists, the rules for providing medical services depending on the capabilities and health status of the child.”

Secondly, the lack of necessary methodological literature. Preschool educational institutions must have correctional literature, which is necessary when organizing educational activities children with disabilities.

Thirdly, there is a need for change educational environment and directly related financing problem.

Unfortunately, many gardens can hardly afford to organize inclusive groups, precisely because there is a need to purchase additional funds training, special equipment, which includes special chairs with armrests, special tables, posture correctors and tactile panels, and means for organizing barrier-free environment etc.

One more problem is the lack of experience and psychological readiness among the teaching staff to accept a child with disabilities in a regular kindergarten group. It is necessary to carry out appropriate work to improve the qualifications of teaching staff, to instill in adults an unbiased attitude towards "special" the child, the ability to accept him on an equal basis with other members of the children's team. There is also an acute issue of shortage of specialists (speech pathologists, audiologists, etc.), but it is difficult to organize full-fledged correctional and pedagogical support children With special needs health is possible only with the well-coordinated teamwork of all specialists.

Not unimportant problem is the attitude of parents as normally developing children, and parents children from HIA to the introduction of inclusive education in preschool educational institutions. From the parents' side "special" children Often a situation arises when they cease to realistically correlate the capabilities of a special child and the prospects for his development, and simply shift the responsibility for raising the child to specialists. This problem needs to be resolved in close cooperation with parents, educators and preschool specialists.

Parents are ordinary children not always ready to accept children with special educational needs, they are afraid that being in a group with a child with disabilities may harm their own children. But it’s no secret that relationships children towards special children depends to a large extent on the attitude of adults towards them. Therefore, it is imperative to work with parents aimed at increasing the level of competence on issues of inclusive education, for the inclusion of parents in the life of the preschool educational institution.

Despite all problems of inclusive education promotes social adaptation children with disabilities from the very early age, the development of their autonomy and independence, and, most importantly, pushes modern society to change attitudes towards them, teaches healthy children to see other people as equals, regardless of their characteristics, to be more tolerant and instills respect for people with disabilities.

Today inclusive or inclusive education called co-educational children with disabilities with typically developing peers. Children with special needs educational needs in such practice will be able to grow and develop together with other children, attend regular educational establishments, make your friends there. In general, live like all other children live. The idea is that to obtain quality education and psychological adaptation in society, children with special needs need to actively interact with other children. But such communication is no less important for those children who do not have any limitations in their development or health. All this significantly increases the role of inclusive, collaborative learning, which allows us to fundamentally expand the possibilities of socialization children with disabilities.

Quantity children with one type of disability or another continues to grow. This means that thousands of families in the country need support. Support inclusive education- means giving children a chance to become part of society, develop talents, and socialize.

Publications on the topic:

The problem of continuity of preschool and primary education THE PROBLEM OF CONTINUITY OF PRESCHOOL AND PRIMARY EDUCATION The article discusses the problems of continuity of preschool and primary education.

Creating an inclusive educational space for children with disabilities in preschool settings(Work experience in inclusive education in the combined type kindergarten No. 57 of the Krasnogvardeisky district of St. Petersburg.) defectologist.

“The relationship between the work of a teacher and a teacher-psychologist of a preschool educational institution on the adaptation of children with disabilities to school education.” Preschool childhood is the most important and favorable period in the development of a child, and especially a child with disabilities. A lot depends directly.

Adaptation of children with disabilities to the conditions of preschool educational institutions“Adaptation of children with disabilities to the conditions of a preschool educational institution” Admission of a child to a preschool institution is a difficult process both for the child himself and for.

Adaptation educational program of a preschool educational institution for children with disabilities (cerebral palsy) Adaptation educational program of a preschool educational institution for children with disabilities (cerebral palsy). Contents I. Target section 1.1 Explanatory note individual.

Social adaptation of children with disabilities in preschool settings (from work experience) Report on the topic: “Social adaptation of children with disabilities in preschool settings” (from work experience). Prepared by: Natalya Aleksandrovna Mikheeva, teacher.

The problem of studying the characteristics of the motivational sphere of preschool teachers The problem of studying the characteristics of the motivational sphere preschool teachers With different levels success professional activity in modern.

Development of variable organizational forms of education for students with disabilities Organizational forms of education mean the external expression of the coordinated activities of the teacher and students, implemented.

Creating conditions for the effective organization of education for children with disabilities in preschool educational institutions Currently, the problem of proper construction of the educational environment in preschool institutions, which makes it more efficient.

Speeches at the pedagogical council “The problem of spiritual and moral education of students and pupils with disabilities” Identification and determination of pedagogical positions on the problem of spiritual and moral education of students, pupils with disabilities through educational.

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The state special education system includes preschool educational institutions special purpose:

Nurseries;

Kindergartens;

Preschool orphanages;

Preschool groups at nurseries, kindergartens and orphanages general purpose, as well as at special schools and boarding schools.

Staffing of institutions occurs according to the principle of leading developmental disability. Preschool institutions (groups) for children have been created:

Hearing impaired (deaf, hard of hearing);

With visual impairments (blind, visually impaired, for children with strabismus and amblyopia);

With speech impairment (for children with stuttering, with general speech underdevelopment, phonetic-phonemic underdevelopment);

With intellectual disabilities;

With musculoskeletal disorders.

The occupancy of groups in special preschool institutions is smaller compared to mass kindergartens (up to 15 pupils).

The staff of special preschool educational institutions includes specialists - speech therapists, teachers of the deaf, oligophrenopedagogues, typhlopedagogues, and additional medical workers.

The educational process in special preschool educational institutions is carried out in accordance with special comprehensive training and education programs developed and approved by the Ministry of Education of the Russian Federation for each category of children preschool age with special educational needs.

Classes in specialized preschool educational institutions are redistributed between teachers and defectologists. Thus, classes on speech development, the formation of elementary mathematical concepts, construction, and the development of play activities in special preschool institutions are conducted not by educators, but by speech-language pathologists.

In compensating institutions, special types of classes are organized, such as development auditory perception, correction of sound pronunciation, development of visual perception, physical therapy, etc. Similar areas of work are also available in ordinary kindergartens, where they are included in the content of general developmental classes.

For children with disabilities, visiting a special preschool educational institution free of charge (letter of the Ministry of Education of the USSR dated 06/04/74 No. 58-M “On the maintenance at state expense of children with defects in physical or mental development”).

For parents of a normally developing child, kindergarten is a place where the child can socialize, play with other children, have an interesting time, and learn something new. For families raising children with disabilities, kindergarten may be practically the only place where conditions have been created for the full development of the child.

In accordance with the standard regulations on a preschool educational institution, approved by Decree of the Government of the Russian Federation dated July 1, 1995 No. 677, the preschool educational institution provides education, training, care and health improvement for children aged from 2 months to 7 years. Children with disabilities are admitted to preschool educational institutions of any type if conditions for correctional work only with the consent of parents (legal representatives) based on the conclusion of the PMPK.

Most children with disabilities are raised in compensatory kindergartens and in compensating groups of combined kindergartens. Training and education in preschool institutions are carried out in accordance with special correctional and developmental programs developed for each category of children with disabilities.

Group occupancy is determined depending on the type of violation and age (two age groups: up to three years and over three years) of children:

with severe speech impairments – 6-10 people;

with phonetic-phonemic speech disorders only over the age of 3 years - up to 12 people;

deaf – up to 6 people for both age groups;

hearing impaired – up to 6-8 people;

blind - up to 6 people for both age groups;

visually impaired, children with amblyopia, strabismus – 6-10 people;

with musculoskeletal disorders – 6-8 people;

with intellectual disabilities ( mental retardation) – up to 6-10 people;

with mental retardation – 6-10 people;

with severe mental retardation only over the age of 3 years - up to 8 people;

with tuberculosis intoxication – 10-15 people;

with complex (complex) defects – up to 5 people for both age groups.

For children with disabilities who various reasons cannot visit preschool educational institutions as usual; short-term groups are organized in kindergartens. The tasks of these groups are to provide timely psychological and pedagogical assistance to children, advisory and methodological support to their parents (legal representatives) in organizing the child’s upbringing and education, social adaptation children and the formation of prerequisites for educational activities. In such groups, classes are conducted mainly individually or in small subgroups (2-3 children each) in the presence of parents at a time convenient for them. This new organizational form involves classes with different preschool specialists. The total duration of classes is five hours a week (instructive letter from the Ministry of Education of Russia dated June 29, 1999 No. 129/23-16 “On the organization of short-term groups for children with developmental disabilities in preschool educational institutions”).

Another type of educational institutions where the upbringing and training of children with disabilities is organized are educational institutions for children in need of psychological, pedagogical and medical and social assistance, the standard regulations were approved by Decree of the Government of the Russian Federation dated July 31, 1998 No. 867. These are various centers: diagnostics and consulting; psychological, medical and social support; psychological and pedagogical rehabilitation and correction; therapeutic pedagogy and differentiated education. These institutions are designed for children from 3 to 18 years old. The population of the institutions consists of children:

WITH high degree pedagogical neglect, refusing to attend educational institutions;

With disturbances of the emotional-volitional sphere;

Exposed various forms mental and physical violence;

Forced to leave their family, incl. due to the mother's minority;

From families of refugees, internally displaced persons, victims of natural and man-made disasters.

The main activities of these institutions are:

Diagnosis of the level of psychophysical development and behavioral deviations in children;

Education of children in accordance with their age and individual characteristics, state of somatic and mental health;

Organization of correctional, developmental and compensatory training;

Psychocorrectional and psychoprophylactic work with children;

Carrying out a complex of therapeutic and recreational activities.

For children in need long-term treatment, there are various sanatorium-type health educational institutions (sanatorium boarding schools, sanatorium-forest schools, sanatorium orphanages for orphans and children without parental care). These institutions provide assistance to the family in raising and receiving education, carrying out rehabilitation and health-improving activities, adapting to life in society, social protection and diversified development of children in need of long-term treatment. In accordance with the standard regulations approved by Government Decree No. 1117 dated August 28, 1997, groups for preschool children can be opened in such institutions.

There are often cases when children with disabilities did not attend a preschool educational institution until the age of 5-6 years. To prepare for studying at school, a number of organizational forms are provided. For children with severe developmental disabilities, preschool departments (groups) are created at special (correctional) schools and boarding schools. Their educational programs are designed for 1-2 years, during which the child develops the prerequisites for educational activities in the necessary correctional and developmental environment. The contingent of such departments (groups) consists mainly of children whose developmental disabilities were detected late, or children who previously did not have the opportunity to attend a specialized educational institution (for example, in the absence of a compensating kindergarten in the family’s place of residence).

In addition, according to the instruction letter of the Ministry of Education of Russia dated July 22, 1997 No. 990/14-15 “On preparing children for school,” favorable conditions to prepare for schooling, they can be created for children 3-6 years old on the basis of a preschool educational institution or for children 5-6 years old on the basis of general education institutions (“Preschool School”). To conduct classes, groups can be formed that are focused on the comprehensive development of children in accordance with the objectives of preschool education, advisory groups for children attending classes with a speech therapist, psychologist, and speech pathologist. The number of classes depends on the age of the child.

The selection of children with disabilities into all types of educational institutions is carried out by a psychological, medical and pedagogical commission. Parents can independently apply for an appointment at the PMPK, but more often the child is referred by specialists from the educational institution that the child attends or from a medical institution (clinic, children's hospital, audiology center, etc.). The commission gives an opinion on the state of the child's psychophysical development and recommendations on further forms of education.

Related information.