Stages of accompanying children with disabilities. Draft model of psychological and pedagogical support for children with disabilities
Individual support for a child handicapped health: essence and principles
The idea of accompanying the development of a child with disabilities was first voiced at the end of the 20th century in the publications of the School of Practical Psychology in St. Petersburg. Kazakova defines accompaniment as "a special way of helping a child to overcome developmental problems that are relevant to him," the peculiarity of which is "to teach (a child) to solve his problems on his own."
The subject of socio-pedagogical support is the process of jointly with the child determining his own interests, goals, opportunities and ways to overcome obstacles (problems) that prevent him from maintaining his human dignity and independently achieving the desired results in learning and self-education, communication, lifestyle. The key word in the theory of socio-pedagogical support is the problem of the child.
The main principles of providing socio-pedagogical support can be the following:
The consent of the child to help;
Reliance on the available forces and potential capabilities of the individual; faith in these possibilities;
Focus on the ability of children to overcome difficulties on their own;
Jointness, cooperation, assistance;
Confidentiality (anonymity);
Benevolent and non-judgmental;
Security, protection of health, rights, human dignity;
Implementation of the "do no harm" principle;
Reflective-analytical approach to the process and result.
Psychological and pedagogical support for the activities of an inclusive group specialist in a residential institution involves the integration of professionals of various orientations:
educator;
teachers;
social educator;
Psychologist;
speech therapist;
Physical education instructor;
Musical director;
Nurse and pediatrician.
Psychological and pedagogical support for the activities of a social work specialist of an inclusive group goes through a number of stages:
Entry of a specialist into an inclusive educational space.
At this stage, a package of documents for a social work specialist is being developed: an agreement with parents, regulations, changes in the charter, drawing up individually adapted programs for children with disabilities, and developing the functionality of the duties of escort specialists.
Transformation and search for the most rational methods and techniques of psychological and pedagogical support.
Accompaniment of educators by a social pedagogue consists in adjusting individual adapted programs, preparing for classes, organizing joint and independent activities of pupils of an inclusive group, organizing game activities, conducting master classes by more experienced psychologists, teachers who have experience working with such children. Conducting workshops on the problems of education and upbringing in an inclusive group, the development of a self-education plan.
Accompaniment by a speech therapist consists in advising educators and other accompaniment specialists, in getting acquainted with the peculiarities of children's speech development, in providing advice to educators on correcting speech deficiencies in children with disabilities, in recommendations for conducting board - didactic and speech games, in recommendations for acquiring a nursery literature for reading and retelling.
Support from the head teacher consists in providing the group with the necessary material and technical base, making additions to the regulation on the distribution of the incentive fund.
As a system of professional activity, socio-psychological support is aimed at creating socio-psychological conditions for emotional well-being, successful development, upbringing and education of a child with disabilities in situations of socio-pedagogical interactions organized within the framework of educational institution.
The purpose of accompaniment is to create, within the framework of the social and pedagogical environment objectively given to the child, conditions for his maximum personal development and learning in this situation.
The main tasks of socio-psychological support for a child with disabilities and his family are the following:
Support for functional homeostasis of the family system;
Assistance in overcoming crisis situations;
Assistance in creating conditions for the safe development of a child with disabilities;
Correction of violations of the behavior of a child with disabilities;
Leveling the impact of child health problems on the family.
The individual support service for a child with disabilities is an association of specialists of various profiles who carry out the support process, i.e. a set of consistent actions that create conditions for optimal development, social adaptation and integration of a child with disabilities into society.
In their activities, the specialists of the Escort Service are guided by the following principles:
The recommendatory nature of the advice of the accompanying person, which allows the child to show independence in solving problems that are relevant to his development. Responsibility for solving the problem remains with the child and his parents;
The priority of the interests of the accompanied (on the side of the child), which orients adults to include knowledge from the field of pedagogy and psychology, their own experience and understanding that the child does not have such knowledge in solving problem situations. An escort service specialist should strive to solve each problem situation for the benefit of the child, help parents competently and wisely find a way out of it;
Continuity of support, which guarantees continuous support at all stages of assistance in solving the problem, in the process of personal development of a child with disabilities until the emergence of independent living skills;
Multidisciplinarity of support, which is realized through the coordinated team activity of specialists;
Accompaniment individuality through the creation of a successful system social rehabilitation, adaptive education and psychological and social well-being of children.
The effectiveness of the escort service can be judged by:
On the success of social rehabilitation and psychological and social well-being of a child with disabilities;
According to the demand for the services of the Service on the part of parents, pupils of the boarding school, teachers of educational institutions, etc.;
By the severity of the growth of successfully solved problems in comparison with problems that could not be solved.
Socio-psychological support includes three main components: educational, psychological and mediation.
The educational component includes three areas of activity of a social worker (teacher): parent education, assistance in raising children and educational activities (lectures, workshops, etc.).
The psychological component of accompanying a child with disabilities includes two components: the creation of a favorable microclimate in the family and a special educational institution during a short-term crisis and the correction of interpersonal relationships.
The main directions of psychological, pedagogical and social support in providing assistance in solving the problems of a child with disabilities: choosing an educational route; overcoming difficulties in learning, personal problems of child development and health problems; formation healthy lifestyle life. First of all, experts consider the state of a child's health as a starting point in solving all developmental problems:
Assistance to parents (legal representatives) and the child in choosing an educational route, based on the individual characteristics and state of health of the child;
Changing the educational route in the process of accompanying the development of the child in connection with the problems, difficulties, health status that have arisen;
Help a child who has changed the educational route, when adapting to new conditions.
The main stages of individual support of a child with disabilities in special educational institutions].
The first stage of activities to support the development of the child is the collection of information about the child.
This primary diagnosis somatic, mental, social health of the child. It uses wide range various methods: testing, questioning parents and teachers, observation, conversation, analysis of activity products, documentation of a preschool or school institution.
The second stage is the analysis of the received information.
Based on the analysis, it is determined how many children need emergency care which children need psychological and pedagogical support, who needs social help etc.
The third stage is the joint development of recommendations for the child, teacher, parents, specialists: drawing up a comprehensive assistance plan for each "problem" pupil.
The fourth stage is advising all support participants on ways and means of solving the problems of a child with disabilities.
The fifth stage is problem solving, that is, the implementation of recommendations by each support participant.
The seventh stage is a further analysis of the development of a child with disabilities.
All stages are conditional, since each child has his own problem and an individual approach is required in solving it.
A child with disabilities has problems of socialization, the forms of manifestation of which are the persistent difficulties of children in mastering the preschool and school programs, violations of discipline, refusal to attend educational institutions. The reasons may be different:
Disorders of physical development (children with disabilities),
Psychological (victims of violence, participants in military events, man-made disasters, etc.),
Social (poor families, orphans, displaced children, etc.).
With any variant of unfavorable development of children, they have an underdevelopment of functions corresponding to a given or previous age period, an inadequate need for attention, manifested in demonstrative behavior or detachment from reality, weak motivation for learning and development, difficulties in expressing feelings and lack of adequate communication skills.
According to L.M. Shchipitsyna, are: the recommendatory nature of the advice of the accompanying person; the priority of the interests of the accompanied, "on the side of the child"; – continuity of support; multidisciplinarity ( A complex approach) escorts; desire for autonomy.
Let's take a closer look at these principles.
1) Advisory (non-mandatory) character. The leading idea of support is the position on the need to develop the child's independence in solving problems that are relevant for his development, which is why the logic of support dictates the need to refuse from "legislative" decisions, all decisions of the support center can be advisory in nature. Responsibility for solving problems in the field remains with the child, his parents or persons replacing them, teachers, close circle. Obviously, if one of the sides of the "subjective quadrangle" cannot take part in decision-making (for example, because the child has no parents or the junior schoolchild's friendly environment is incompetent), then other carriers of the problem take over the functions of this side. The more competent the child is in solving his problems, the more rights he should have for the final decision. The decision authority priority here can be determined in the following sequence: the child and his parents; teachers; close environment. On different stages development of problems, specialists of the support system may seek to supplement the “non-working elements” of the system with their advice.
2) "On the side of the child." The principle reflects the basic contradiction of the maintenance method. It is obvious that the “culprit” of any problematic situation in the development of a child is not only the social environment or the natural genotype of the child, but also the characteristics of his personality. Simply put, in problem situations, the child is often wrong. Very often, on the side of the child, only he and the support system specialist, who is called upon to strive to solve each problem situation with the maximum benefit for the child.
3) Continuity of support. The child is guaranteed continuous support at all stages of assistance in solving the problem. The escort specialist will stop supporting the child only when the problem is solved or the trend of the solution is obvious. This principle also means that children who are under the constant influence of risk factors (for example: a chronically ill child, a child in the system special education, an orphan child, etc.) will be provided with continuous support throughout the entire period of their formation.
4) Multidisciplinarity of support. The principle requires the coordinated work of a "team" of specialists who preach common values, are included in a single organizational model and own unified system methods.
5) Autonomy. One of the most difficult principles to implement. On the one hand, the autonomy of the center acts as a guarantor of protection from administrative pressure from the school administration or teachers on the site or other recommendations of the center.
The fundamental organizational principles of support are:
A comprehensive, interdisciplinary approach to solving any problem of child development;
The equivalence of programs to help a child in a problem situation and programs to prevent the occurrence of problem situations;
Guarantee of continuous support of the development of the child in the educational process;
Specialists of the support system in all problem situations are "on the side of the child", protecting his interests and rights.
The main problems of psychological, pedagogical and medical and social support are also highlighted there:
Health promotion and formation of a healthy lifestyle culture;
Overcoming learning difficulties;
Choice of educational and professional path;
Solving socio-emotional and functional problems of child development;
Leisure self-realization.
Support services in educational institutions of the system of special education for children with disabilities play a special role.
Now that we've learned to fly
through the air, like birds, swim underwater,
like fish, we lack only one thing:
learn to live on earth like people.
SLIDE 1
SLIDE 2
IN last years more and more children with health problems (these are not only frequently ill children, but also children with much more serious problems - mental retardation, speech disorder, increased irritability, attention disorders, poor memory, increased fatigue), which makes it difficult for them to social adaptation full participation in public life. In children with disabilities, almost all spheres of life are disrupted, so the education, development and upbringing of a child is a long, multifaceted process that requires patience. Children with disabilities are children whose health condition prevents them from mastering educational programs outside special conditions training and education.
But more and more it is realized that psychophysical disorders do not deny the human essence, the ability to feel, experience, acquire social experience. The understanding came that every child needs to create favorable conditions development, taking into account his individual educational needs and abilities.
Setting is formed: approach each child with disabilities not from the position that he cannot do it because of his defect, but from the position that he can, despite the existing violation.
That's why target our educational institution - to create adequate conditions for the development and education of children with disabilities. We have been working in this direction since 2008.
In our school 25 children with disabilities (excluding children coming from the orphanage).
1st step - 12 students (6 students - 7th type, 6 - 8th type)
2nd stage - 13 students (1 - 7th type, 9 - 8th type, 3 - UUO)
It is difficult for a child with limited needs to navigate in the environment. But we seek to guide him when he experiences difficulties in learning and development. Helping you not to get lost modern world. Therefore, there is a need to organize escortseducational process.
SLIDE 3
Accompaniment means not just the sum of various methods of correctional-developing, preventive, protective-legal, rehabilitation and health-improving work with children, namely comprehensiveactivities of specialistsaimed at solving the problems of correction, development, training, education,socializationchildren with disabilities.
SLIDE 4
PPMaintenance carried out by the PMPConsilium.
For a number of years we acquired some positive experience in the inclusive education of children with disabilities.
PMPK specialists have developedPPMaintenancechildren, whichprovidesinteraction with participants in an inclusive educational space: children - teachers - parents - specialists (teacher-psychologist, social teacher, medical workers, workers of additional education):
The Council operates on the following issues:
Identification of children with developmental problems, drawing up an individual comprehensive correctional and developmental program for the development of students with disabilities
Determination of ways to accompany anxious children, children with antisocial behavior,
Analysis of the results and evaluation of the effectiveness of correctional and developmental work with students.
The implementation of individual-oriented programs contributes to
positive dynamics of the overall development of the child,
successful adaptation of students with disabilities to school situations,
development of the emotional-volitional sphere,
cognitive sphere,
communication skills.
SLIDE 5
The performance of the PMPK over the past 3 years determined:
The number of students who have been examined by PMPK specialists:
decrease the number of maladjusted children examined by specialists;
promotion the level of motivation of students of the "risk group"
positive dynamics in the personal and behavioral development of students:
30% of students showed an increase in personal qualities (intellectual and sensory motor functions), 40% - behavioral qualities (emotional-personal and volitional parameters).
But many problems remained unresolved .
Worried about questions
how to help a child
formpositive attitudeto school, interest in studies, extracurricular activities,
feel like an equal member of the student team, society,
adapt to the social demands of the surrounding world,
become socially adapted, psychologically ready for independent living ,
how to help a teacher
bring up tolerant quality in children
Organize learning so that children
- with disabilities feel comfortable among peers, adults,
Become active participants in the educational process,
Did you enjoy going to school?
how to help a parent
to teach the child to build constructive interpersonal relationships with adult peers,
don't let yourself feel disadvantaged
do not be impulsive, aggressive,
teach a child adapt in new situations?
SLIDE 6
Can do conclusion:
We have accumulated insufficient experience priority direction of support
- formation of a socially active position of the child, communication skills
What is the reason for the difficulties in acquiring the social experience of a child with special educational needs?
Socialization such children is extremely difficult due to
with their lack of interpersonal communication skills and cooperation in the sphere of normal people,
lack of formation of the need for such communication,
inadequate self-esteem
negative perception of other people,
propensity for social dependency
These children
do not have extensive contacts with peers,
they do not know how to build stable and long-term communication links.
In August 2011, the school joined the regional project "Education and socialization of children with disabilities in an inclusive educational space."
Participation in the project helps
Focus on finding ways to resolve the problem: the formation of the social function of the child, the adaptation of the socio-psychological situation,
thereby
Improve support for children with special needs.
SLIDE 7
Aim accompanying a child with disabilities is
creation of optimal psychological and pedagogical correctional and developmental conditionsupbringing and education for children with developmental problems according to their
Age and individual characteristics,
The level of current development,
The state of somatic and neuropsychic health,
providing intellectual, personal and emotional-volitional child development; promotion of socio-cultural adaptation in modern society
SLIDE 8
Main directions psychological support due to the special educational needs of children with disabilities:
Diagnostic direction - is to conduct surveys schoolchildren and dynamic observation for the development of students (data are recorded in the diaries of observation and IOMroutes)
Correction-developing direction - involves development And implementation correctional programs, planning the content of classes, completing groups of students.
Analytical direction - determines the interaction of specialists in the work, and also allows you to adjust the training programs in accordance with the achievements of students.
Consultative, educational and preventive direction - provides assistance to teachers and parents in the upbringing and education of the child, involves the development of recommendations, helps to increase the professional competence of teachers, and the inclusion of parents in solving correctional and educational problems.
Organizational and methodological direction - includes the training and participation of support specialists in consultations, methodological associations, pedagogical councils.
These directions represent a complex system of influence on the child, reflecting the integrity of the processinclusion and socialization .
SLIDE 9
As part of the implementation of the PP project, support is carried out according to the developed plan of the module andincludes cooperation with all participants in the inclusive educational space
SLIDE 10
(WORK WITH CHILDREN)
Creative Group, realizingmodule plan with the aim of formation of vital positions of a child with disabilities, his social adaptation, has developed and is implementing joint activitiesfor childrenwith disabilities andnormatively developing peersHow:
Group lessons: "Tolerance is the way to peace", "Where there are kind people, there will be no trouble",
Communication games: « Conflicts and compromises”, “Prickle”, “I am learning to communicate”, “Playing together”
And such activities How
trainings: “We are all so different, but it’s so good that TOGETHER”, “Journey to the mainland of COMMUNICATION”, “Live in peace with yourself and others”,
A cycle of group classes in jurisprudence: "We are citizens of one country",
"Know your rights", "There are no rights without duties",
Lessons - communication: "Lessons of KINDNESS", "Why do people quarrel"
help development of a positive perception of students with disabilities, tolerant qualities, interpersonal interaction.
Children are also offered individual and group classes, consultations and trainings on career guidance for children:
beginning link- "In the world of interesting professions", "All professions are important", "One hundred roads - one is yours",
medium link- a cycle of group classes: "The path to the profession", "From passion to the profession", "Connection of study with the future profession", which contribute to formation of positive motivation for the educational process, obtaining a profession.
Each lesson requires special preparation: it is necessary to create a positive attitude for cooperation among schoolchildren, provide emotional comfort, and update the motivation for cognitive, search, and creative activity. But The benefits of classes for children can not be overestimated. They develop communication skills, the ability to interact in a group of peers, work in a team, teach find ways to solve moral and social problems, form a tolerant attitude towards each other. How many emotional experiences every child experiences: a wish for kindness, friendly participation, condemnation of rudeness, violence! From lesson to lesson, children reveal their abilities, realize their emotional and creative potential. . Experience of new forms of activity is gained, self-regulation of feelings and behavior develops.
Twice a year, diagnostic work is carried out with each child. in order to determine the dynamics in development, make recommendations to the participants in accompanying the child
SLIDE 11
WORKING WITH TEACHERS implemented in the following forms:
seminars of the creative group on issues of joint work within the framework of the project, provision of mutual assistance, support “First steps in project”, “Project: first results”
master class: "Let's compliment each other", "Formation of communication skills among students with disabilities in an inclusive educational space",
individual consultations for emerging issues:
Adaptation in society
Development of psychomotor and sensory parameters,
Formation of social skills,
Inclusion in school life;
Social adaptation of children with disabilities is difficult, but all teachers are trying createchildren with special needsconditions for further growth, and co-education of these children in a regular classroom contributes to the development of such important skills and personal qualities of students as:
social competence;
tolerance;
problem solving skills;
independence, confidence, self-respect, self-control;
goal setting skills.
SLIDE 12
WORK WITH PARENTS is carried out through
Participation in thematic lectures: "Psychological characteristics of children with disabilities", "From comfort in a team to comfort in society"
Individual consultations for parents of students with disabilities who
Primary school focused on the need
1.Creating conditions at home for the child to complete educational tasks, rest (individual zone, corner)
2. Fulfillment of the daily routine
3. Assistance with homework
4. Compliance with the rules of school behavior, the ability to interact with peers
5.Instilling self-care skills
6. Learning to follow the instructions of an adult
7. Support and assistance in attending circle classes
8. Caring for the health of the child, timely treatment
9. Cooperation with the class teacher, the implementation of the recommendations of the teacher to provide helping a child develop sensory functions, psychomotor
10. Taking part in the child's school life - attending holidays and extracurricular activities
11. Education of adequate self-esteem, self-control
IN high school consultations are aimed at:
1. Creation of conditions for the development of the child's personal potential - visiting circles, electives, sections
2. Avoidance physical fatigue child in charge of household chores
3.Organization of the daily routine and places for classes
4. Assistance in performing health-improving exercises at home that increase adaptation to physical and mental stress
5. Formation of adequate self-esteem of the child, regulation of behavior
6. Taking care of the child's health, timely treatment.
7.Support a healthy lifestyle: rest, sports, walks, good nutrition,
flexible daily routine
8. Accounting for the individual age characteristics of the child
9. Education of the rules of communication with peers, with the opposite sex
10. Creating a psychological climate in the family, spending leisure time with the whole family, preventing conflict in the family
11. Encouragement of situations of self-expression and self-disclosure of the child
12.Preparing a child for independent living
13.Professional orientation
The implementation of the SPMaintenance contributes to
Positive dynamics of the overall development of the child,
Successful adaptation of students with disabilities to school situations,
Development of the emotional-volitional sphere, cognitive sphere, communication skills.
SLIDE 13
Positive sides in the work of the PMPK:
Systematic monitoring of the mental development of children;
Identification of children with behavioral disorders, assistance in solving problems of self-regulation, communicative interaction,
All children in need corrective assistance, get it through various forms work: individual correctional and developmental classes, individual work with students on the recommendations of PMPK specialists,
Advisory assistance to teachers and parents on working with children with developmental and socialization problems
SLIDES 14
The effectiveness of the PMPK
Let's look at an example
1) speakers in development mental processes two students for the 2011-2012 academic year (November-April) and
2nd grade student
7th grade students, and
All children with disabilities (average assessment of the ability of the child)
SLIDE 15
An analysis of this period showed that inclusive education gives children the opportunity
- develop skills constructive behavior
- adapt in society,
- enlist peer support,
- understand and decide their personal problems, and
- work out adequate self-esteem and correct their behavior
It is important to note that positive results achieved long work and in close cooperation all participants in the educational process.
SLIDE 16
Problems and disadvantages organizations of psychological and pedagogical support:
The lack of support specialists (speech pathologist, speech therapist) makes it difficult to adjust the zone of proximal development for children who show good positive dynamics in development
Lack of interaction with parents; with the social environment on the formation of a tolerant attitude towards students with disabilities.
SLIDE 17
Summing up the results of the PPMaintenance within the framework of the project (2011-2012), we believe that despite the problems in organizing inclusive education, development of inclusion - absolutely necessary process.
Inclusive education has a positive impact not only on students with disabilities, but also on typically developing children. Helping peers with disabilities to actively participate in educational and social activities, ordinary children receive the most important life lessons and experience. This positive experience is growthsocial maturity, in the realization of the absence of differences between people, contributes to the cultivation of sincere care and friendship
SLIDE 18
THANK YOU FOR YOUR ATTENTION!
It is necessary to provide comprehensive psychological and pedagogical support for a child with disabilities throughout the entire period of his education in an educational organization. For this you need:
to provide in the staff list or under an agreement with the PPMS Center specialists in psychological and pedagogical support for children with disabilities and disabilities who need it;
organize the activities of specialists in the form of a council to identify, examine children, develop an adapted educational program;
organize the process of accompanying children in accordance with the developed program.
4. Staffing Staffing
The requirements for staffing conditions for the implementation of inclusive education include the following provisions:
The staffing of the educational institution with pedagogical and managerial employees who are competent in understanding the special educational needs of children with disabilities,
The level of qualification of pedagogical and other employees of an educational institution in the field of education of children with disabilities,
Continuity of professional development of teaching staff of an educational institution in the field of correctional (special) pedagogy, special psychology and clinical child psychology.
The continuity of professional development of employees of an educational institution should be ensured by the development by employees of additional professional educational programs in the field of correctional pedagogy in sufficient volume, at least every five years in scientific and educational institutions licensed to conduct this type of educational activity.
When a child with a certain category of disabilities enters a general education school: (hearing, vision, autism spectrum disorders, etc.), it is mandatory for the school's managers, specialists and teachers to master additional professional educational programs in the field of correctional education for this category of children in sufficient volume.
Students with special physical and mental development, or disabilities, as a rule, need to be accompanied by specialists.
The task of the defectologist is to correct and compensate for the child's developmental deviations. First of all, a specialist diagnoses higher mental functions (thinking, attention, memory, speech, perception, imagination). Depending on the specialization of a defectologist, he focuses on hearing, vision, speech, motor functions, mental operations, features of the emotional-volitional sphere, etc. After the diagnosis, the defectologist needs to decide on the directions corrective work, choose the necessary methods, techniques, develop a long-term plan for corrective action. Correctional work with students with intellectual disabilities in educational institutions requires the presence of defectologists - oligophrenopedagogues, hearing - deaf teachers, vision - tiflopedagogues.
The role of a psychologist in a general education institution is to conduct psychological diagnostics; implementation of corrective work; counseling parents and teachers; psychological education and prevention. In the course of remedial classes, a psychologist can correct the features of behavior, communication, and the emotional sphere. Often these classes are aimed at the development of cognitive processes (memory, attention, thinking.
The task of a speech therapist is to diagnose and correct problems associated with speech.
If such specialists are not available, the educational institution should be included in the system of complex interaction between educational institutions of various levels in order to fill in the missing human resources, provide medical care, and receive timely qualified advisory assistance to all educational subjects in need. It is impossible to talk about inclusive practice at school if there is no interaction with specialists.
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Work theme:
Psychological and pedagogical
With
general education
institutions
escort
students
Direction: Education of children with special educational
needs: experience, knowledge, perspectives.
ANNOTATION
This paper presents a description of the experience of a pedagogical psychologist in psychology
pedagogical support for students with disabilities in
conditions of an educational institution.
The paper presents the main technologies of psychological and pedagogical
support for students with disabilities,
special methods and techniques of corrective
impact on the emotional and cognitive sphere of children with disabilities and the practice of their
applications.
2
1.
INDIVIDUAL / GROUP
INTRODUCTION ……………………………………………………………………………….
1. THEORETICAL ASPECTS OF THE STUDY PROBLEM……………………..
LIMITED HEALTH OPPORTUNITIES IN CONDITIONS
GENERAL EDUCATIONAL INSTITUTION …………………………………….….
CONCLUSION……………………………………………………………………………….
LIST OF USED LITERATURE……………………………………………
APPENDICES…………………………………………………………………………….
Application
PSYCHOLOGIST
PEDAGOGICAL CORRECTIONAL DEVELOPMENT PROGRAM FOR
STUDENTS,
DEVELOPMENT
OF EDUCATIONAL PROGRAMS CAUSED BY FAULTS IN THEIR
MENTAL DEVELOPMENT “LEARNING TO LEARN” (fragment)…………………..
Annex 2. OFFICE OF THE PEDAGOGAPSYCHOLOGIST, SOSH No. 16 (photo)………….
Appendix 3. LEARNING TO LEARN PROGRAM (photo)…………
Annex 4. CARD OF PSYCHOLOGICAL PEDAGOGICAL SUPPORT
STUDENT (form)………………………………………………………………………
Appendix 5. RECOMMENDATIONS FOR CREATING SPECIAL CONDITIONS
FOR TRAINING AND EDUCATION OF A CHILD WITH LIMITED
HEALTH OPPORTUNITIES (according to the PMPK protocol) (sample)…………………
Appendix 6
(photo)………………………………………………………………………………………
Annex 7. BROCHURE FOR PARENTS……………………………………….
Appendix 8. ABSTRACTS FOR THE SPEECH……………………………………………….
Annex 9. PRESENTATION (printout)………………………………………….
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3
INTRODUCTION
Over the past decade in the educational policy of Russia
significant changes are taking place: a culture of support and assistance to the child is being formed
in the educational process - psychological and pedagogical support. It is connected with
the fact that one of the main functions of the educational Standard general education
is the realization of the right of every child to a full-fledged education that meets his
needs and making full use of the possibilities of its development, especially those
children who are most in need of special conditions for the education of children with
limited health opportunities.
Proportion of children with disabilities (hereinafter HIA) who need
creating a system of special conditions for training and education is growing. The learning problem
children with disabilities in a general education school is especially relevant in
modern school education.
Every child is special, that's for sure. And yet there are children they talk about
"special" not to emphasize the uniqueness of his abilities, but to
to indicate the special needs that distinguish it.
Thus, a problem arises: the need to apply psychological
pedagogical technologies aimed at accompanying a child with disabilities in solving
their special educational needs.
In connection with the indicated problem, I defined the topic of self-education:
"Psycho-pedagogical support for students with disabilities
health in a general education institution. As part of the topic of self-education, I
set itself the goal of defining optimal forms and methods of psychological
pedagogical support for children with disabilities to create comfortable conditions for learning
this category of students through their inclusion in the general educational environment.
1. THEORETICAL ASPECTS OF THE PROBLEM UNDER STUDY
Scientific and pedagogical and psychological practice for many years
showed that a "special" child, getting into the community of healthy peers,
advances with them and reaches more high level socialization than
upbringing and education in isolation, or among children like him.
These facts are confirmed not only in the works of foreign scientists -
teacher, educator Johann Pestalozzi, Samuel Geinicke, the founder of the German
deaf pedagogy, Alexander Blanche, MD, otolaryngologist, teacher
humanist Jan Amos Kamensky, but also in theoretical ideas and practical developments
outstanding Russian teachers, psychologists, speech pathologists - K.D. Ushinsky,
L.S. Vygotsky,
L.M. Shchipitsina,
M.L. Semenovich, T.V. Furyaeva, N.Ya. Semago, E.A. Yamburg, S.G. Shevchenko.
T.L. Leschinskaya,
E.I. Leonhard,
N.D. Shmatko,
As a result of the theoretical study of the problem identified by me
the following conclusions were made:
1. Under students with disabilities, we consider children with disabilities in
confirmed psychological and medical
physical and (or) mental development,
pedagogical commission and hindering education without creating
special conditions (according to paragraph 16 of Article 2 of the Federal Law of the Russian
Federation "On Education in Russian Federation» N273FZ) .
4
2. By psychological and pedagogical support, we understand a special type of assistance
child, technology designed to help at a certain stage of development
in solving emerging problems, or in their prevention in the context of educational
process (E.M.Alekandrovskaya) .
3. Under technology (from the Greek techno - art, skill, loqos - science) we
we understand the totality and sequence of methods and processes for converting source
materials that allow to obtain products with specified parameters. Pedagogical
technology (and psychological and pedagogical support can be fully attributed to
pedagogical technologies) - rigorous scientific design and accurate reproduction
guaranteeing the success of pedagogical actions; systematic and consistent
implementation in practice of a pre-designed educational process.
4. Psychological support of a child with disabilities, we consider a comprehensive
technology of psychological support and assistance to the child, parents and teachers in
solving problems of development, training, education, socialization on the part of a teacher-psychologist
.
5. Under special conditions for education by students with disabilities in
Federal Law "On Education in the Russian Federation" we understand the conditions
training, education and development of such students, including the use
special educational programs and methods of training and education, special
teaching aids and didactic materials, special technical training aids
collective and individual use, provision of assistant services
(assistant) providing students with the necessary technical assistance, conducting
group and individual remedial classes, providing access to buildings
organizations engaged in educational activities, and other conditions without which
it is impossible or difficult to master educational programs for students with
limited health opportunities.
2. PRACTICAL ASPECTS OF THE ACTIVITY OF THE PEDAGOGAPSYCHOLOGIST
PSYCHOLOGICAL AND PEDAGOGICAL SUPPORT OF STUDENTS WITH
LIMITED HEALTH OPPORTUNITIES IN CONDITIONS
GENERAL EDUCATIONAL INSTITUTION
Every year more and more children come to the general education school.
have deviations from the conditional age norm. As a result, an acute
the need to understand the problems of children with disabilities, respect and recognition of their rights to
education, desire and willingness to include them in the children's community.
Today, 18 children with disabilities study at our school, who study according to
adapted educational program with the consent of parents (legal representatives)
and based on the recommendations of the psychological-medical-pedagogical commission (hereinafter PMPK).
Such "special" children also need special conditions that contribute to their socialization,
rehabilitation, personal growth in society. The education and upbringing of children with disabilities requires
comprehensive psychological and pedagogical support.
The school has specialists who provide needed help child and
parents in solving the problems of development, training and education. All psychologists
pedagogical support take part in the development and implementation of the Program
correctional work as part of the main educational program of the main general
formation of the Municipal Autonomous General Educational Institution "Secondary
secondary school No. 16”. The program of corrective work is aimed at
correction of deficiencies in the mental and (or) physical development of students with disabilities,
5
overcoming difficulties in mastering the basic educational program of the basic general
education, assistance and support to children in this category.
To the main technologies of psychological and pedagogical support for students with
The HIA used by me can be attributed to:
1. Technologies of correctional and developmental work with children with disabilities.
Among the psychological and pedagogical technologies of correctional developmental work with
The following technologies are most relevant for students with disabilities:
information, through the use of which knowledge, skills and abilities are formed.
operating technologies provide the formation of ways of mental
actions.
self-development technologies are aimed at the formation of self-governing mechanisms
personality.
heuristic - on the development of the creative abilities of the individual.
applied ones develop effectively - the practical sphere of personality.
I, as a pedagogical psychologist, conduct the identification of individual personality traits
students with disabilities, I carry out correction of emotional-volitional, behavioral and
communicative spheres, develop the cognitive processes of students with disabilities. For
implementation of the above activities, I developed and implemented
Individual / group psychological and pedagogical correctional development program
For
shortcomings in their mental development "LEARN TO LEARN" (Appendix 1) .
The purpose of the program is to create psychological and pedagogical conditions for the development of personality
students who have difficulties in mastering educational programs due to
shortcomings in their mental development.
Corrective classes are held in a specially equipped teacher's office.
psychologist (Appendix 2). The space of the teacher's psychologist's office is an important
part of the developing subject environment of an educational institution and includes
several zones with a specific purpose.
Psychological and pedagogical impact in the framework of the implementation of the program "I LEARN
LEARN" is carried out in individual and group classes (Appendix 3).
Since the majority of students with disabilities have an insufficient level
cognitive activity, immaturity of motivation for learning activities, reduced
level of efficiency and independence, shortcomings in personality development
(uncertainty, low self-esteem, pessimism, etc.), I use special
methods and techniques of corrective influence on the emotional and cognitive sphere
children with disabilities:
game situations that are a psychotherapeutic tool;
didactic games that are associated with the search for specific and generic features
objects, allow children to develop the arbitrariness of mental processes, such as
attention, perception, memory;
game trainings that contribute to the development of the ability to communicate with others;
psycho-gymnastics and relaxation, allowing you to remove muscle spasms and clamps
especially in the area of the face and hands;
sand play therapy is a great opportunity to express your attitude to
the world around, to find what worries and worries;
fairy tale therapy is a method that uses a fairy tale form for the integration of personality
child in the world aimed at the holistic development of the child's personality;
dynamic exercises and finger games contribute to the development of finger
motility, speech, attention, memory, spatial perception, imagination;
6
educational kinesiology - specially organized movements,
optimizing the activity of the brain and body for harmonious development and creative
self-realization of the individual.
Thus, the use of special methods and techniques of corrective
impact increases the cognitive activity of students, develops their creative
abilities, actively involves students in the educational process, stimulates
independent activities of students with disabilities.
2. Technology for assessing the characteristics and level of development of the child, with the identification
causes and mechanisms of its problems.
I developed a map of psychological and pedagogical support
student with disabilities, which records the dynamics of qualitative characteristics
student, as well as his psychological profile from the moment of receiving the conclusion
PMPK that the child has a disability (Appendix 4).
3. The technology of conducting interdisciplinary consultations of specialists,
which in turn helps to prioritize and determine
strategies of psychological and pedagogical support both at specific moments,
and for long periods, as well as evaluating the effectiveness of a particular
support strategies.
An important role in determining the educational route of a child with disabilities is played by
recommendations issued by the PMPK. We encountered the fact that the PMPK issues recommendations
educational organization and parents in an encrypted (encoded) form, which
puts parents (and sometimes teachers) in difficulty. Therefore, after receiving the protocol
PMPK parents often do not know what special conditions their children need. I
took responsibility for preparing recommendations for the creation of special conditions
for the education and upbringing of a child with disabilities (according to the protocol
PMPK) (Appendix 5) which are introduced within the framework of the psychological-medical-pedagogical
council (hereinafter PMPk) teachers working with a child with disabilities, as well as parents
(legal representatives) at individual consultations.
4. Technology for assessing intragroup relationships to solve problems
support of all subjects of the educational space, formation
emotional acceptance and group cohesion.
Along with the work to achieve a certain level of development of all children with disabilities
intellectual abilities another important component is the formation
tolerant attitude towards such children from peers.
Conducting trainings and business games in the classrooms where children with disabilities study,
contributes to the development of such necessary skills and personal qualities of students as:
social competence, tolerance, interpersonal problem solving skills,
self-confidence, self-respect. In the process of joint activities, children learn
discuss the problem, listen and hear a different opinion, defend your point of view,
resolve conflicts through negotiations, listening to the opinion of the opponent. Ultimately, they
learn to recognize the right of any person to be “different” (Appendix 6) .
5. Support technologies for participants in the educational process (teachers,
psychological work with parents and teachers
parents)
expectations.
It should be noted that parents (legal representatives) of children with disabilities are given
important role in correctional activities, since correctional activities with children with
HIA will not be successful without the support of parents, who first need to be
developmental features of their child, and then teach effective ways interactions with
him .
7
I conduct individual conversations with parents of children with disabilities based on the results of diagnostics,
individual consultations, parent meetings on the formation of tolerant
attitude towards children with disabilities, develop individual recommendations (Appendix 7).
Each of the technologies I use is characterized by a specific content,
phasing, professional orientation, used methodological and
tools, indicators and performance evaluation criteria,
expected results at each stage. An important aspect of each technology is
its interdisciplinary nature, the relationship of the activities of each specialist with others
support specialists, as well as a certain involvement directly in
pedagogical activity.
CONCLUSION
In conclusion, I would like to note that the search for the most optimal ways, means,
methods for successful adaptation and integration of children with disabilities into society is the task of all and
everyone.
The result of psychological and pedagogical support for students with disabilities should be
consider not so much their successful mastering of the main educational program as
development of vital competencies:
development of adequate ideas about own capabilities and restrictions,
essential life support, the ability to communicate with
adults on issues of medical support and the creation of special conditions for
stay at school, their needs and rights in the organization of education;
mastering social skills used in everyday life;
mastering communication skills;
differentiation and comprehension of the picture of the world and its temporal-spatial
organizations;
understanding their social environment and mastering age-appropriate
systems of values and social roles.
8
LIST OF USED LITERATURE
1. Alekhina S.V. Organization of educational conditions for children with disabilities
methodical
health opportunities in educational institutions.
recommendations. // MGPU - M, 2012.
2. Bityanova M.R. Organization of psychological work at school. M.: Perfection,
1997.
3. Vergeles G.I., Matveeva L.A., Raev A.I. Junior student: help him learn:
A book for teachers and parents. - St. Petersburg: Izdvo RSPU im. A.I. Herzen; Izdvo "Soyuz"
2000.
4. Vilshanskaya A.D., Prilutskaya M.I., Protchenko E.M. Psychologomedico
pedagogical council at school: Interaction of specialists in solving problems
child. – M.: Genesis, 2012.
5. Volkov B.S. Psychology of a younger student: Tutorial. 3rd Ed., Rev. and additional
- M .: Pedagogical Society of Russia, 2002.
6. Grudnenko E.A. Psychological readiness of the child for school St. Petersburg. OOO
"Publishing house" childhood press ", 2013.
7. Danilina M., Lazareva V. The program of psychological support for children 10 - 14
years with intellectual underdevelopment left without parental care // Shkolny
psychologist. - 2004 No. 25 - 26 S. 15 - 33.
8. Children's practical psychology. Ed. T.D.Marzipanovskaya. M., 2001.
9. Dubrovina I.V. Psychocorrectional and developmental work with children M., 1999.
10. Ekzhanova E.A., Reznikova E.V. Fundamentals of integrated learning: a guide for universities.
– M.: Bustard, 2008.
Sat. scientific tr., St. Petersburg, 2010.
11. Zalesskaya O.V. Junior schoolchildren with mental retardation: communication lessons, Moscow, 2005.
12. Inclusive education for persons with developmental disabilities: a view from Europe and Russia /
13. Istratova O.N. Workshop on children's psycho-correction: games. Exercises, techniques -
Rostov n / a.: Phoenix, 2008.
14. Kataeva A.A., Strebeleva E.A. - Didactic games in teaching children with
developmental disabilities. - M. - 2001.
15. Klyueva N.V., Kasatkina Yu.V. We teach children how to communicate. - Yaroslavl: Academy of Development,
1996.
16. Levchenko I.Yu., Kiseleva N.A. Psychological study of children with disabilities
development / Under the scientific editorship of I.Yu.Levchenko. - M .: National Book Center, 2013.
17. Leonhard E.I., Samsonova E.G., Ivanova L.I. Normalization of the conditions of education and
education of children with disabilities in an inclusive environment
education. Toolkit. Inclusive education. Issue 7. Moscow: MGPPU,
2011.
18. Loreman T., Deppeler D., Harvey D. Inclusive education. Practical guide
on supporting diversity in the general education classroom / Per. from English. N.V. Borisova - M.,
ROOI "Perspective", 2008.
19. Lukyanchenko N.V., Alikin I.A. Social and psychological aspects of assistance
parents of children with developmental features: monograph; KSPU them. V.P. Astafiev. -
Krasnoyarsk, 2013.
20. Miklyaeva A.V., Rumyantseva P.V. "Difficult class" Diagnostic and corrective
work "Rech, SP, 2007.
21. Nikiforova N.N. Content aspects of the development and implementation of individual
educational programs for children with disabilities//Website
tzrruo.ru (accessed 11/12/2016).
9
22. Organization of inclusive education for children with disabilities
Health: Textbook / Ed. Ed. S.V. Alekhin, E.N. Kutepova. – M.: MGPPU, 2013.
23. Letter of the Ministry of Education of the Russian Federation dated 27.03.2000. No. 27/9016
educational
"About the Psychological Medical Pedagogical Council
institutions”//http://www.lawmix.ru/pprf/71491
(accessed 20.10.2016).
(PMPC)
24. Order of the Ministry of Education and Science of the Russian Federation of 20.09.2013. No. 1082 "On approval of the Regulations on
http://www.rg.ru/2013/11/01/medkomissia
Psychological and Medical Pedagogical Commission" //
doc.html
(accessed 10/15/2016).
25. Psychological and pedagogical foundations of inclusive education:
monograph / Resp. Ed. S.V. Alekhin. - M .: MGPPU, Buki Vedi LLC, 2013.
collective
26. Psychological and pedagogical counseling and support for the development of the child:
A manual for a defectologist teacher / Ed. L.M. Shipitsina. - M,: Humanitarian. out. center
VLADOS, 2003.
27. Development of logical memory in children. - M., 1976.
28. Development and implementation of an individual educational program for children with
disabilities in elementary school. Guidelines
for teachers elementary school/ Under. ed. E.V. Samsonova. – M.: MGPPU, 2012.
29. Rutter M. Help for difficult children. - M., 1987.
30. Semago M.M.,
Semago N.Ya.
Organization of a consultative diagnostic
activities of an educational psychologist. / Under the total. ed. MM. Semago. – M.: IrisDidactics,
2004.
31. Semago N.Ya. Inclusive education. Issue 2. "Technology for determining
educational route for a child with disabilities”. M,
"MIROS", 2010.
32. Semago N.Ya. Technologies for determining the educational route for a child with
health limitations. Series: Inclusive education. issue 2. - M.:
"School book", 2010.
33. Semago N.Ya., Semago M.M. Organization and content of the psychologist's activities
special education - M.: Arkti, 2005.
34. Creation and testing of a model of psychological and pedagogical support
inclusive practice: Methodological guide / Ed. ed. S.V. Alyokhina, M.M. Semago. -
M.: MGPPU, 2012.
35. Federal State Educational Standard of the Basic General
education (dated December 17, 2010) No. 1897.
36. Federal Law R.F. "On Education in the Russian Federation" of December 29, 2012.
37. Yakovleva E.L. Diagnosis and correction of attention and memory of schoolchildren // Markova
A.K., Lidere A.G., Yakovleva E.L. Diagnostics and correction mental development in school
And preschool age. - Petrozavodsk, 1992.
10
APPS
Annex 1.
INDIVIDUAL / GROUP PSYCHOLOGICAL PEDAGOGICAL
CORRECTIONAL DEVELOPMENT PROGRAM FOR STUDENTS WITH
DIFFICULTIES IN MASTERING EDUCATIONAL PROGRAMS DUE TO
FAULTS IN THEIR MENTAL DEVELOPMENT
"LEARN TO LEARN"
(fragment)
Explanatory note
In recent years, there has been an increase in the number of children with mental disabilities.
development and experiencing learning difficulties as a result. Search the most
effective methods of correction of children with disabilities in mental development is
actual problem of modern pedagogy and psychology.
It is known that the reason for the unsuccessful development of educational programs
primary school students is the lag of these students in mental
development from peers. These students experience great difficulty in mastering
writing, reading, the concept of number, counting operations, constructive activities and
etc.
School failure often causes students in this group to have a negative
attitude to learning, to any activity, creates difficulties in communicating with others, with
successful children, with teachers. All this contributes to the formation of asocial forms.
behavior, especially in adolescence. That's why abnormal development mental
areas of children and, above all, mental retardation should be considered as
psychological and social problem.
Currently modern system education allows you to include everyone
child into the educational space through the introduction of psychological and pedagogical
correctional development programs for students with learning difficulties
Psychological and pedagogical correctional developmental activity is
is a system of means aimed at overcoming and / or mitigating shortcomings in
mental development in this group of students.
The tasks of psychological and pedagogical correctional developmental activities can be
phrase it like:
Identification of the special educational needs of students who have difficulties in
development of educational programs due to shortcomings in their mental
development.
Development of individual correctional and developmental routes for students,
having difficulties in mastering educational programs due to shortcomings
in their mental development.
Implementation
psychological and pedagogical
correctional developmental activities, taking into account the characteristics of the psychophysical
development and individual capabilities of students who have difficulties in mastering
educational programs due to shortcomings in their mental development.
Providing parents (legal representatives) and teachers of students with
difficulties in mastering educational programs due to shortcomings in their
oriented
individually
11
mental development consultative and methodological assistance on issues related
with their upbringing and education.
Characteristics of the main directions of psychological and pedagogical correctional
developing activities:
1. Diagnostic activity, which provides the identification of features
development and health of students who have difficulties in mastering educational
programs due to deficiencies in their mental development in order to create
favorable conditions for mastering the content of the main educational
programs.
2. Correctional development activities that provide the organization
activities to promote personal development students, correction of deficiencies
in mental development and their mastery of the content of education.
3.
advisory activity,
ensures continuity
accompanying students who have difficulties in mastering educational programs,
due to deficiencies in their mental development and their families on the implementation
differentiated psychological and pedagogical conditions for training, education, correction,
development and socialization of students.
which
4.
outreach activities,
which suggests
implementation of explanatory activities in relation to teachers and parents on
issues related to the peculiarities of the implementation of the process of training and education
students who have difficulties in mastering educational programs due to
shortcomings in their mental development, interaction with teachers and peers, their
parents (legal representatives), etc.
legal
on psychological and pedagogical correctional
development activities of students who have difficulties in mastering educational
programs caused by deficiencies in their mental development are:
base
Federal Law of the Russian Federation "On Education in the Russian Federation" N
FZ (as amended by federal laws dated 05/07/2013 N 99 FZ, dated 07/23/2013 N 203 FZ),
Federal State Educational Standard of General Education for
students with disabilities;
Regulatory and methodological documents of the Ministry of Education and Science of the Russian Federation and others
normative legal acts in the field of education, Approximate adapted basic
educational program of general education, developed on the basis of the Federal State Educational Standard for
students with disabilities
The goal of the program "Learning to learn" is the creation of psychological and pedagogical conditions
for the development of the personality of students who have difficulties in mastering educational
programs due to shortcomings in their mental development.
To achieve this goal, we have set the following tasks:
1. Formation of educational motivation, development of cognitive processes;
2. The development of self-control and self-regulation, the formation of interpersonal skills
conflict-free communication;
3. Awareness by the student of himself as a "positive", socially oriented
personality, correction of the image of "I";
4. Identification of oneself with an age-appropriate and gender-appropriate social role, study
their needs and, on this basis, the allocation of their own motives of behavior.
5. Development of the need and ability to evaluate behavior as moral or
immoral.
12
The main idea of the "Learn to learn" program is SELF-SUFFICIENCY. Support
only on other people's resources makes a person dependent. Relying on your own resources
strengthens.
Program recipient:
Students in grades 1-6 who have difficulties in mastering educational
programs due to shortcomings in their mental development.
Program structure:
The program consists of five sections, classes in which are designed for both
individual as well as for group application:
SECTION 1 - "Me and my inner world" - correction of the emotional-volitional sphere,
increasing self-confidence.
SECTION 2 - "I want to know everything" - the development of cognitive processes.
SECTION 3 - "Learning to control myself" - correction of the behavioral sphere.
SECTION 4 - "Circle of acquaintances" - correction of the communicative sphere.
SECTION 5 - "Diagnostics" - identification of individual personality traits
students who have difficulties in mastering educational programs due to
deficiencies in their mental development before and after the program.
In the process of passing the program "Learn to learn" classes from different sections
established by an individual corrective
alternate in sequence
developing route of the student, the volume and nature of the diagnostic examination
selected individually.
Basic methods of the program
Each lesson lays the foundation for a formative impact on a number of
mental spheres, and conditions are created for the expansion of interfunctional
interaction and formation of new functional systems and connections.
The formation of spatial representations and body schema should follow the path
assimilation of stable coordinates "right-left" and "top-bottom", "front-back", somato
spatial gnosis, visual-spatial perception, tactile gnosis,
visual-motor coordination. The following methods are used: drawing,
constructive activities, objective actions, games, etc.
The formation of the motor sphere (in particular, fine motor skills) is carried out
the following methods: outdoor games, motor rhythms, drawing, modeling, appliqué,
elements of body-oriented therapy. Performing movement according to verbal instructions,
game "forbidden movements".
Method of motor rhythms.
This method is aimed at the formation
interfunctional interaction: the formation of auditory-motor coordination,
voluntary regulation of movements, auditory attention. It creates the basis for the appearance
such characteristics of children's motor skills as fluency, switchability, speed and
coordination of movements of arms and legs, upright posture, etc.
Thus, the emotional tone, working capacity increases, accelerates
duration of adaptation mechanisms to the learning process.
Method of sound-breathing exercises. Designed to stimulate the brain
brain, development of interhemispheric interaction, development of the frontal regions: develops
self-control and arbitrariness. The rhythm of the body plays an important role in
formation of interhemispheric connections. Neuropsychological correction is based on
automation and rhythm of the child's body through various techniques.
Method of Educational Kinesiology. Provides the development of interhemispheric
interactions, removal of synkinesis, muscle clamps.
13
In the process of development of children, myelination of nerve networks occurs under the condition of their
high motor activity, Cross movements of the arms, legs and eyes activate
development of the corpus callosum.
With regular performance of reciprocal movements, it is formed and myelinated
a large number of neural pathways connecting the hemispheres of the brain, which
ensures the development of mental functions.
The slow execution of cross movements contributes to the activation
vestibular apparatus and frontal lobes brain.
As a result of movements, children feel and become more aware of their body, their feelings and
experiences, can express them more adequately, which creates additional conditions for
development.
visualization method. Visualization occurs in both hemispheres of the brain,
which effectively develops the corpus callosum and therefore integrates the work of the brain.
The method forms voluntary attention, develops the ability to concentrate
attention, develops imagination.
Structural drawing method. Forms stable coordinates (left -
right, top - bottom), somato spatial gnosis, visuospatial
perception, tactile gnosis, visual-motor coordination.
relaxation method. It is aimed at the formation of voluntary attention,
differentiated motor and mental reactions, which gives psychomotor
development of the child a kind of uniformity. The method normalizes hypertonicity and hypotonicity
muscles, promotes the removal of synkinesis and muscle clamps, develops a sense of
body.
The regulation of the strength of muscle tone should take place in accordance with the laws
development of movements: from the head to the lower limbs, from the neck and shoulders to the hands and individual
fingers and from the knees to the toes respectively.
Conditions for the implementation of the program:
The program is designed for 60 hours, the frequency of classes is 1 - 2 classes per week for
1 academic hour. The duration of the program is set individually for
each student, depending on his age and mental capabilities.
The program can be adjusted according to the current request of students, in
according to their physical and mental characteristics.
Planned results:
By the end of classes, students who have difficulties in mastering educational
programs due to shortcomings in their mental development should be formed
the following skills and abilities:
positive motivation for learning activities is formed;
developed basic cognitive processes (analysis, comparison, generalization, synthesis, ability
identify essential features and patterns) at an accessible level;
an adequate perception of reality and oneself by students is formed;
the adaptability of students' behavior is formed in accordance with the role
the expectations of others.
14
Appendix 2
OFFICE OF THE PEDAGOGAPSYCHOLOGIST, SOSH No. 16 (photo)
15
Appendix 3
CLASSES UNDER THE PROGRAM "LEARN TO LEARN" (photo)
Individual lesson(1 class).
Subject:
The development of visual thinking,
(stability), thinking (synthesis processes).
voluntary attention
Individual lesson (Grade 3).
Topic: Development of visual analysis, verbal synthesis, conceptual thinking,
voluntary attention.
16
Group lesson (grade 1).
Topic: Strengthening self-confidence, one's strengths, a sense of one's worth.
Topic: Awareness of emotional life, concentration on oneself, sensual
perception.
17
Individual lesson (grade 2).
Topic: Developing the ability to accurately and correctly name objects. The development of arbitrary
attention and visual sensations.
Individual lesson (grade 2).
Subject:
The development of spatial representations (determining the location
object in row and column). Development of conceptual thinking. Formation of attention.
18
Appendix 4
CARD OF PSYCHOLOGICAL AND PEDAGOGICAL SUPPORT OF A STUDENT (form)
Education management
Municipal autonomous educational institution
Asbestovsky urban district
Map of psycho-pedagogical
student accompaniment
Surname __________________________________________
Name_______________________________________________
Surname __________________________________________
Date of Birth __________________
19
The card is kept by the school psychologist.
Card information is confidential.
20
I. Psychological and pedagogical characteristics.
Name of student _______________________________________________
Date of Birth ________________________________________________
Home address, phone: ___________________________________
Family status: ______________________________________________
Mother: ___________________________________________________________
_
Father:_______________________________________________________
_
Family-School Interaction:_______________________________
___________________________________________________________
___________________________________________________________
Educational institution: ________________________________
Class: _____________________________________________________
Habits, interests: ______________________________________________
___________________________________________________________
Leading hand: _________________________________________________
Leading activity of the child: _______________________________
___________________________________________________________
Communication:
with classmates __________________________________________
____________________________________________________________
____________________________________________________________
with teachers _______________________________________________
____________________________________________________________
Behavioral features: _______________________________________
____________________________________________________________
_______________________________________________________________
Formation of social orientation: ____________
___________________________________________________________
___________________________________________________________
______________________________________________________________
____________________________________________________________
Complaints
cool
manager:
________________________________
____________________________________________________________
____________________________________________________________
21
______________________________________________________________
____________________________________________________________
______________________________________________________________
During the psychological examination, the following
peculiarities:
Behavior during the psychological and pedagogical examination:
_______
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
Analysis of the development of mental functions:
Formation of programming and control functions:
Development of motor functions (dynamic and kinesthetic
organization of movements): _______________________________________________
____________________________________________________________________
____________________________________________________________________
___________________________________________________________________
Spatial relationships: _________________________________
____________________________________________________________________
___________________________________________________________________
Perception: __________________________________________________
____________________________________________________________________
___________________________________________________________________
Memory: ______________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
Thinking: __________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
___________________________________________________________________
Level of learning motivation: _____________________________________
22
____________________________________________________________________
____________________________________________________________________
___________________________________________________________________
Emotional personality traits: __________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
The main difficulties noted in training:
Features of learning: ______________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
___________________________________________________________________
educational
Formation of universal educational actions.
Personal universal actions: _____________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
actions:
universal
Regulatory
_____________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
Communicative universal learning activities: ________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
___________________________________________________________________
Cognitive universal educational: __________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
23
____________________________________________________________________
___________________________________________________________________
Development results curricula for individual
subjects:
Mathematics: __________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
___________________________________________________________________
Reading: _____________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
___________________________________________________________________
Russian language: __________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
Social orientation: _______________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
___________________________________________________________________
General labor skills: _____________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
___________________________________________________________________
Features of behavior and emotional manifestations: _______________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
___________________________________________________________________
Features of psychophysical development: _________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
24
Pedagogical
conclusion:
_____________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
Conclusion
school
teacher
psychologist: ________________________
____________________________________________________________________
____________________________________________________________________
___________________________________________________________________
Date of:
25
III. Formation of general educational skills and abilities
(learning capacity) of the student
Conventions
"3" skills are formed,
"1" skills are not formed
List of skills
Academic year (class)
n
To
n
To
n
To
n
To
n
To
n
To
n
To
n
To
n
To
1. Mechanical ability to read
2. Meaningfully read,
accept what is read
3. Accounting skills
4. Monologic
statements
5. Conduct a learning dialogue
6. Read map, table, etc.
7. Answer questions
8. Ability to ask a question
9.Memorize and
play from memory
oral and written text
10. Highlight the main idea
11.Compose
simple/complex plan
12. Compose abstracts
abstract
13. Draw up structural and
logic
14.Record content
lesson
15. Retelling orally
16.Create text according to the sample
17. Ability to act on
algorithm
18. Ability to use
acquired knowledge in
similar situation
19. Use of knowledge outside
standard situation
20.Keep learning
activity throughout
lesson
21. Ability to work in
at the same pace with the whole class
22.Save
27
satisfactory
performance during
the whole school day
Total:
IV. Development of universal learning activities
Conventions
"3" skills are formed,
"2" skills are insufficiently formed,
"1" skills are not formed
Academic year (class)
n to n to n to n to n to n to n to n to n to
Universal training
actions
1
1.1 Domestic position
Personal UUD
schoolboy
1.2 Self-assessment - regulatory
component
1.3 Curriculum motivation
activities
1.4 Moral and ethical
orientation
Regulatory UUD
2
2.1 Ability to learn and ability
to organize your
activities
Cognitive UUD
3
3.1 Universal logic
actions
3.2 Statement and decision
Problems
Communicative UUD
4
4.1 Communication as communication
4.2 Communication as
cooperation
4.3 Communication as a condition
interiorization
V. Data from the annual psychological examination
mental processes
Academic year (class)
Attention
involuntary
arbitrary
28
exhaustible
Memory
visual
auditory
mechanical
figurative
mixed
Thinking
demonstrative
illustrative
concrete
Perception
spatial
temporary
emotional sphere
emotions are labile
mature
not mature
infantile
aggressive
anxious
disinhibited
sexually disinhibited
false
impulsive
foolish
negative
VI. Survey of the level of upbringing and sociality
1 Nature of employment
Index
* Schooling
* participation in artistic
amateur performances
* participation in sports
sections
* participation in the circle
work
2 Behavior at school
Index
* approximate
Academic year (class)
Academic year (class)
29
* good
* satisfactory
* unsatisfactory
* is registered with
police, school
3 Social activism
Index
*organizer of collective
cases
*active member of the team.
cases
*passive participant
collect. cases
*does not participate in
public life
*boycotts, disorganizes
collective events
4 Attitude towards learning
Index
* interested
* selectively
interested
* indifferent
* negative
* extremely negative
Academic year (class)
Academic year (class)
5 The degree of consciousness and discipline in relation to the educational
activities
Index
Academic year (class)
* negative attitude towards
lessons are not prepared
misses classes
* getting ready for class
irregularly under control
adults
30
*good attitude
but without passion, not for the sake of
knowledge, for the sake of grades
* conscious attitude,
conscientious, interest
manifested selectively
* infatuated attitude,
conscientious, conscientious
6 Attitude towards foul language
Index
* foul language
use of obscene
expressions in public
places, in the presence
girls, women, adults
* episodic
foul language ("on occasion")
*avoid obscene
expressions
* active rejection
foul language
*high culture of speech,
rich linguistic stock
Academic year (class)
7 Attitude to pedagogical influences
Index
Academic year (class)
* sharp, rough shape
rejection of any
pedagogical influences,
remarks, reprimands
*rejection of pedagogical
influences in the form
passive resistance,
ignorance, obstinacy
* selective attitude towards
pedagogical influences
depending on the nature
relationships with teachers
*to the comments of teachers
inclined to listen
31
punishments and rewards
perceives correctly
*responsive to
teacher comments,
painfully going through
censure, tries not to
repeat the condemned
actions, deeds
8 Self-criticism, introspection skills
Index
Academic year (class)
Academic year (class)
*introspection skills and
no self-criticism
seeks to develop
*introspection can sometimes
come under the influence
condemnation of others
*no introspection
or weakly expressed
self-critical attitude
9 Attitude towards others
Index
* display of cruelty
towards comrades
younger, weak, animals
*ability to make
tough actions for
company", under the influence
others
*indifference,
inattention towards
with classmates,
comrades
* empathy for
relation to relatives
* highly developed effective
empathy expressed in
ability to empathize
only close ones, but also
surrounding in someone else's pain,
joy, desire to help
32
* blind obedience to someone else
negative influence,
impulsive, weak
volitional regulation of behavior
*desire to get away
situations requiring willpower
beginning, overcoming
difficulties, acceptance
solutions, environmental resistance
10 Collectivist manifestations, the ability to reckon with collective
interests, norms of collective life
Index
Academic year (class)
*flaunts his negative attitude
to the norms of collective life, to
public opinion in the classroom
* refers to public condemnation
indifferently
* outwardly comfortable behavior, but not
lives in the interests of the team
*With for the most part class saves
companionship, values
public opinion
* developed sense of justice,
partnerships, partnerships and
mutual aid
11 External culture of behavior
Index
* slovenliness, neglect of clothes,
lack of cultural skills
public behavior
*bad taste of appearance, flaunting
pseudo-fashionable clothes, hairstyle,
vulgarity of manners
* indifference to appearance, lack of
aesthetic principle in relation to one's own
appearance, behavior
*neat, fit appearance,
high culture of behavior
* aesthetic education, developed
sense of taste manifested in clothes,
33
Academic year (class)
behavior, demeanor
12 Addiction to bad habits
Index
* ingrained smoking habit
* occasional smoking
*abstinence from smoking thanks to
prohibitions of parents, teachers
* conscious, self-refusal
smoking
* active smoking aversion, as in
towards themselves and their comrades
(friends)
*occasional alcohol use
or toxic substances
Academic year (class)
13 The presence of positively oriented life plans and professional
intentions
Index
Academic year (class)
*professional intentions and plans are absent due to
negativism and cynical attitude to work
*plans and intentions are absent due to frivolity and
thoughtlessness 7.2
l No.
from__
№ 402
25.12.
2017
And
And
c
A
h
And
n
A
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R
O
And
T
With
O
n
n
e
b
O
With
ABOUT
I
And
n
A
V
O
h
A
R
b
O
e
s
n
b
l
e
T
A
V
O
h
A
R
b
O
e
s
n
b
l
A
And
c
e
P
WITH
I
And
V
O
l
With
at
O
G
O
l
O
X
And
With
P
I
And
n
e
l
V
A
R
P
A
H
And
And
c
To
e
R
R
O
To
th
O
To
With
e
h
And
G
O
G
A
d
e
P
Special organization
2.1.
class work:
- Presence of individual rules
for students;
Usage
non-verbal
means of communication that are reminiscent of
about these rules;
Use of incentives for
students who do
rules;
Evaluation of class organization in
Delay
3.7.
mental development.
Educational
needs:
- B
prompting
For
educational
activity
formation
sustainable
cognitive
motivation;
37
Escort
psychological,
defectological,
speech therapy.
4.7 - ZPR. Main
areas of psychology
pedagogical
accompanying children with
mental delay
development:
1.
Formation
Prime
chanting
Additional
iteln
s
recommend
ndation
e
And
n
e
d
and
O
V
O
R
P
O
With
e
O
To
With
n
And
c
And
d
e
M
V
O
T
With
And
l
A
And
c
e
P
With
th
e
h
A
R
V
Psychone
urologists
logical
accompany
waiting.
MRI,
repeat
naya
turnout for
PMPK
.
accordance
students;
needs
- Proximity of students to the teacher;
The presence in the class of additional
materials (pencils, books);
Saving
sufficient
spaces between desks;
Distribution of students by
desks in the implementation of projects
and tasks;
Giving students the right
leave the classroom and retire to
so-called "safe
place" when required
circumstances;
- Ignoring minor
behavioral disorders;
Development of intervention measures in
case of unacceptable behavior,
which
is
unintentional.
2.4. Health accounting and
features of psychophysical
development of students with disabilities:
- slow pace of learning;
Simplification of the structure of the educational
material in accordance with
psychophysical
student's abilities;
- Rational dosage in the lesson
content of educational material;
- Broadening one's horizons
formation
versatile concepts
and ideas about
the world around;
- B
improvement
mental processes
(attention, visual,
auditory,
tactile
perception, memory and
etc.);
In formation/development
in children purposeful
functions
activities,
programming
And
control of one's own
activities;
improvement
common intellectual
(operations
skills
analysis,
comparisons,
generalizations,
allocation
essential features
And
patterns,
mental flexibility
processes);
- Personal development
– development and strengthening
emotions, will, development
arbitrary
strong-willed
behavior,
regulation
their
38
stimulation
sustainable
cognitive
motivation,
cognitive
activity.
2. Development of perception
different modality.
3. Development of attention.
4. Development of all kinds
memory (auditory).
5. Development of thinking
processes.
6. Development of language and
speech means.
7. Correction of violations
oral and written speech.
8. Development of the free
activities.
9. Development emotionally
strong-willed
spheres:
goal setting
planning
forecasting
activities.
10. Development of control and
self-control, evaluation
and self-assessment.
11.
Formation
conscious self-regulation
cognitive
activities and behaviour.
12.
Development
spatial
And
- Splitting a large task into
stages;
Step-by-step clarification of tasks;
- Sequential execution
With
tasks
stages
control/self-control
each stage;
- Implementation of repetition
training at all stages and levels
lesson;
Repetition
students
instructions to follow
tasks;
time for home delivery
tasks;
Abbreviated
tasks,
aimed at assimilation
key concepts;
Abbreviated
tests,
aimed at working out
spelling work;
Dictation
Execution
- Providing additional
time to complete the task;
V
mode;
individual
maximum
on
sensory experience of the child
conditioned
concreteness
child's thinking
Maximum
on
practical activities and
support
action,
independence
responsibility
own actions;
families,
- Development and refinement
means of communication
constructive
And
communication
interactions
(With
co
members
With
peers,
adults),
V
skills building
socially approved
behavior, maximum
expansion of social
contacts;
- B
amplification
regulatory function
words,
formation
ability to speak
summary, in particular
accompanied by speech
actions performed;
- B
conservation
strengthening
somatic
And
mental health, in
maintaining
performance,
warning
exhaustion,
psychophysical
39
Formation
To
orientation.
13.
capabilities
independent
organization of own
activity and awareness
the difficulties encountered.
skills
Formation
request
And
use
help
adult.
14. Special education
"transfer"
formed knowledge and
skills in new situations.
15. Development and development
means of communication
constructive
communication
And
interactions.
16. Skill building
socially approved
behavior, maximum
extended social
contacts.
Formation
17.
socially
active
41useful and excellent effect on the development of small
hand motility.
Drawing or coloring pictures -
children's favorite pastime and a good exercise for
development of fine motor skills of the hands.
Making paper crafts -
cutting
scissors
geometric shapes, drawing up patterns,
execution of applications. The child needs to know
use scissors and glue.
Construction. figurative
thinking, fantasy, fine motor skills of hands.
Fastening and unbuttoning buttons,
buttons, hooks. good workout for
fingers,
improve dexterity and
fine motor skills develop.
Tying and untying ribbons,
laces, knots on a rope. Each such
movement has a huge impact on
development of fine motor skills of the baby's hands.
Twisting and unscrewing the lids of cans,
bubbles, etc. also improves the development
on one's own
Appendix 7
BROCHURE FOR PARENTS
Suction pipette water. Develops
fine finger movements and improves overall
hand motility.
Stringing beads and buttons. In summer you can
make beads from mountain ash, nuts, pumpkin seeds and
cucumbers, small fruits, etc. Interesting
activity for the development of imagination, fantasy and
fine motor skills of the hands.
Weaving braids from threads, wreaths from
colors. All types of handicraft: for
girls knitting, embroidery, etc., for
boys chasing, pyrography, artistic
sawing, etc. Teach your children everything
what do you know yourself!
Bulkhead cereals. Pour into a small
saucer, for example, peas, buckwheat and rice and
ask the child to pick it up. development of the sense of touch,
small finger movements.
Ball games, with cubes, mosaics.
Municipal Autonomous Educational
institution
"Secondary Educational School No. 16"
Asbestovsky urban district
RECOMMENDATIONS FOR
PARENTS
FOR EDUCATION OF A CHILD
WITH LIMITED
OPPORTUNITIES
HEALTH (ZPR)
Give your children daily
classes! Such an all-round workout is excellent.
develops fine motor skills of the child's hands,
his hand movements will be more confident,
schoolwork will not be so good for the child
tiresome.
Seek Psychology
pedagogical assistance to
school specialists, get
individual and family
consultation.
43
Developer:
educational psychologist
Danilchuk O.O.
fine motor skills and dexterity of the child's fingers.
What do you need to know?
Mental retardation (MPD) is not
illness, but an individual variant of mental
development.
It is important to understand that the RRP is not
clinical form of an incurable disease, and
just happening in slow motion
development, as a result of which the age of the child and
his intelligence level doesn't match each other
friend.
According to experts, the basis
development of the psyche of such children lies one or another
failure of structural and functional
brain systems acquired as a result
minor brain damage.
That's why
examination by a neuropsychiatrist
baby needed! It can show signs
organic brain damage and
drug effect on him,
with the help of drugs to coordinate excessive
lethargy or excitability of the child,
normalize sleep, activate cells
brain.
Most often, children with mental retardation do not visually
different from their peers, so parents
sometimes they are not even aware of the problem,
overestimating the capabilities of the child and not understanding
what should be the upbringing in the family.
It is important that parents for themselves
realized that their child is not quite
like the others, but that's no reason
to push him, criticize and
humiliate!!!
Parenting Mistakes
General recommendations for rendering
Many parents during the formation
upbringing in the family, realizing the problem of the child,
deliberately trying to develop in it not
inherent qualities. Naturally,
they think they are helping the child, teaching him to be
strong, strong-willed and purposeful, in a word,
ready for the conditions and challenges of modern
peace.
Instead of letting the child
quietly finish what you started, such parents
lose their temper because of their slowness,
customized, thus testing
fragile psyche.
Watching parents get irritated
the child understands that he and his actions -
the main reason for their frustration and anger. He
loses a sense of security, without which
it is difficult to talk about full development.
It is the loss of this feeling that becomes the main
an obstacle to the fulfillment of even the most
simple actions.
Children with mental infantilism
need contact with parents, and first
queue with mother. Education should be
built on trust and help - so adults
help the child cope with fears.
As soon as the child finds the strength
get rid of fear, his intellect will switch to
a new level of development due to the disappearance
blocking the learning of important skills.
44
helping a child with mental retardation
lethargy
1. You should not look at the child as
small, helpless. Not recommended
constantly supervise, control every
child's actions when doing homework
assignments. Such overprotection of children is very harmful.
Of course, control is necessary, but it is necessary
organize not “above”, but “near”.
2. Don't over-demand
to kid. Overload, especially intellectual,
entails not only a reduction
performance,
V
understanding of the situation, but may appear
aggression, disruptions in behavior, sudden changes
moods.
3. Make learning fun. Always looking
ways to turn learning activities into games.
4. A child often learns better when around.
no teacher. Children often make big
efforts when they really want something, and
there is no one around to help. teach a child
important, but no less important, to give him the opportunity
explore, try your hand and yourself
do for himself what he can.
5. Develop your child's special skills and
skills. Help find hidden talents and
child's possibilities. Encourage him to search
hidden opportunities.
6. Become a friend to the child, not a person,
which forbids everything. Help the child to
difficult situations.
7. Praise your child more often. hug or hug
give him some small reward,
when he succeeds or when he
tries very hard.
The transformation of approaches to the training, education and development of students with disabilities (hereinafter - students with disabilities) is aimed at the socialization of a person who has the skills of socially adaptive behavior in modern socio-economic conditions. One of the ways to solve this problem is inclusive education, which provides equal rights, accessibility, the ability to choose the appropriate educational route for any child, regardless of his physical and other abilities.
Russian society is gradually coming to an understanding that the collective education of children with disabilities and peers of a conventional norm has great importance both for the first and for the second group. One of the main provisions of inclusive education is the recognition of the value of the differences of all children and their ability to learn, which is conducted in the way that is most suitable for this child.
An important condition for the effective work of an educational organization in the development of inclusive theory and practice is the effective management of the entire process of including a student with disabilities and his family in the general educational environment.
An analysis of the current situation allows us to conclude that this process, when implemented in practice, is complex and highly controversial, since clear mechanisms that are understandable to managers and practicing teachers have not yet been developed to effectively address issues of including students with disabilities in the educational environment. Today, the constituent entities of the Russian Federation are forced to solve many topical problems of organizing inclusive education on their own, often in a situation of limited financial resources.
One of these problems is the conditions for attracting specialists (tutor, etc.) who have the appropriate skills and abilities to work with children with disabilities. In our opinion, the situation is complicated by the fact that, for example, many educational organizations located in rural areas objectively do not have the ability to create special conditions for children with disabilities to stay there.
Meanwhile, an educational organization operating in an inclusive environment needs to provide all students with both opportunities to receive a quality education, and for a full-fledged social life, active participation in the affairs of the team of the group (class), institution, as a whole, thereby ensuring fruitful cooperation of all subjects of the educational process.
The creation of a system of psychological and pedagogical support for students with disabilities can be considered as one of the main conditions and components of the success of inclusion.
Today, the main task is to create an optimal and effective system of psychological and pedagogical support for inclusive education in institutions of various types and types based on the existing experience in the field of education, training and education of children with disabilities.
An analysis of modern scientific literature on the problem of psychological and pedagogical support allows us to conclude that researchers have not yet developed a unified methodological approach to determining the essence of this process (Table 1).
Table 1
|
Researchers |
The concept of "psychological and pedagogical support" |
|
E.V. Kazakova |
multidisciplinary method provided by the unity of efforts of teachers, psychologists, social and medical workers |
|
R.M. Bityanova |
the whole system of activity of specialists |
|
N.S. Glukhanyuk |
general working method |
|
R.V. Ovcharova |
one of the directions and technology of professional activity of a psychologist and teacher of an educational institution |
|
D.Z. Akhmetova, Z.G. Nigmatov, T.A. Chelnokova, G.V. Yusupova and others. |
a flexible, long-term dynamic process that involves a holistic, organized and systematic activity of specialists in "helping professions" aimed at creating conditions for the successful functioning of participants in a single educational space |
In modern theoretical approaches to the organization of psychological and pedagogical support in the context of inclusive education, the main emphasis is on the need to create such a system of actions in which the union in one class (group) of children with normal development and children with special needs of psychophysical development, has promoting the full participation of the latter in the life of the class (group).
The analysis of scientific works and pedagogical practice on the stated problem makes it possible to single out the principles of psychological and pedagogical support of the inclusive process in an educational organization: consistency; unity of diagnostics and correction; individual approach; ensuring positive emotional well-being of all participants in the educational process; interdisciplinary interaction in the team of support specialists .
In inclusive education, psychological and pedagogical support as a system of activities of specialists (defectologist, psychologist, social pedagogue, tutor, etc.) covers: students with disabilities and with conditionally normative development, their parents, as well as teachers participating in inclusive practice.
The escort service specialists carry out their activities on the basis of the recommendations of the psychological, medical and pedagogical commissions (PMPC), which are subject to mandatory consideration when creating special educational conditions for a child with disabilities.
It should be noted that in the process of psychological and pedagogical support, it is important to obtain information about the presence or absence of the status of a "child with disabilities": - passed or did not pass the PMPK, as well as the presence or absence of a disability.
When determining the strategy and tactics of activities, the work program of specialists, support services take into account:
Possibilities of the educational environment of an educational organization for training and development in accordance with the requirements for the level of development of a student with disabilities;
Problems of creating an emotionally favorable climate in pedagogical, children's and parental teams;
Features of the diagnosis of mental, personal and social development student with disabilities; -
The specifics of the implementation of programs of correctional-developing orientation in individual-group classes.
In this regard, we note that rather high professional requirements are imposed on specialists of support services working in conditions of inclusion in an educational organization: the presence of an appropriate higher education, qualification according to the profile of activity. Such a specialist should not only be proficient in the methods of diagnosing, consulting, correcting, training and developing students with disabilities, but also have the ability to systematically analyze problem situations, program and plan activities aimed at resolving them, co-organizing participants in the educational process for these purposes.
The conceptual guidelines for support are not so much overcoming failure in learning, but rather solving the problems of social adaptation of students with disabilities, as well as a comprehensive, flexible and prompt solution to the problems that arise in the inclusive education of a child with disabilities.
To date, there are two main areas of psychological and pedagogical support for students with disabilities: - 1) relevant, focused on solving existing difficulties; - 2) promising, focused on the prevention of deviations in learning and development.
In the conditions of inclusive education, psychological and pedagogical support is organized, both individually and frontally. Based on the analysis of a number of works by scientists (M.R. Bityanova et al.), it is possible to determine the algorithm for creating and implementing an individual support program for a child with disabilities in an educational organization:
1) Implementation of input diagnostics.
2) Organization of a psychological-medical-pedagogical council.
3) Drawing up an individual educational route.
4) Development of an adapted educational program.
5) Implementation of an individual educational route.
6) Carrying out repeated diagnostics (dynamic diagnostics).
7) Analysis and evaluation of the results of support.
8) Development of strategy and tactics for further support.
In the context of inclusive practice, it is relevant to use the possibility of modeling programs of psychological and pedagogical support as a process for determining the problem of a child with disabilities and finding the most effective ways to solve it. Modeling allows you to quickly and flexibly regulate the degree of involvement and interaction of those specialists who need the help of a child.
One of the areas of inclusive practice is the psychological and pedagogical support of families studying with disabilities. Obviously, any family that has a child with developmental disabilities needs to be accompanied. Since the appearance of a "special" child, his parents are in constant tension, which often leads to the formation of the phenomenon of family disability and the emergence of additional difficulties in socio-cultural adaptation. When planning a support program, it is necessary to take into account the characteristics of the family of a child with disabilities, its educational potential.
Thus, the process of psychological and pedagogical support of a child with disabilities in terms of inclusion is a complex multi-level dynamic process based on close motivated interaction between specialists of various profiles, teachers and the family of a “special” child. This type support can be considered as a system of activities of the staff of an educational organization aimed at providing preventive and prompt assistance to students with disabilities in solving their individual problems related to: physical and mental health; successful advancement in training, education and development; effective interpersonal communication; life and professional identity.