If a child has been diagnosed with disabilities, after passing a special commission with the participation of psychologists, teachers, speech therapists, he is sent to the appropriate group. In the early stages of violations, it is possible to correct them, allowing you to eliminate disabilities forever. This article indicates the main aspects of these deviations in a child and how they are corrected. So, what kind of work is done with children with disabilities in preschool educational institutions, read in this article.
Children with disabilities and children with disabilities: what is the difference
Working with children with disabilities in preschool educational institutions. A child is considered disabled if he has not reached the age of majority and has persistent impairments of one or more body functions. According to the Family Code of the Russian Federation, a person with defects, pathologies or consequences of injury has a certain group of disabilities, due to which he is not able to perform all life processes without exception and has lost awareness of his own position in society.
The following are considered disabled:
- children who have lost the ability to move, who cannot control their behavior, do not have the opportunity to learn;
- completely or partially not performing self-service functions.
A medical certificate confirming disability is provided based on the conclusion of regional or city government health institutions.
Children with disabilities (CHD), unlike people with disabilities, have certain impairments in physical, as well as mental and emotional development. Such violations create obstacles for the patient to study educational programs and difficulty performing functions if appropriate conditions are not available. HIA is considered a simpler form of violation. Children with this diagnosis can perform viable activities, but they require special requirements.
How to work with children with disabilities in preschool educational institutions according to the Federal State Educational Standard: normative documents
Federal state educational standards for preschool education
Federal state educational standards for preschool education consist of a list of relevant tasks that require implementation. They were developed in accordance with the Constitution of the Russian Federation, legislation, taking into account the United Nations Convention on the Rights of Children. These tasks include:
- protect and strengthen the physical and mental health of the child, including his emotional well-being;
- provide equal opportunities for the development of any child in preschool, including children with disabilities. This requires favorable conditions where the child can develop according to his characteristics and while maintaining his own self-esteem;
- provide options and a variety of foundations and forms for preschool educational programs, with the possible formation of methods in various directions, taking into account the educational needs, abilities and health status of each child;
- provide families with support from psychologists and teachers, increase the knowledge and skills of close relatives on the issues of education, support, and treatment of the baby.
Federal state educational standards for preschool education have been developed taking into account the individual needs of all children, according to life situations, as well as their health. The Federal State Educational Standard determines the appropriate conditions for providing a child with education, special educational needs, and individual special requirements for certain categories of children and children with disabilities.
Adapted educational program for working with children 3–7 years old with disabilities
Veronica Krylosova
Adapted educational program for working with children 3–7 years old with disabilities
I offer an adapted educational program from 3-7 years old with O. V.Z.
1. Target section
1.1. Explanatory note
1.2. Introduction
1.3. Goals and objectives of the implementation of an adapted program for children with disabilities and children with disabilities
1.4. Principles and approaches to program
1.4.1Principles of rehabilitation work with children
1.4.2 Evidence-based approaches for program
1.5. Features of children's development
1.6. Planned results as targets for students’ mastery of the program
1.6.1. Federal State Educational Standards requirements for targets
1.7. Explanatory note in the part formed by the participants in educational relations
1.7.1. Goals and objectives in terms of those formed by participants in educational relations 1 .7.2. Planned results of mastering the program .
2. Content section
2.1. Features of educational activities of different types and cultural practices in the compulsory part of the program
2.1.1. Description of educational activities in accordance with the areas of child development
2.3. Description of forms, methods, methods and means of program
2.4. Ways and directions of supporting children's initiatives
2.5. Features of interaction between the teaching staff and the families of students 2.6. Psychological support of the educational process
2.7. Description of educational activities for professional correction of developmental disorders of children
3. Organizational section
3.1. Description of the logistics of the program
3.2. Information on the provision of teaching materials and means of training and education
3.3. Daily regime
3.4. Features of traditional events, holidays, activities
3.5. Features of the organization of a developing subject-spatial environment
3.6. Annual calendar schedule, curriculum, schedule of directly organized educational activities
3.7. Calendar and thematic planning in the part formed by participants in educational relations
3.8. Requirements determined in accordance with SanPiN 2.4.1.3049-13 Appendix I TARGET SECTION
1.1. Explanatory note
1.2The development of modern society places new demands on preschool educational institutions , on the organization of the educational process , the selection and justification of main and partial programs , the results and effectiveness of their activities. This program is developed based on :
-Federal Law “On Education in the Russian Federation”
dated December 29, 2012 N 273-FZ
-UN Convention on the Rights of the Child;
-Sanitary and epidemiological requirements for the design, content and organization of work in preschool educational organizations (Resolution No. 26 of May 15, 2013 “On approval of SanPiN 2.4.1.3049-13”
)
-Federal State Educational Standard for Preschool Education (Order of the Ministry of Education and Science of the Russian Federation dated October 17, 2013 No. 1155)
-The procedure for organizing and carrying out educational activities for basic general education programs - educational programs for preschool education " (Approved by order of the Ministry of Education and Science of the Russian Federation dated August 30, 2013 N 1014) -Charter.
Basic general education program for preschool education in kindergarten No. 50
The content of the basic general education program is based on the provisions of the cultural-historical theory of L. S. Vygotsky.
The main program document for organizing the educational process in preschool educational institutions is:
“From birth to school. Approximate basic general education program for preschool education “ed. N. E. Veraksy, T. S. Komarova, M. A. Vasilyeva. – M.: MOSAIC-SYNTHESIS, 2011.
The program determines the content and organization the educational process for children with disabilities and is aimed at creating special conditions for education and training in the institution that take into account the special educational needs of children with disabilities and children with disabilities through individualization and differentiation of the educational process . When raising and educating disabled children and children with disabilities, there are a number of problems caused by psychophysical characteristics: persistent impairment of cognitive activity, underdevelopment of higher cognitive functions, concreteness and superficiality of thinking, immaturity of all operations of speech activity, violation of verbal regulation of behavior, immaturity of the emotional-volitional sphere , lack of formation of voluntariness and purposefulness of all types of activities, low performance . Therefore, the development of an adapted correctional program that takes into account the specifics of raising and teaching children in our institution is relevant. The correctional program is designed for disabled children and children with disabilities aged 3 to 7 years. The novelty of the program is as follows:
-developed a work program for a teacher-psychologist to work with disabled children and children with disabilities (Appendix)
;
- a program of psychological and pedagogical support for parents (Appendix)
- a long-term work plan for the teacher-psychologist .
This program ensures the implementation of the educational process in two main organizational models:
-joint activity of teacher and child (individual, subgroup)
;
-maximum possible independent activity of the child.
1.2. Introduction.
This adapted program is designed to work with disabled children and children with disabilities of preschool age (3 – 7 years old)
.
The program contains the necessary material for organizing educational work with children in all educational areas , ensuring the diversified development of a preschooler and preparing him for further schooling.
The program is built taking into account the general patterns of development of preschool children and is aimed at ensuring the comprehensive development of children based on studying their age-related capabilities and introducing them to everything that is available to their peers. The program presents the organization and content of correctional and educational work , taking into account the level of mental development of the child, the structure of the defect, and individual characteristics.
The program reveals the sequence of speech formation as a means of communication and knowledge of the world around us, the use of different forms of verbal speech (oral, written)
depending on the stage of training.
The program reflects the continuity of connections between the preschool institution and the school. The program is designed to be implemented in its entirety during the full period of stay of children in a preschool institution (at least 4 years)
.
This program ensures the implementation of the educational process in two main organizational models:
- joint activity of the teacher and the child (individual, subgroup)
;
-maximum possible independent activity of the child.
Sources of financing for the Program Municipal budget, extra-budgetary funds of the educational institution .
1.3. Goals and objectives of the program .
The goal of the program is to create conditions for the comprehensive development of children with disabilities .
in order to enrich his social experience and harmonious inclusion in a group of peers.
Tasks whose solution is necessary to achieve the goal:
1. protection and strengthening of the physical and mental health of children, including their emotional well-being;
2. ensuring equal opportunities for the full development of every child during preschool childhood, regardless of place of residence, gender, nation, language, social status, psychophysiological and other characteristics (including disabilities)
;
3. ensuring continuity of goals, objectives and content of education implemented within the framework of educational programs at various levels ;
4. creating favorable conditions for the development of children in accordance with their age and individual characteristics and inclinations, developing the abilities and creative potential of each child as a subject of relationships with himself, other children , adults and the world;
5. combining training and education into a holistic educational process based on spiritual, moral and sociocultural values and socially accepted rules and norms of behavior in the interests of the individual, family, and society;
6. the formation of a general culture of the personality of children, including the values of a healthy lifestyle , the development of their social, moral, aesthetic, physical, intellectual qualities, initiative, independence and responsibility of the child, the formation of prerequisites for educational activities;
7. formation of a sociocultural environment that corresponds to the age, individual, psychological and physiological characteristics of children;
8. providing psychological and pedagogical support to the family and increasing the competence of parents (legal representatives)
in matters of development and
education , protection and promotion of children's health.
Special (corrective tasks)
:
1. Ensuring the correction of developmental disorders of children with disabilities (hereinafter referred to as students, providing them with qualified assistance in mastering the Program .
2. Students’ mastery of the Program , their diversified development, taking into account age and individual characteristics and special educational needs , social adaptation .
1.4. Principles and approaches to program
The program reflects the continuity of connections between the preschool institution and the school. The program is designed to be implemented in its entirety with the full duration of children’s stay in the preschool institution, the availability of the necessary material resources and appropriate qualifications of teachers.
The program is based on the principles of preschool education :
1. full-fledged experience by the child of all stages of childhood (infancy, early and preschool age, enrichment (amplification)
child development;
2. building educational activities based on the individual characteristics of each child, in which the child himself becomes active in choosing the content of his education , becomes a subject of education (hereinafter referred to as individualization of preschool education )
;
3. assistance and cooperation of children and adults, recognition of the child as a full participant (subject)
of educational relations ;
4. supporting children’s initiative in various activities;
5. cooperation between the organization and the family;
6. introducing children to sociocultural norms, traditions of the family, society and state;
7. formation of cognitive interests and cognitive actions of the child in various types of activities;
8. age adequacy of preschool education (compliance of conditions, requirements, methods with age and developmental characteristics);
9. taking into account the ethnocultural situation of children's development.
1.4.1. Rehabilitation work with children is based on the following principles:
-The principle of unity of development and correction, which means that correctional work is carried out only on the basis of an analysis of the internal and external conditions of the child’s development, taking into account age-related patterns of development and the nature of violations;
— The principle of unity of diagnostics and developmental correction, which assumes that the goals and content of correctional work can be determined on the basis of a comprehensive, systematic, holistic, dynamic study of the child;
— The principle of the relationship between correction and compensation shows that the system of correctional work is designed to compensate for developmental disorders and is aimed at the rehabilitation and social adaptation of a child with problems;
— The principle of taking into account age-related psychological and individual developmental characteristics determines an individual approach to the child and the construction of correctional work on the basis of the basic patterns of mental development, taking into account sensitive periods, understanding the significance of successive age stages for the formation of the child’s personality;
-The principle of comprehensiveness of methods of psychological and pedagogical influence makes it possible to provide assistance to the child and his parents;
— The principle of personality-oriented and activity-based approaches to the implementation of correctional work involves the selection and construction of material based on individual characteristics, taking into account needs and potential capabilities, based on a significant type of activity for the child;
— The principle of an optimistic approach in correctional work involves organizing an atmosphere of success for the child, believing in its positive outcome, and encouraging his slightest achievements;
— The principle of actively involving the immediate environment, since the child is the subject of an integral system of social relations and the success of correctional work depends on cooperation with parents.
1.4.2. The program is based on the following scientifically based approaches:
1. Cultural-historical approach to human development (L. S. Vygotsky)
defines a number of fundamental provisions
of the Program (the need to take into account the interests and needs of a preschool child.
Organization of work with preschool children with disabilities in preschool educational institutions.
Adapted educational program of preschool educational institution
This program, according to the Federal State Educational Standard, implements the training and education of children with disabilities in accordance with their development, characteristics, and individual capabilities. In addition, she corrects, if necessary, problems with the child’s adaptation to social society.
Individual correctional and developmental route for a child with disabilities
General methods for preschool education are not suitable for all students. For some, it is quite difficult to study according to such a program, for others, on the contrary, there is not enough knowledge for further development. For this reason, new training systems are being developed that take into account all the individual qualities of all children individually. They are presented in the form of an individual educational route for children with health problems in a preschool educational institution.
It is developed by specialists, gradually setting goals and objectives, using pedagogical resources, methodological techniques and the results of individual educational methods.
Working with children with disabilities in preschool educational institutions
Work of a teacher with a child with disabilities
A teacher, when drawing up an individual lesson plan with a child, should be based on a conversation with him and his parents, a very detailed study of the child’s medical record, mental and physical examinations of the baby’s health. Further work of the teacher with a child with disabilities is carried out strictly according to an individual plan. The teacher must perform the following activities:
- conduct classes related to productive activities with each child separately or by uniting children in appropriate groups;
- develop finger motor skills;
- instill cultural and hygienic skills;
- organize individual lessons with children, taking into account the recommendations of speech therapists and psychologists;
- create a favorable atmosphere in the group;
- advise parents on the topic of creating knowledge on culture and hygiene, how it is necessary to develop children’s fine motor skills and their health characteristics.
Working as a nanny with a child with disabilities
A nanny in a preschool institution for children with health problems helps to dress and feed the baby, if necessary, communicate competently with him, and know how to provide first aid. Including, she should accompany the kids on walks, look after them during classes, and organize them proper rest.
Work of a teacher-psychologist with a child with disabilities
A teacher-psychologist in a preschool educational institution performs the following tasks:
- organizes interaction between teachers;
- works with children on psychoprophylactic and psychodiagnostic features;
- adjusts work with each child at risk;
- develops correctional programs for the individual development of the child;
- increases the level of psychological knowledge of teaching staff;
- advises the child's parents.
Work of a speech therapist with a child with disabilities
The speech therapist should:
- diagnose the level of expressive and impressive pronunciation of words and letters;
- develop individual training plans;
- conduct individual lessons;
- consult teaching staff, including parents.
Work of a physical education instructor with a child with disabilities
He conducts activities to improve the child’s health and improve the psychomotor skills of children.
Work of a music worker with a child with disabilities
Music worker:
- develops musical and aesthetic skills in children;
- selects material that allows conducting classes according to the physical, speech, and psychological abilities of children;
- uses music therapy tools.
Work program for children with disabilities for children of senior preschool age
For the development of analytical-synthetic activity, it is necessary to master sensory standards, strong dynamic stereotypes, and persistent processes of differentiation of incoming signals from the outside world. Consequently, these processes are developed in the child’s activities
Deviations in motor skills manifest themselves primarily in impaired coordination and orientation in space. Difficulties in visual-spatial perception in children with visual impairments are caused by disturbances in oculomotor functions and the monocular nature of vision, in which children lack information about depth and distance between objects, i.e., stereoscopic information is impaired. This is associated with some stiffness when running, jumping, moving in a column and other motor acts.
In children with visual impairments, due to insufficient visual control and analysis of movement, a decrease in motor activity is observed, which leads to difficulties in the formation of basic parameters in walking and, above all, maintaining straightness of movement. Children are characterized by wavy walking. The quality of walking is characterized by great instability and uncertainty.
Children experience even greater difficulties when walking in a confined space, this is due to the fact that... That impaired stereoscopic vision with monocular vision complicates spatial orientation and creates a flat perception of space. In all types of walking, children with visual impairments experience incorrect foot placement. Features of the motor readiness of children with visual impairments are manifested in various running tasks. When running, children experience excessive tension in their legs and arms, wide foot placement, poor coordination in movements, low head tilt, lack of uniformity and tempo.
Jumping for children is also difficult. Children also have their own peculiarities in standing jumping. They have low technical training. As a rule, they are allowed in all phases (push, flight, landing) of the movement. During the jump, the child has to navigate distance and space longer, so analysis and control over his movements decreases. Difficulties are also noted in standing high jumps on two legs due to insufficient visual control and impaired coordination of movements. The specificity of movements in children is manifested in mastering climbing, where the main indicators are: maintaining balance during movement, coordination of movements of the arms and legs, as well as the level of visual control of movement. Climbing a gymnastic ladder is characterized by insufficient coordination of visual control and movements of the arms and legs. Hands are rearranged randomly, skipping slats. When climbing halfway, children feel anxious. At the same time, they have great tension in their legs, and their legs are significantly bent at the knees and pressed to the stomach, the soles of their feet clasp the crossbar. Features of the motor sphere in children with visual impairments are manifested in actions with the ball. The uniqueness of the actions is observed in the fact that children feel great uncertainty before completing the task and repeatedly change their position before throwing. The absence of the gaze following the flight of the ball causes it to fall arbitrarily, which largely determines the low quantitative indicators when throwing in children with visual impairments. Throwing with the right and left hands into the distance is characterized by weak throwing force and insufficient swing. The skill of fixing the gaze of the actions being performed in children with visual impairments is hampered in development.
