Children with disabilities - what is it? Inclusive education of children with disabilities in preschools of a combined type in the context of the implementation of the Federal State Educational Standard.

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

Nurseries;

Kindergartens;

Preschool orphanages;

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

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

Hearing impaired (deaf, hard of hearing);

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

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

With intellectual disabilities;

With musculoskeletal disorders.

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

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

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

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

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

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

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

In accordance with the standard regulations on a preschool educational institution, approved by Government Decree Russian Federation dated 01.07.95 No. 677, the preschool educational institution provides education, training, care and health improvement for children aged 2 months to 7 years. Children with disabilities are admitted to preschool educational institutions of any type if there are conditions for correctional work only with the consent of their parents (legal representatives) on the basis of the conclusion of the PMPK.

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

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

with severe speech impairments – 6-10 people;

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

deaf – up to 6 people for both age groups;

hearing impaired – up to 6-8 people;

blind - up to 6 people for both age groups;

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

with musculoskeletal disorders – 6-8 people;

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

with mental retardation – 6-10 people;

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

with tuberculosis intoxication – 10-15 people;

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

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

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

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

With disturbances of the emotional-volitional sphere;

Subjected to various forms of mental and physical violence;

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

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

The main activities of these institutions are:

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

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

Organization of correctional, developmental and compensatory training;

Psychocorrectional and psychoprophylactic work with children;

Carrying out a complex of therapeutic and recreational activities.

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

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

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

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


Related information.


CONSULTATION FOR TEACHERS

"FEATURES OF WORK

TEACHER-PSYCHOLOGIST FOR PSYCHOLOGICAL SUPPORT OF CHILDREN

WITH LIMITED HEALTH CAPABILITIES"

" Every child has the opportunity to be psychologically prepared for school

learning at your level,

according to their

personal characteristics"

The World Declaration on the Survival, Protection and Development of Children states: “The children of the world are innocent, vulnerable and dependent. They are also inquisitive, energetic and hopeful. Their time should be a time of joy and peace, play, learning and growth. Their future must be based on harmony and cooperation...”

Thus, the self-worth of the personality of a growing person comes to the fore, regardless of the characteristics of his development and level of health. It was the ideas of humanization that led to the appearance in the Education Law of a provision on the right of the child and his parents to independently determine the form of education and the educational institution. Both gifted children and children with disabilities, as well as children with normal development, should all have the opportunity to receive an education at the appropriate level.

Special Federal State Educational Standard(federal state educational standards) for children with disabilities are considered an integral part of the federal state standards of general education. This approach is consistent with the UN Declaration of the Rights of the Child and the Constitution of the Russian Federation, which guarantees all children the right to compulsory and free secondary education. A special educational standard should become a basic instrument for the implementation of the constitutional rights to education of citizens with OVZ.
Children with disabilities can realize their potential only if training and education are started in a timely manner and adequately organized - satisfaction of both those common to normally developing children and their special educational needs, determined by the nature of the violation of their mental development. (Basic provisions of the Concept of a special federal educational standard for children with disabilities HIA ) .

Special standards are based on the principles of agreement, consent and mutual obligations of the individual, family, society and state. The state special educational standard is a regulatory legal act of the Russian Federation that establishes a system of norms and rules that are mandatory for execution in any educational institution where students are trained and educated children withOVZ.

Today, one of the pressing problems is the implementation psychological support children with HIA in the conditions of a preschool educational institution.

Currently, there is a differentiated network of specialized educational institutions directly intended for organizing the education and training of children with disabilities. OVZ. It includes, first of all, compensatory preschool educational institutions, special (correctional) educational institutions for students with disabilities. OVZ.

In addition, in recent years in Russia the process of integrating children with disabilities into the environment of normally developing peers has been developing. Current legislation currently makes it possible to organize the education and upbringing of children with HIA in regular preschool educational institutions, compensatory preschool educational institutions, as well as “other educational institutions that are not correctional (general educational institutions).”

Children with disabilities - These are children with disabilities.Children , whose health condition prevents the development of educational programs outside of special conditions of education and upbringing, i.e. these are disabled children or other children under 18 years of age who are not recognized in in the prescribed manner children with disabilities, but who have temporary or permanent deviations in physical and (or) mental development and need to create special conditions for education and upbringing.

Group of preschoolers with HIA is not homogeneous, it includes children with various developmental disorders, the severity of which may vary . Currently the following are distinguished: categories children with developmental disorders, which are listed in the Approximate basic general educational program of preschool education “From birth to school” / Ed. NOT. Veraksy, T.S. Komarova, M.A. Vasilyeva. – M.: MOSAIKA-SYNTHESIS, 2010. – p. 275-277:

    children with hearing impairments(deaf and hard of hearing), the primary disorder is sensory in nature - auditory perception is impaired due to damage to the auditory analyzer;

    children with visual impairments(blind, visually impaired), the primary disorder is sensory in nature, visual perception suffers due to organic damage to the visual analyzer;

    children with severe speech impairments, the primary defect is speech underdevelopment;

    children with musculoskeletal disorders, the primary disorder is movement disorders due to organic damage to the motor centers of the cerebral cortex;

    children with mental retardation, they are characterized by a slow rate of formation of higher mental functions, due to mild organic lesions of the central nervous system (CNS);

    children with intellectual disabilities, primary disorder is organic damage to the brain, causing disturbances in higher cognitive processes;

    children with emotional-volitional disorders(children with early childhood autism (ECA) are a heterogeneous group characterized by various clinical symptoms and psychological and pedagogical characteristics;

    children with complex developmental disorders who have a combination of two or more primary disorders (for example, hearing impaired with cerebral palsy, visually impaired with mental retardation, etc.).

A significant group of children consists of children with mildly expressed , and, consequently, difficult to detect deviations in the development of the motor, sensory or intellectual spheres. Group of children with minimal or partial impairments polymorphic((Greek, from polys many, and morphe appearance, many-shaped) and can be represented by the following options:

    children with minimal hearing impairment;

    children with minimal visual impairment, including strabismus and amblyopia;

    children with speech disorders (dyslalia, erased dysarthria, closed rhinolalia, dysphonia, stuttering, halfturn(stumbling, pathologically accelerated speech with the presence of intermittent speech tempo of a non-convulsive nature), tachylalia, bradyllalia, violations of the lexico-grammatical structure, violations of phonemic perception);

    children with mild mental retardation (constitutional, somatogenic, psychogenic);

    pedagogically neglected children;

    children- carriers of negative mental states(fatigue, mental tension, anxiety, frustration, sleep disorders, appetite), somatogenic or cerebral-organic nature without intellectual development disorders (frequently ill, post-traumatic, allergic, with compensated and subcompensated hydrocephalus, cerebroendocrine conditions);

    children with psychopathic-like forms of behavior (such as affective excitability, hysteria, psychasthenia, etc.);

    children with disturbed forms of behavior of organic origin (hyperactivity, attention deficit disorder);

    children with psychogenies (neuroses);

    children with the initial manifestation of mental illness (schizophrenia, early childhood autism, epilepsy);

    children with mild manifestations of motor pathology of a cerebral-organic nature;

    children having asynchrony of maturation of individual brain structures or disturbances of their functional or organic genesis (including by type minimal brain dysfunction).

It is advisable to consider the category of children with minimal and partial mental development disorders as an independent category, occupying an intermediate position between “normal” and “disturbed” development, and designate it as "risk group". The qualitative uniqueness and depth of the disorders that children have are such that they do not require the creation of specialized institutions, but they need the organization of timely correctional assistance in order to prevent further complications of these problems.

Thus, contingent of pupils mass preschool institutions are made up of children with both normal mental development and various options mental dysontogenesis (violation of the individual development of the body; difficulty, deviation from the norm, disorder).

The problem of psychological and pedagogical support for children with disabilities HIA in kindergarten conditions is not sufficiently developed. The difficulties of building a correctional pedagogical process in such an institution are largely due to the fact that the category of children with HIA heterogeneous in composition. Pupils in compensatory groups differ both in their level of development and in the nature of their deficiencies. Children's achievements vary in terms of knowledge, ideas about the world around them, and skills in subject-related practical activities with which they enter diagnostic and correctional groups.

In providing conditions and opportunities for the development and education of children with disabilities HIA a special role belongs to teacher-psychologist . Talking about work psychologist , we don’t just mean psychological help, support for children with learning difficulties. And we're talking about psychological support children at all stages of education complex process interaction, the result of which should be the creation of conditions for the development of the child, for him to master his activities and behavior, for the formation of readiness for self-determination in life, including personal and social aspects.

Psychological support preschoolers withHIA viewed as a process that includes strategy and tactics professional activity psychologist aimed at creating the maximum favorable conditions for the integration of children with HIA into society. It should be aimed at preschoolers mastering special competencies that ensure their gradual formation of a system of social behavioral skills, productive forms of communication with adults and peers, based on partner subject-subject relationships.

Key areas of work for a psychologist Preschool with children HIA is diagnostic, correctional and developmental work; preventive and advisory work with teachers and parents raising children of this category.

    Respect for the interests of the child . The principle determines the position of a specialist who is called upon to solve the problem of a child with maximum benefit and in the interests of the child.

    Systematicity and accessibility . The principle ensures the unity of diagnosis, correction and development, i.e. a systematic approach to the analysis of the developmental characteristics and correction of disorders of children with disabilities, as well as a comprehensive multi-level approach of specialists in various fields, interaction and coordination of their actions in solving the child’s problems; participation in this process all participants in the educational process.

    Continuity . The principle guarantees the child and his parents (legal representatives) continuity of assistance until the problem is completely resolved or an approach to solving it is determined.

    Variability . The principle involves the creation of variable conditions for receiving education by children with various disabilities in physical and (or) mental development.

    The principle of integration into the general educational environment . The principle presupposes the inclusion of children with disabilities in the joint educational and educational activities of the educational institution surrounding society.

    The principle of interaction with social partners . The principle provides the opportunity to cooperate with socio-cultural institutions of the municipality on issues of continuity of education, development, socialization and health protection of children with disabilities.

    The principle of creating a situation of success. The principle involves creating conditions for the development of individual abilities of children with HIA , both in and outside of class, unconditional acceptance of every child.

    Humanity- faith in the capabilities of each child, a subjective positive approach.

    Realism– taking into account the real capabilities of children in different situations, their age, personal and psychophysical developmental characteristics.

    Adequacy– the child’s right to choose from the maximum amount of information offered as much as he can learn.

    Variability (flexibility)- variability of content and methods of activity depending on the uniqueness of the situation, position and capabilities of children.

    Adaptability– approaches and requirements for children should not be frozen, should not proceed from some abstract idea of ​​the ideal, but should be focused on specific children with their real capabilities and needs.

    Subsequence.

    Recommendatory nature of assistance. The principle ensures compliance with the rights of parents (legal representatives) of children with disabilities guaranteed by law. HIA choose forms of education, educational institutions, protect legal rights and the interests of children, including mandatory agreement with parents (legal representatives) on the issue of sending (transferring) children with disabilities to special (correctional) educational institutions.

    The principle of psychological comfort– creation of an educational environment that ensures the removal of all stress-forming factors.

The program of correctional work at the preschool level of education includes interrelated areas. These directions reflect its main content:

    Diagnostic direction.

For the success of raising and teaching children with HIA a correct assessment of their capabilities and identification of special educational needs is necessary. In this regard, a special role is given to psychological, medical and pedagogical diagnostics, which allows:

    promptly identify children with HIA ;

    identify the individual psychological and pedagogical characteristics of the child with disabilities ;

    determine the optimal pedagogical route;

    provide individual support for each child with HIA in a preschool institution;

    plan corrective measures, develop corrective work programs;

    assess the dynamics of development and the effectiveness of correctional work;

    determine the conditions for raising and educating the child;

    consult the child's parents.

As sources of diagnostic tools, you can use the scientific and practical developments of S. D. Zabramnoy, I. Yu. Levchenko, E. A. Strebeleva, M. M. Semago, etc. Qualitative analysis involves assessing the characteristics of the child’s process of completing tasks and mistakes made on based on a system of quality indicators.

The following qualitative indicators characterizing the emotional sphere and behavior of the child are distinguished:

    characteristics of the child’s contact;

    emotional reaction to the examination situation;

    reaction to approval; reaction to failures;

    emotional state while performing tasks;

    emotional mobility;

    communication features;

    reaction to the result.

Qualitative indicators characterizing the child’s activity:

    presence and persistence of interest in the task;

    understanding instructions;

    independence in completing a task;

    nature of the activity (purposefulness and activity);

    pace and dynamics of activity, features of regulation of activity;

    performance;

    organization of assistance.

Qualitative indicators characterizing the characteristics of the cognitive sphere and motor function of the child:

    features of attention, perception, memory, thinking, speech;

    features of motor function.

The diagnostic direction of work includes an initial examination, as well as systematic stage-by-stage observations of the dynamics of the child’s development in the process of correctional work.

A teacher-psychologist performs tasks to determine the current level of development of the child and the zone of proximal development, identifying the characteristics of the emotional-volitional sphere, the personal characteristics of the child, the characteristics of his interpersonal interactions with peers, parents and other adults.

In accordance with the developmental characteristics of the child and the decision of the council of the educational institution, the psychologist determines the directions and means of correctional and developmental work, the frequency and duration of the cycle of special classes. The most important task is the development of individually oriented psychological assistance programs or the use of existing developments in accordance with the individual psychological characteristics of a child or a group of children as a whole.

    Correctional and developmental direction.

The main directions of correctional and developmental work of a psychologist with children with HIA , those under conditions of educational integration are:

    development of the emotional and personal sphere and correction of its shortcomings (through art therapy, fairy tale therapy, sand therapy, music therapy, aromatherapy, relaxation therapy, etc.);

    development cognitive activity and targeted formation of higher mental functions;

    formation voluntary regulation activities and behavior;

    formation and development of social skills and socialization.

Psychological classes with children in content they should not copy defectological training programs, where the main emphasis is on the development and correction of the cognitive sphere.

Software and methodological support.

To date, special (correctional) educational programs have been developed for preschoolers with various developmental disabilities, which are implemented in compensatory and combined institutions. But, unfortunately, there are no programmatic and methodological materials that reveal the content of the correctional pedagogical process with the named category of children in educational institutions.

Developmental psychocorrectional work is based on a program developed E.A. Strebeleva. Technologies of psycho-gymnastics and developmental kinesiology of A.L. are used. Sirotyuk, M.V. Ilyina.

Work is being carried out in the direction of correcting the emotional, personal, moral sphere of pupils - elements of fairy tale therapy. Authors used in fairy tale therapy: O.N. Pakhomova, L.N. Eliseeva, G.A. Azovtseva, folk tales, Orthodox tales, parables.

In the process of implementing the correctional work program, correctional and developmental programs are used to solve problems of mutual understanding between children and adults, develop communication skills with peers, correct typical emotional and personality disorders (fear, anxiety, aggression, inadequate self-esteem, etc.), facilitate children’s adaptation to preschool institution.

Psychological, correctional and developmental programs:

1. Zhuchkova G.N.. “Moral conversations with children” (classes with elements of psycho-gymnastics) Ed. "Gnome and D", 2000. The program is aimed at children of senior and middle preschool age. It represents a successful combination of moral conversations with a variety of games, psycho-gymnastic exercises and sketches. It will help the development of emotional and motor spheres, the formation of ethical ideas in children. The exercises in this program will help in acting out stories, in liberating and uniting children in groups, and in improving the creative abilities of preschoolers.

2.S.E. Gavrina, N.L. Kutyavina, I.G. Toporkova, S.V. Shcherbinina “Tests for preschool children” “Moscow, ROSMEN 2006” “Developing attention, perception, logic.” Classes in this program for children 5-6 years old are aimed at developing the child’s visual and auditory perception, voluntary attention, logical thinking, as well as graphic skills, fine motor skills and hand coordination.

3. K.Fopel“From head to toe” Moscow, Genesis 2005 This manual presents group educational games that give children the opportunity to move deftly, take initiative, cooperate with other children and the leader, and be attentive and collected. Kids can learn to relax, become sensitive and caring towards each other, and develop a positive body image.

This manual contains games and exercises that help a child become aware of his body and form a holistic positive image of it. Games promote the development of dexterity, coordination, harmonious movements, teach children to concentrate and relax, and cope with stress.

4. K.Fopel“Hello, legs!” Moscow, Genesis 2005 This manual presents group educational games that give children the opportunity to move deftly, take initiative, cooperate with other children and the leader, and be attentive and collected. Kids can learn to relax, become sensitive and caring towards each other, and develop a positive body image.

This manual combines games and exercises specifically designed for leg training. They will help children learn to run and jump, climb and crawl, walk silently, feel their feet and knees, and coordinate movements.

5. K.Fopel“Hello, pens!” Moscow, Genesis 2005 This manual presents group educational games that give children the opportunity to move deftly, take initiative, cooperate with other children and the leader, and be attentive and collected. Kids can learn to relax, become sensitive and caring towards each other, and develop a positive body image.

This manual contains games and exercises specifically designed for hand training. They will help children learn to throw, catch, perform subtle manipulations with objects, feel their fingers, hands, shoulders, and coordinate movements.

6. K.Fopel“Hello, little eyes!” Moscow, Genesis 2005 This manual presents group educational games that give children the opportunity to move deftly, take initiative, cooperate with other children and the leader, and be attentive and collected. Kids can learn to relax, become sensitive and caring towards each other, and develop a positive body image.

This manual contains games and exercises that help train the eyes and develop visual perception in general. They will help children learn to subtly differentiate visual information, manipulate moving objects, correctly estimate distance, and navigate in space.

7. K.Fopel“Hello ears!” Moscow, Genesis 2005 This manual presents group educational games that give children the opportunity to move deftly, take initiative, cooperate with other children and the leader, and be attentive and collected. Kids can learn to relax, become sensitive and caring towards each other, and develop a positive body image.

This manual contains games and exercises that promote the development of auditory perception, ear for music and a sense of rhythm. They will help children learn to listen carefully, subtly distinguish sounds, perform movements according to a pattern, and move spontaneously to music.

8. Kryukova S.V., Slobodyanik N.P. The program “Let's live together!” Moscow, ed. Genesis, 2007 The purpose of this program is to help children adapt to the conditions of kindergarten. It is built on the basis of play exercises aimed, first of all, at ensuring a psychologically comfortable stay for a child in a preschool institution. All classes have a common flexible structure, filled different content.

9. Kryukova S.V., Slobodyanik N.P. Program “I’m Angry, I’m Afraid, I’m Happy!” Moscow, ed. Genesis, 2007 The goal of the program is the emotional development of children. It is built on the basis of play exercises aimed, first of all, at ensuring a psychologically comfortable stay for a child in a preschool institution. All classes have a common flexible structure filled with different content.

10. Pylaeva N.M., Akhutina T.V. “School of Attention” is a method of developing and correcting attention in children aged 5-7 years. This technique is intended to prepare so-called children for school with problems that manifest themselves in a lack of organization of attention, inability to plan and control their actions, inability to successfully follow the teacher’s instructions, listen to a task to the end, distractibility and confusion during its implementation, and, hence, a decrease in motivation. This program is an assistant in developing the ability to plan and control their actions in children.

11. “Program for neuropsychological development and correction of children with attention deficit hyperactivity disorder” auto A.L. Sirotyuk

12. “Diagnostics and correction of attention: program for children 5-9 years old” auto Osipova A.A., Malashinskaya L.I.

13. “Training program for adaptation of children 4-6 years old to the conditions of a preschool institution “Let's live together!” “
auto S.V. Kryukova

14. “Training program for the emotional development of preschool children”, author. S.V.Kryukova
15. “Program for the formation of voluntary regulation” auto N.Ya. Semago

16. Fopel K. How to teach children to cooperate? Psychological games and exercises: Practical guide. – M.: Genesis

17. Artsishevskaya I.L.. Psychologist's work with hyperactive children in kindergarten. – M.: Knigolyub, 2008.

18. I – You – We. Social-emotional development program for preschoolers. O.L. Knyazeva.– M.: Mozaika-Sintez, 2003.

19. Wenger A.L. Psychological counseling and diagnostics. Practical guide: In 2 books. – M.: Genesis, 2007.

20. Alekseeva E.E.. What to do if a child... Psychological assistance to families with children from 1 to 7 years old. – St. Petersburg: Rech, 2008.

21.Bavina T.V., Agarkova E.I.. Childhood fears. Solving a problem in a kindergarten: A practical guide. – M.: ARKTI, 2008.

22. Volkovskaya T.N., Yusupova G.Kh. Psychological assistance to preschool children with general speech underdevelopment. – M.: Knigolyub, 2004.

23.Volkov B.S., Volkova N.V.. Child psychology. Mental development of a child before entering school. – M.: A.P.O., 1994.

24. Diagnostics in kindergarten. Content and organization of diagnostic work in a preschool educational institution. Toolkit. – Rostov n/d: Phoenix, 2004.

25. Egorova M.S., Zyryanova N.M., Pyankova S.D., Chertkov Yu.D. From the life of preschool children. Children in a changing world: – St. Petersburg: Aletheya, 2001.

26.Kostina L.M. Methods for diagnosing anxiety. – St. Petersburg: Rech, 2002.

27. Krasnoshchekova N.V. Diagnosis and development of the personal sphere of children of senior preschool age. Tests. Games. Exercises. – Rostov n/d: Phoenix, 2006.

28. Kryazheva N.L.. Development of the emotional world of children. A popular guide for parents and teachers. – Yaroslavl: Academy of Development, 1996.

29. Kulagina M.Yu., Kolyutsky V.N.. Developmental psychology: The complete life cycle of human development. – M.: Sphere shopping center, 2001.

30. Miklyaeva N.V., Miklyaeva Yu.V.. The work of a teacher-psychologist in a preschool educational institution: a methodological manual. – M.: Iris-press, 2005.

31. Mirilova T.V.. Emotional development of the child. Junior and group average. – Volgograd: ITD “Corypheus”, 2010.

32.Peresleni L.I.. Psychodiagnostic complex of methods for determining the level of development of cognitive activity: preschool and junior school age. – M.: Iris-press, 2006.

33 .Workshop on developmental psychology: Proc. Manual / Ed. L.A. Golovey, E.F. Rybalko. – St. Petersburg: Rech, 2002.

34.Rogov E.I.. Handbook for a practical psychologist: Textbook. – M.: Publishing house VLADOS-PRESS, 2001.

35. Sevostyanova E.O. Classes on developing the intelligence of children 5-7 years old. – M.: TC Sfera, 2008.

36. Semenaka S.I. Social and psychological adaptation of a child in society. – M.: ARKTI, 2004.

37. Smirnova E.O., Kholmogorova V.M.. Interpersonal relationships of preschool children. – M.: Humanite. publishing center Vlados, 2003.,

38.Sharokhina V.L. Corrective and developmental classes in younger group. – M.: Prometheus; book lover, 2002.

39. Shirokova G.A., Zhadko E.G. Workshop for a child psychologist. – Rostov n/d.: Phoenix, 2008.

40. Electronic manual: Diagnostic work at the preschool educational institution. – Volgograd: Uchitel Publishing House, 2008.

41 .Electronic manual: Comprehensive classes. Planning, lesson notes, didactic material. – Volgograd: Uchitel Publishing House, 2009.

42 .Model program “Preparation for school of children with mental retardation/Under general ed.. S.G. Shevchenko.

43 .Program of compensatory preschool educational institutions for children with intellectual disabilities. Correctional and developmental training and education / E.A. Ekzhanova, E.A. Strebeleva/

44. SemagoM.M.Psychological, medical and pedagogical examination of a child. - M: Arkti, 1999.

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/ Ed. I.V.Dubrovina. - M.: Academy, 1998

46. ​​Lyutova E.K., Monina G.B.. Cheat sheet for adults: Psychocorrectional work with hyperactive, aggressive, anxious and autistic children. – M., 2000.

47 . Catherine Maurice, Gina Green, Stephen C. Luce. Behavior modification classes for autistic children: a guide for parents and professionals / Trans. from English KolsE.K. //Behavioral Intervention for Young Children with Autism: A Manual for Parents and Professionals/Edited by Catherine Maurice, Cina Green and Stephen C. Luce/School Greek Boulevard, Auslin, Texas, 1996

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62 . E.A. Alyabyeva. Psycho-gymnastics in kindergarten. – M., 2003

63 O.V.Zakrevskaya. Grow up baby. A system of work to prevent delays and correct deviations in the development of young children. – M., 2008

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    The condition of children with disabilities and their individual characteristics are extremely variable, and therefore psychological support programs must be individualized.

    Advisory, educational and preventive direction

Work in this area provides assistance to teachers and parents in raising and educating children with disabilities. OVZ. The psychologist develops recommendations in accordance with the age and individual-typical characteristics of children, the state of their somatic and mental health, carries out activities that help improve the professional competence of teachers, and includes parents in solving correctional and educational problems.

    Psychological tips for parents

    “If your child has low self-esteem”

    "How to deal with a stubborn little guy"

    “If a family has a child with HIA »

    “How to help an autistic child”

    “What to play with a special child”, etc.

    “Development of the potential capabilities of children with disabilities HIA based on the construction of individual educational routes"

    "Adaptation to school"

    “Psychological support for the interaction of preschool educational institutions with families of pupils with HIA " and etc.

    Organization of interaction between a psychologist and teachers and specialists of preschool educational institutions.

The most important condition for updating the potential capabilities of children with disabilities is HIA is the psychological competence of the teacher: delicacy, tact, ability to assist the child in carrying out cognitive activities, in understanding successes and the reasons for failures, etc.

The main tasks of psychological education of teachers are to reveal the “weak” and “strengths” of the child’s cognitive and personal development, determine ways to compensate for difficulties, develop the most adequate ways of interaction between the teacher and the child in frontal and individual forms of organizing educational activities. Specific forms of psychological education of teachers can be varied: classes and seminars on key issues in the development of children with disabilities HIA and his special educational needs, organization of psychological, medical and pedagogical consultations with the participation of speech pathologists, speech therapists, music workers, physical education instructors, specialist doctors; preparation for thematic parent meetings, individual consultations, master classes, workshops, psychological living rooms, etc.

    Organization of interaction between a psychologist and parents.

At individual and group consultations with parents, a joint discussion of the progress and results of correctional work is held. The factors of positive dynamics of child development are analyzed, recommendations are developed to overcome possible problems (in particular, those related to the adaptation of children to the conditions of preschool educational institutions and to schooling).

Work with parents is also carried out in group form at thematic consultations, workshops, etc.

    Organizational and methodological direction.

This area of ​​activity of a teacher-psychologist includes the preparation of materials for consultations, methodological associations, pedagogical councils, participation in these events, as well as the preparation of documentation.

The main goal in creating a model of psychological support for children with HIA is to develop tools to support such a child, ensuring successful further integration. For the development of a child with OVZ, it is necessary to create conditions under which he could master the processes associated with socialization. This is the organization of children's activities and the creation of a specially created environment in a preschool educational institution. This environment represents the unity of all participants in the educational process, as well as the creation of psychological assistance, support and provision in order to overcome barriers that arise on the path of child development.

CREATION OF CONDITIONS IN THE DOWER

FOR COMPREHENSIVE SUPPORT OF CHILDREN WITH DISABILITIES

National educational initiative “Our new school“When setting priorities in the field of education, one of the most important ones was the preservation of children’s health. And at the preschool stage, we structure our work in such a way as to preserve and strengthen the health of children as much as possible. However, the number of children classified as having disabilities is steadily increasing. They require special conditions and competent, from the point of view of correctional pedagogy, support.

Support as a process, as an integral system of activity, is based on certain principles: respect for the interests of the child; systematic support.

Along with this, the problem of training and education of preschoolers with disabilities (disabilities), a large heterogeneous group of children with an insufficient level of psychophysical and speech development, which is under conditions of hidden integration in general developmental preschool educational institutions. The integration of children with disabilities into mass educational institutions is a social order of society and the state, a natural stage in the development of the special education system. In mass preschool institutions there are more than 30% of children with disabilities, integrated into the environment of normally developing peers for various reasons:

Children without appropriate diagnoses, but with adaptation disorders; their “integration” is due to the fact that the existing developmental deviation has not yet been identified;

Children whose parents, knowing about the child’s developmental disorder, for various reasons insist on studying in a mass kindergarten.

Unfortunately, today Russia has not developed a comprehensive, efficient system inclusion of children with disabilities in social life. The system for including children with disabilities in mass kindergartens is also poorly developed. Many teachers find themselves in a difficult situation, because they are not ready and are not able to provide assistance to such children.

Solving the problem of teaching and raising children with disabilities within the framework of existing system education is complicated by a number of contradictions between:

The ability of children with disabilities to attend mass kindergartens and the unwillingness and inability of teachers to provide assistance to such children;

The need to implement an individually differentiated approach in the process of training and raising children of all categories with disabilities in preschool educational institutions, depending on their psychophysical capabilities and the lack of a theoretically based strategy for organizing this process at all levels of management of the preschool educational institution system;

The increasing intensity of social transformations in society, giving rise to the intellectualization of education in preschool childhood, the strengthening of educational loads when teaching and raising children in mass preschool educational institutions and the imperfection of the system of education and upbringing of children with disabilities integrated into preschool educational institutions, which contributes to the preservation and strengthening of the health of this category of children;

The need to search for alternative technologies of training and education that correspond to the individual psychophysical characteristics of all categories of children with disabilities and the lack of a system for assessing the effectiveness and benefits of these technologies in the context of innovative transformations for children with disabilities.

Receiving education for children with disabilities is one of the main and integral conditions for their successful socialization, ensuring their full participation in the life of society, and effective self-realization in various types of professional and social activities.

The task of teachers is to organize educational work in such a way that at every age a child with disabilities is offered to master knowledge, skills and abilities that are adequate to his age, psychophysical and speech development.

One of the conditions for increasing the effectiveness of correctional pedagogical work is the creation of a protective-pedagogical and subject-development environment adequate to the child’s capabilities, that is, a system of conditions that ensure the full development of all types of children’s activities, the correction of deviations of higher mental functions and the development of the child’s personality. The organization of education and training of preschoolers with disabilities involves making changes to the forms of correctional and developmental work. Most children are characterized by motor difficulties, motor disinhibition, and low performance, which requires changes in the planning of educational activities and daily routine. One of the important conditions is the need to organize a protective regime that spares and at the same time strengthens the child’s nervous system. The daily routine should include an increase in the time allocated for hygiene procedures, sleep, and eating. A wide variety of organizational forms of correctional and educational work is provided: group, subgroup, individual.

One of the important conditions for organizing the process of raising and teaching children with disabilities in a mass kindergarten is to equip it with special equipment: for children with disorders of the musculoskeletal system, special chairs with armrests, special tables, posture correctors (reclinators) are needed; a ramp should be provided. And therefore, it is necessary to create combined groups in mass kindergartens with similar disabilities in children with disabilities.

Our kindergarten is attended by children with disabilities, poor posture, hearing problems, and children with speech therapy and behavioral problems. For these children it is very important to be loved, needed, accepted, to have as much independence as possible, and therefore confidence in their abilities.

When children with disabilities began to attend our kindergarten, we encountered the problems listed above. Such children need systematic comprehensive correctional intervention to be started as early as possible. We are convinced that the main thing in our work is, first of all, the full formation of the personality of each child, and not just classes to overcome violations. That is why we involved the entire staff of the preschool institution, parents and normally developing peers in the correctional and developmental process, since we believe that our work should not be limited to the walls of the preschool educational institution. After all, successful overcoming of disorders in children is possible only under the condition of an individual, tolerant attitude towards the child’s personality and close relationship and continuity in the work of the entire team (teachers - speech therapists, educators, psychologists and other specialists). Having worked methodological literature, the areas of activity of specialists were identified and the activities of the teaching staff were organized, all specialists in their field developed methodological recommendations for working with children with disabilities. In joint classes, we, in our opinion, solve the main task - the inclusion of a child with disabilities in a children's group of normally developing peers and the cultivation of a mutually tolerant attitude towards each other. And the close relationship between our kindergarten specialists allows us to make these classes as productive as possible.

In addition, the involvement of parents in the real pedagogical process is important: these are joint “living rooms” and workshops. Preschool teachers seeking to provide effective assistance to a family with a child with disabilities are faced with a number of problems that are difficult in all respects. There cannot be any standard recipes or typical solutions here, everything is individual.

As mentioned above, there are still a lot of problems on this topic, but we already have our own small victories: (these are the conditions created on this moment in our preschool educational institution):

Children with special needs have a desire to attend kindergarten;

Acceptance by the children's team and parents of normally developing peers of children with special needs;

Accustoming children with disabilities to the society of peers with normal development, the ability to interact with them, and we, in turn, try to organize this interaction as the interaction of equal partners.

Any educational institution is made accessible to children with disabilities by teachers who are able to meet the educational needs of children in this category. This is the creation of a psychological, moral atmosphere in which a special child will no longer feel different from everyone else. This is a place where a child with disabilities can realize not only his right to education, but also, being included in the full social life of his peers, gain the right to a normal childhood.

Sample The topic of educating children with disabilities becomes relevant due to a significant increase in the number of this group in society, on the one hand, and, on the other, new opportunities are emerging for their adaptation in society. Possible difficulties in the implementation of psychological, pedagogical and correctional work in accordance with the Federal State Educational Standard for Educational Education certainly arise.

The experience of implementing integrative programs in Russia and around the world has led to the understanding that, on the one hand, an individual approach that is applied to children with disabilities is important for every child. But on the other hand, it becomes obvious that the allocation of special classes in schools and groups in kindergarten leads to the exclusion of children with disabilities from social life kindergarten and creates certain barriers in the interaction and communication of children. Therefore, at present, the ideas of integration have begun to move towards the idea of ​​inclusion. Inclusive education is a specially organized educational process that provides a child with disabilities with learning among peers in a general educational institution according to federal state standards taking into account his special educational needs.

Inclusive education has as its main goal ensuring equal access to one or another type of education and creating necessary conditions for the achievement of educational success by all children, regardless of their individual characteristics, previous educational achievements, native language, culture, social and economic status of parents, mental and physical capabilities.

Conditions for inclusive education of children with disabilities:

  1. Creation of an appropriate educational space;
  2. Creation of software and methodological support;
  3. Creation of a subject-developing educational environment;
  4. Creation of didactic support.

The teacher’s correctional work should be aimed at:

  1. Ensuring the correction of developmental disorders of various categories of children with disabilities, providing them with qualified assistance in mastering the Program.
  2. Mastering the Program by children with disabilities, their diversified development, taking into account age and individual characteristics and special educational needs, social adaptation.

Correctional work with children with disabilities who are mastering the Program in combined and compensatory groups should take into account the developmental characteristics and specific educational needs of each category of children. The Federal State Educational Standard states that “the integrative result of the implementation of these requirements should be the creation of a comfortable developmental educational environment. Educators must structure their work in such a way that the cognitive motivation of children increases, the child learns to plan, control and evaluate educational activities, can work in a group, conduct a dialogue with adults and other children, and be able to defend his opinion. The teacher needs to work in collaboration with specialists from the educational institution, specialists in the field of correctional pedagogy, medical workers, music workers, and psychologists.

The work of a teacher includes the following principles of the Federal State Educational Standard for Education:

  • creation of a developing educational environment;
  • The teacher must have basic competencies in organizing activities aimed at improving the health of pupils and their physical development; organization of educational activities for the implementation of the basic general education program of preschool education; work in collaboration with parents of children and teachers of preschool educational institutions; methodological support of the educational process, mastery of information and communication technologies and the ability to apply them in the educational process;
  • continuity of professional growth of the teacher.
  • the formation of interaction between a teacher and preschool children, which is based on an individual approach, taking into account the child’s zone of proximal development, a motivational approach, and a friendly attitude towards the child;
  • awareness that gaming activity leads to preschool age;
  • unity of educational, training and development goals and objectives;
  • development of continuity with exemplary basic general education programs of primary general education.

In his professional activities, the teacher needs to use a different system of interaction between the components of the main general education programs. This method is based on the integration of educational areas. The new generation standard is characterized by a system-activity approach, in which the main thing is the development of the student’s personality. Speech development is essential component in the Federal State Educational Standards of the Preschool Educational Institution. If we help a preschooler form communicative universal educational actions, then we will form his abilities for self-control and knowledge of the world around him.

The teacher’s task is to understand the problem of a child with disabilities, provide individual assistance to him, and give advice. In the process of introducing inclusive practice, kindergarten teachers have a team, interdisciplinary form of work; when planning their activities, they use project forms of organizing the educational process, diagnostics and monitoring of inclusive processes and the inclusion of all participants in the educational process (children, parents, teachers) in this holistic complex. To conduct a psychological and pedagogical assessment of the dynamics of a child’s development and implement an individual educational route in kindergarten, a psychological, medical and pedagogical council is being created. Individual educational route are developed taking into account the age and individual characteristics of a child with disabilities, which includes the following main areas: shift various types activities, development of emotional and substantive communication, development of general and fine motor skills, development of objective activity, development from visual-effective thinking to verbal-logical, expansion and accumulation of passive vocabulary, stimulation of active speech, development of ideas about oneself, formation of prerequisites for constructive and visual activity, consolidation of self-service skills.

In the process of work of the psychological, medical and pedagogical consultation, there is an active search for the necessary conditions for the effective and successful adaptation of a child in kindergarten. This kind of practice can be clearly seen in the correctional group for children with severe speech impairments. At meetings of the council, issues of the developmental characteristics of children with disabilities, methods of working with them and the creation of the necessary, favorable conditions in the group are discussed. Interaction with the family of a child with disabilities is carried out using various forms work: conversations, consultations, drafting individual routes taking into account the interests of the family, involving parents in the correctional and developmental process, consultation meetings “Child-parents-specialists”. When working with children, there is a need to consult a psychoneurologist or neurologist. We carry out educational work among parents of preschool children about the need for early diagnosis of not only the physical, but also the intellectual and mental development of the child.

The child spends most of his time in an educational institution, so the development, formation, and health of the students will depend on the competent design of the developmental environment. When creating a health-preserving educational environment, it is necessary to take into account the requirements of SanPiN and remember that it performs many pedagogical functions: educational, developmental, nurturing, stimulating, organizational, communicative. The environment should help preserve the physical and mental health of children, stimulate them to independent activity and creative activity.

Among the pupils of our educational institution, there is a high percentage of children with severe speech pathology, decreased memory, attention deficits, and underdevelopment of gross and fine motor skills. In this regard, there is a need to introduce comprehensive health-saving technologies for the health and correctional rehabilitation of children.

The main direction of the teacher’s correctional activity is the rational organization of routine moments (increasing the time of daytime and evening walks, daytime sleep time during adaptation, a gentle regime for somatically weakened children). To carry out preventive and corrective measures, teachers in the educational process use breathing and articulation gymnastics, eye gymnastics, dynamic pauses, relaxation exercises, logorhythmic exercises, water games, self-massage techniques, hand massage and activation of biologically active points of the foot using special equipment ( sensory trails, ribbed paths, tactile panels and rugs).

In each group and offices of specialists (teachers - speech therapists, pedagogues - psychologists), a subject-development environment has been created and equipped with equipment in accordance with the Federal State Educational Standards of preschool educational institutions, aimed at the formation of integrative qualities and the development of educational areas by students. Taking into account the specifics of our institution, the groups are equipped with correctional and speech therapy corners, with removable didactic material and recommendations for their use.

Breathing exercises are a very important part of the health work done with children every day. Highly processed breathing exercises, contribute to the development of diaphragmatic breathing, optimal duration, strength and distribution of exhalation. For games to develop breathing, educators use aids such as straws, light balls, and paper toys made by the hands of teachers and parents. In the correctional corners there are card files of games and exercises for the development of physiological and speech breathing. Sound pronunciation is closely related to breathing, the formation of which is helped by articulatory gymnastics. Its regular implementation improves the blood supply to the articulatory organs, their innervation and mobility, and strengthens the muscular system of the tongue, lips, and cheeks. In speech therapy corners, a large mirror is used to perform articulatory gymnastics, in which the child can see himself and an adult demonstrating the correct articulatory posture, and for subgroup classes there are small individual mirrors.

When working with children, teachers constantly use complexes of eye gymnastics, exercises and games aimed at preventing and correcting visual impairment. The groups are equipped with hanging mobile “mobiles” that stimulate visual perception, expand the field of vision, and develop the oculomotor muscles.

It is known that children with severe speech pathology have a number of characteristics, such as increased excitability, aggressiveness, and motor disinhibition. Therefore, they especially need care for both somatic and psychological health. To restore strength and reduce psycho-emotional arousal in our students during continuous educational activities, teachers conduct muscle relaxation, consisting of a set of exercises that help relieve tension in the muscles of the arms, legs, neck and speech apparatus. When performing such tasks, tension should be short-term and relaxation should be long-lasting. The teachers have selected games and exercises, CDs with musical accompaniment, relaxation panels, and bubble columns.

Performing musical and rhythmic movements also helps to overcome excess stress. Logorhythmics is simultaneously aimed at the correction of speech disorders, the formation of spatial representations, and the development of mental processes. Logorhythmic classes are held in the hall with the participation of a music director, speech therapist and psychologist. Educators include elements of logorhythmic exercises in the process of continuous educational activities.

Dynamic pauses or physical education minutes are necessarily introduced into the structure of ECD at its different stages, helping to relieve fatigue and switch children to another type of activity. Most often, they are carried out using musical accompaniment and poetic texts, which helps to consolidate the correct pronunciation of sounds and develop memory.

Playing with water relieves emotional stress in children. They also contribute to the development of imagination and fantasy, stimulate experimentation, and develop positive motivation for learning activities. There are containers in each group for playing with water various sizes and sets of toys, aprons, sleeves.

An important area of ​​corrective measures is the development of fine motor skills of the hands and fingers. Finger gymnastics is combined with reading short poetic texts, which serves to stimulate areas of the cerebral cortex, develop speech, auditory perception, memory, attention, and prepare the hand for writing. In the developmental environment of the groups, manuals aimed at developing fine motor skills have been introduced and are constantly updated: lacing, tracing images along the outer contour, stencils, panels for weaving and fastening different ways, coloring books, copybooks for children in pre-school groups.

General strengthening and healing is facilitated by stimulation of highly active points located on the hands and connected with all organs and systems of the body. Stimulation is carried out by self-massage performed by the child under the supervision of an adult. Massage exercises are performed using various devices: massage balls of different sizes, balls, tactile panels.

Thus, the goal of the coordinated work of the team of our institution and parents is the implementation of a program for the development, rehabilitation, and socialization of each child with disabilities.

The health status of some children prevents them from learning without the use of special programs, and special conditions. Let’s understand the concept of “children with disabilities”: what it is and how to live with such a diagnosis.

This concept implies that the child has any deviations in his development, which are temporary or permanent. With the right approach to upbringing and training, it is possible to correct the child’s condition and completely or partially correct defects.

Children with disabilities - classification

Experts divide the children into several groups with:

  • speech dysfunctions;
  • visual impairment;
  • behavioral disorders;
  • pathologies of the musculoskeletal system;
  • various combinations of violations.

The choice of training program depends on which category a particular child belongs to.

Children's training

To avoid worsening health problems, you need to start your baby's development as early as possible. We can name some factors on which the development of the child depends:

  • category of violation;
  • living conditions;
  • the period of occurrence of the pathology, as well as its degree.

Children who have any disabilities also need to attend preschool institutions, just like healthy children. There are kindergartens with specialized or combined groups. A significant part of the children who attend them have difficulty getting used to the new environment and routine. Inappropriate reactions are possible on the part of the baby. This is a difficult period for the whole family. However, visiting a preschool educational institution is an important part of the socialization of children with disabilities.

To facilitate the adaptation period, joint work between the teaching staff and parents should be established. The following recommendations will be useful for mothers:

  • it is necessary to regularly communicate with teachers to exchange information about the baby’s needs and characteristics of his behavior;
  • It is advisable to bring home meals as close as possible to the kindergarten menu in order to avoid problems with feeding in the kindergarten;
  • on weekends you should adhere to the daily routine adopted at the preschool educational institution;
  • it is important to instill in the child the skills of independence and self-care;
  • You should not be overprotective, despite the presence of violations.

Children with disabilities in kindergarten get the opportunity to develop. They are trained by specialists who have special correctional techniques and know the specifics of working with such children.

Education is an important condition for the socialization of a child and helps to unlock potential. All this is reflected in the future on self-realization and participation in public life.