Problems of children with disabilities in preschool. Special educational needs of a child with disabilities. Social policy of the state in the field of inclusive education

The term "children with disabilities in kindergartens" appeared recently. This legal concept was introduced by the Law “On Education in the Russian Federation” adopted in 2012 and entered into force on September 1, 2013.

Who does this law classify as students with disabilities?

How to build work with children with disabilities in preschool?

How to organize the education of children with disabilities in preschool organizations?

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

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Children with disabilities in preschool

Who does this law classify as students with disabilities?

How to build work with children with disabilities in preschool?

How to organize the education of children with disabilities in preschool organizations?

Consider an example. A mother comes to a preschool educational organization and says that the child has limited health opportunities. But the family cannot present a document confirming the oral statements from the PMPK. In this case, the child cannot be placed in a compensatory or combined orientation group.

Even if teachers and psychologists of the kindergarten see that a particular child needs corrective assistance, the family is obliged to visit the PMPK and obtain the conclusion of the commission. The conclusion of the psychological-medical-pedagogical commission:

CONCLUSION

PSYCHOLOGICAL-MEDICAL-PEDAGOGICAL COMMISSION

No. ___ from "__" __________ 20 __

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

Full name of the child: _________________________________________________________________

Date of Birth: ____________________________________________________________________

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

Distance Educational Technologies: ____________________________________

required / not required

Provision of assistant (assistant) services: __________________________________

required / not required

Special teaching methods: ________________________________________________
Special textbooks:_____________________________________________________________
Special teaching aids: ________________________________________________
Special technical training aids: ____________________________________
Requirement for the organization of space: ______________________________________________

required / not required

Directions of corrective work in an educational organization: _______________
Teacher-psychologist: _______________________________________________________________
Teacher speech therapist: ____________________________________________________________
Defectologist teacher: _____________________________________________________________
Social teacher: _________________________________________________________
Tutor: ____________________________________________________________________
Other special conditions:__________________________________________________

The term for conducting the survey in order to confirm the recommendations previously given by the commission: ____________________________________________________________________

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

The term of the survey for the purpose of _________________________ previously given by the commission

clarifications/changes

Head of PMPK ______________________ ____________________________

(signature) (full name)

Educational psychologist ______________________ ____________________________

(signature) (full name)

Teacher speech therapist ______________________ ____________________________

(signature) (full name)

Defectologist teacher ______________________ ____________________________

(signature) (full name)

Social teacher ______________________ ____________________________

(signature) (full name)

I have no complaints about the testing process.

______________________ ____________________________________

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

It is interesting:

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

examining children,
gives recommendations on the provision of psychological, medical and pedagogical assistance to children and the creation of conditions for them in educational organizations.

PMPK employees know and understand that the recommendations must necessarily reflect the conditions that need to be organized for the education of a child with disabilities in a preschool educational institution according to the Federal State Educational Standard using an adapted educational program for children with disabilities - either basic or individual. Quite often, the PMPK recommends that parents assign a child with disabilities to a compensatory group or a group of combined orientation, where inclusive education is provided. This approach makes it possible to more actively include children with disabilities in the life of society and instill in them communication skills.

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

_____________________________________________

(Name of educational organization)

from __________________________________________

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

address: _______________________________________

phone fax: _______________

E-mail address: ______________________

Agreement

parents (legal representatives) for examination of the child

I, being the legal representative of ____________________________________________________________________________

(Full name of the child)

"_____" ____________________ year of birth, studying at _____________________________________________________________________________

name of the OO)

I do not object to the examination of the child to obtain a conclusioncentral/territorialPMPK with a recommendation to educate the child in an educational organization in accordance with his characteristics in physical and (or) mental development and (or) deviations in behavior.

"_____" ______ 20____

___________________________

(Signature )

Organization of inclusive education for children with disabilities

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

Did you know? The law "On Education" introduces the following definition: "Inclusive education - ensuring equal access to education for all students, taking into account the diversity of special educational needs and individual opportunities."

In a group in a group of compensating orientation,

In the group of combined orientation.

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

1. Inclusive education in preschool educational institutions in combined groups.Combined orientation groups can hardly be called an innovative novelty; preschool education in such groups existed even before the adoption of the law, when children with minor health problems (low vision, mild deafness, etc.) were included in ordinary children's groups. A feature of combined orientation groups is that, along with normally developing preschoolers, children who have certain types of impairments (visual impairments, hearing impairments, speech impairments, mental retardation, disorders of the musculoskeletal system, and so on) study together. ). In contrast to the occupancy of groups of a general developmental orientation, which depends on the area of \u200b\u200bthe room, the occupancy of groups of a combined orientation is regulated by SanPiN. The SanPiNs also indicate how many children with disabilities can be in such a group. As a rule, the programs that teachers use in such groups have also already been widely tested and introduced into pedagogical practice, into the educational process, however, the methods of teaching children with disabilities in preschool educational institutions according to the Federal State Educational Standards differ in these groups. Regardless of the number of such pupils (it can be two, three, four, five, seven people), the teacher in working with them uses an adapted educational program, and for each child his own.

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

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

Table for determining the number of children in groups of compensatory orientation, depending on the type of disabilities

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

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

Preparing Kindergarten for Inclusive Education

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

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

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

Thus, the preschool organization has quite a lot of serious problems that need to be addressed. Here it should be recalled that the training of teachers who own special pedagogical approaches and teaching methods is the prerogative of the subject of the Russian Federation. That is, the public authority of the subject should worry about the training of these teaching staff, on the one hand, and promote the involvement of such workers in organizations, on the other hand. Today, pedagogical universities in their programs pay attention to the education of children with disabilities, students are offered a series of lectures on this topic. But there is very little time in the university program for studying this multifaceted problem, the depth of its study is insufficient for the full preparation of preschool teachers to work with children with disabilities in preschool educational institutions. Future educators are given only general information about the diagnosis and some separate fragmentary information about the correction. Actually, students and graduates do not study the methods of working with children with disabilities in preschool educational institutions, methods of work, methods and technologies and do not receive the skills of such work. Therefore, an educator who comes to a general developmental group after a pedagogical college is not ready, does not have the skills, abilities, these competencies that he needs. It is impossible not to say that today our society is constantly faced with the optimization of processes and conditions. A serious problem in many regions is the dismissal of speech therapists, psychologists, defectologists. Federal and regional authorities explain this by reducing funding and cost optimization. But the lack of much-needed specialists in kindergartens does not allow for the full implementation of the educational program for all children. It turns out that for some categories of pupils it can be implemented, but not for others. However, with this approach, it becomes impossible to comply with the law "On Education" and the federal state educational standard. And, of course, the social request from the parents is not fulfilled in any way, which is important.

Who does this law classify as students with disabilities?

How to build work with children with disabilities in preschool?

How to organize the education of children with disabilities in preschool organizations?

Consider an example:

A mother comes to a preschool educational organization and says that the child has limited health opportunities. But the family cannot present a document confirming the oral statements from the PMPK. In this case, the child cannot be placed in a compensatory or combined orientation group.

Even if teachers and psychologists of the kindergarten see that a particular child needs corrective assistance, the family is obliged to visit the PMPK and obtain the conclusion of the commission.

It is interesting:

Psychological and pedagogical support of inclusive education of the territorial PMPK

It should be noted that the psychological-medical-pedagogical commission works in two directions:

Organization of inclusive education for children with disabilities

Did you know?

The law "On Education" introduces the following definition: "Inclusive education - ensuring equal access to education for all students, taking into account the diversity of special educational needs and individual opportunities."

Despite the fact that this concept appeared quite recently, inclusive education has already firmly entered our lives, it is being implemented in preschool educational organizations, and at the level of primary general and basic general education, and in higher professional and secondary vocational education. Depending on the recommendations of the psychological, medical and pedagogical commission, children with disabilities can be admitted to kindergarten:

In the group of compensatory orientation,

In the group of combined orientation.

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

1. Inclusive education in preschool educational institutions in groups of combined orientation Combined orientation groups can hardly be called an innovative novelty, preschool education in such groups existed even before the adoption of the law, when ordinary children's groups included children with minor health problems (low vision, mild deafness, etc.). ). A feature of combined orientation groups is that, along with normally developing preschoolers, children who have certain types of impairments (visual impairments, hearing impairments, speech impairments, mental retardation, disorders of the musculoskeletal system, and so on) study together. ). In contrast to the occupancy of groups of a general developmental orientation, which depends on the area of \u200b\u200bthe room, the occupancy of groups of a combined orientation is regulated by SanPiN. The SanPiNs also indicate how many children with disabilities can be in such a group. As a rule, the programs that teachers use in such groups have also already been widely tested and introduced into pedagogical practice, into the educational process, however, the methods of teaching children with disabilities in preschool educational institutions according to the Federal State Educational Standards differ in these groups. Regardless of the number of such pupils (it can be two, three, four, five, seven people), the teacher in working with them uses an adapted educational program, and for each child his own.

Did you know?

One program is allowed only if the group is attended by children with a similar type of impairment.

For example, if two or three people have the same degree of hearing loss, then the adapted program can be the same. If there are different children in the team, especially different types of disabilities, for example, one child is with a hearing impairment, another with a visual impairment, a third with a mental development disorder, then an adapted educational program for a child with disabilities is prescribed individually for each child. health opportunities.

2. Inclusive education in compensatory groups Compensatory groups are groups attended by children with the same impairment. For example, groups for children with hearing impairments, or groups for children with visual impairments, or groups for children with speech impairments, and so on. The Law “On Education” for the first time included children with autism spectrum disorders in the list of children with disabilities, which was not previously in the model provision. This group of children with disabilities appeared for the first time. Unfortunately, in recent years there have really become a lot of children with early childhood autism; in the new millennium, doctors began to actively diagnose this disease. Children with autism need special educational conditions, which is why they also fall under the definition of children with disabilities. Based on the characteristics of the pupils, compensatory orientation groups can have 10 orientations - depending on the category of children. The groups implement an adapted basic educational program, the only adapted basic educational program. And this is one of the main difficulties in the implementation of inclusive education for children with disabilities in preschool educational institutions in compensatory groups. The fact is that approximate adapted basic educational programs, taking into account which it is possible to write the actually adapted basic educational program, while they are not posted on the Federal State Educational Standards Register, have not been developed to date. There is only a federal state educational standard on the basis of which they are written, but on the basis of this document it is quite difficult for preschool organizations to create adapted basic educational programs.

Preparing Kindergarten for Inclusive Education

Did you know?

As soon as children appear in the kindergarten who have provided confirmation of the psychological, medical and pedagogical commission, the conclusion of the PMPK on the status of a “child with disabilities”, this immediately aims the educational organization to create special educational conditions for such a child.

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

Professional development of teachers, training of teachers, their preparation for working with children with disabilities;

methodological component;

Changes in the educational program, that is, the emergence of a certain section in the main educational program, which the Federal State Educational Standard defines as “correctional work / inclusive education”.

Thus, the preschool organization has quite a lot of serious problems that need to be addressed.

Here it should be recalled that the training of teachers who own special pedagogical approaches and teaching methods is the prerogative of the subject of the Russian Federation. That is, the public authority of the subject should worry about the training of these teaching staff, on the one hand, and promote the involvement of such workers in organizations, on the other hand.

Today, pedagogical universities in their programs pay attention to the education of children with disabilities, students are offered a series of lectures on this topic. But there is very little time in the university program for studying this multifaceted problem, the depth of its study is insufficient for the full preparation of preschool teachers to work with children with disabilities in preschool educational institutions. Future educators are given only general information about the diagnosis and some separate fragmentary information about the correction. Actually, students and graduates do not study the methods of working with children with disabilities in preschool educational institutions, methods of work, methods and technologies and do not receive the skills of such work. Therefore, an educator who comes to a general developmental group after a pedagogical college is not ready, does not have the skills, abilities, these competencies that he needs.

It is impossible not to say that today our society is constantly faced with the optimization of processes and conditions. A serious problem in many regions is the dismissal of speech therapists, psychologists, defectologists. Federal and regional authorities explain this by reducing funding and cost optimization. But the lack of much-needed specialists in kindergartens does not allow for the full implementation of the educational program for all children. It turns out that for some categories of pupils it can be implemented, but not for others. However, with this approach, it becomes impossible to comply with the law "On Education" and the federal state educational standard. And, of course, the social request from the parents is not fulfilled in any way, which is important.

Adapted educational programs for children with disabilities

Did you know?

To date, there are no approximate adapted basic educational programs for preschool children. They have not been developed, they are not on the website of the Federal State Educational Standard, and there is nowhere to get them from.

This is a rather serious problem, which significantly hinders the development of the preschool education system in terms of preschool education for children with disabilities. We must not forget that in groups where there are children with disabilities, adapted programs should be used for training, although they may differ from each other. This point deserves special mention. Previously, there was no concept of "adapted program", although the term "correctional program" has been used for a long time.

Adapted basic general education programs are another innovation in the education system, including preschool. These are programs that are used for a group, for a class of children who have this or that disorder. For example, an adapted basic general education program for a group of visually impaired or hearing impaired children, for blind children, for deaf children, for children with severe speech impairments. There are a lot of such children's groups in the country, and these groups should work according to adapted basic programs.

What are adapted educational programs for children with disabilities?

Such a program is indispensable in the case when there are one, two, three, five children with disabilities in a group of normally developing peers.

Today, various programs are used in preschool organizations, including programs:

"From Birth to School"

"Childhood",

"Rainbow", etc.

But for a child with a PDD, any child with any disability, none of these programs is suitable. And if the program does not fit, then it must be adapted.

Consider an example

A child with severe speech disorders falls into the combined group. For such a child, it is necessary to adapt the section of the program called “Speech Development”. For such a child, it is necessary to make certain changes to the content of the program, exactly those that are necessary for this particular child, based on what kind of lexical insufficiency he has (that is, what he lacks in terms of vocabulary), whether he has violations of the grammatical structure of speech ( and if so, which ones) that this child has with sound pronunciation. Thus, the educational program is being adapted so that the learning process of a child with disabilities is more comfortable and leads to the achievement of high results.

It is interesting:

Is it necessary to amend the charter in the case of teaching children with disabilities according to adapted educational programs

But, despite all the difficulties of introducing inclusive education, this approach to teaching children with disabilities in preschool educational institutions has the broadest prospects. Constant interaction and daily cooperation allows both children with disabilities and children with normal development to acquire new knowledge and skills, become more tolerant, learn to find solutions in a variety of life situations. The global goal of inclusive education is to create comfortable conditions for the joint successful upbringing and effective education of children with different psychophysical developmental characteristics. And our society has already taken the first step towards achieving this goal.

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

Children with disabilities.

The federal law defines students with disabilities as individuals with deficiencies in physical and (or) psychological development, confirmed by the conclusion of the psychological, medical and pedagogical commission and preventing education without creating special conditions. Obtaining the conclusion of the PMPK is the most important stage in confirming the status of a child with disabilities. If a mother comes to a preschool educational organization and says that the child has disabilities, but this is not supported by a document from the PMPK, then such a child cannot be assigned to a compensatory or combined orientation group. Even if teachers and psychologists of the kindergarten see that a particular child needs corrective assistance, the family is obliged to visit the PMPK and obtain the conclusion of the commission.

Psychological and pedagogical support of inclusive education of the territorial PMPK

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

Inclusive education in preschool educational institutions in combined orientation groups Combined orientation groups can hardly be called an innovative novelty, preschool education in such groups existed even before the adoption of the law, when children with minor health problems (low vision, mild deafness, etc.) were included in ordinary children's groups. A feature of combined orientation groups is that, along with normally developing preschoolers, children who have certain types of impairments (visual impairments, hearing impairments, speech impairments, mental retardation, disorders of the musculoskeletal system, and so on) study together. ). In contrast to the occupancy of groups of a general developmental orientation, which depends on the area of \u200b\u200bthe room, the occupancy of groups of a combined orientation is regulated by SanPiN. The SanPiNs also indicate how many children with disabilities can be in such a group. As a rule, the programs that teachers use in such groups have also already been widely tested and introduced into pedagogical practice, into the educational process, however, the methods of teaching children with disabilities in preschool educational institutions according to the Federal State Educational Standards differ in these groups. Regardless of the number of such pupils (it can be two, three, four, five, seven people), the teacher in working with them uses an adapted educational program, and for each child his own. It must be emphasized that one program is allowed to be used only if the group is attended by children with a similar type of impairment. For example, if two or three people have the same degree of hearing loss, then the adapted program can be the same. If there are different children in the team, especially different types of disabilities, for example, one child is with a hearing impairment, another with a visual impairment, a third with a mental development disorder, then an adapted educational program for a child with disabilities is prescribed individually for each child. health opportunities.
Inclusive education in compensatory groups Compensatory groups are groups attended by children with the same impairment. For example, groups for children with hearing impairments, or groups for children with visual impairments, or groups for children with speech impairments, and so on. The Law “On Education” for the first time included children with autism spectrum disorders in the list of children with disabilities, which was not previously in the model provision. This group of children with disabilities appeared for the first time. Unfortunately, in recent years there have really become a lot of children with early childhood autism; in the new millennium, doctors began to actively diagnose this disease. Children with autism need special educational conditions, which is why they also fall under the definition of children with disabilities. Based on the characteristics of the pupils, compensatory orientation groups can have 10 orientations - depending on the category of children. The groups implement an adapted basic educational program, the only adapted basic educational program. And this is one of the main difficulties in the implementation of inclusive education for children with disabilities in preschool educational institutions in compensatory groups. The fact is that approximate adapted basic educational programs, taking into account which it is possible to write the actually adapted basic educational program, while they are not posted on the Federal State Educational Standards Register, have not been developed to date. There is only a federal state educational standard on the basis of which they are written, but on the basis of this document it is quite difficult for preschool organizations to create adapted basic educational programs.

Preparing Kindergarten for Inclusive Education

Our state guarantees equal opportunities for full development to all citizens, including those with health problems. Of course, each child needs to get to the right time and the right place, that is, to the very garden where he will be comfortable. This applies in particular to children with disabilities. Parents are not always able to get a ticket to the preschool organization where conditions are created for such a child. And if the mother receives a ticket to a general developmental group, and the educational organization does not have the necessary specialist (psychologist, speech therapist, defectologist), and the child categorically needs him according to the conclusion of the PMPK, then a twofold situation develops. From the outside it seems that the child is covered by preschool education. But is he getting exactly the education he needs? Far from it. Does it get exactly the set of conditions it needs? Again, no. And in this regard, the following is extremely important. As soon as children appear in the kindergarten who have provided confirmation of the psychological, medical and pedagogical commission, the conclusion of the PMPK on the status of a “child with disabilities”, this immediately aims the educational organization to create special educational conditions for such a child. And special educational conditions are not only ramps, handrails and some other architectural and planning things. This is, first of all, the professional development of teachers, the training of teachers, their preparation for working with such children. This is the methodological part. This is the introduction of changes in the educational program, that is, the emergence of a certain section in the main educational program, which the Federal State Educational Standard defines as “correctional work / inclusive education”.

Thus, the preschool organization has quite a lot of serious problems that need to be addressed. It should be recalled here that the training of teachers who own special pedagogical approaches and teaching methods is the prerogative of the subject of the Russian Federation. That is, the public authority of the subject should worry about the training of these teaching staff, on the one hand, and promote the involvement of such workers in organizations, on the other hand. Today, pedagogical universities in their programs pay attention to the education of children with disabilities, students are offered a series of lectures on this topic. But there is very little time in the university program for studying this multifaceted problem, the depth of its study is insufficient for the full preparation of preschool teachers to work with children with disabilities in preschool educational institutions. Future educators are given only general information about the diagnosis and some separate fragmentary information about the correction. Actually, students and graduates do not study the methods of working with children with disabilities in preschool educational institutions, methods of work, methods and technologies and do not receive the skills of such work. Therefore, an educator who comes to a general developmental group after a pedagogical college is not ready, does not have the skills, abilities, these competencies that he needs. It is impossible not to say that today our society is constantly faced with the optimization of processes and conditions. A serious problem in many regions is the dismissal of speech therapists, psychologists, defectologists. Federal and regional authorities explain this by reducing funding and cost optimization. But the lack of much-needed specialists in kindergartens does not allow for the full implementation of the educational program for all children. It turns out that for some categories of pupils it can be implemented, but not for others. However, with this approach, it becomes impossible to comply with the law "On Education" and the federal state educational standard. And, of course, the social request from the parents is not fulfilled in any way, which is important. Adapted educational programs for children with disabilities

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

What is an adapted educational program for children with disabilities? Such a program is indispensable in the case when there are one, two, three, five children with disabilities in a group of normally developing peers. It is obvious that the program that the group is working on (for example, the program "From Birth to School", "Childhood", "Rainbow" or any other program) is simply not suitable for a child with AP, any child with any impairment. And if the program does not fit, then it must be adapted. Let's take a simple example to illustrate. A child with severe speech disorders falls into the combined group. It is clear that for such a child it is necessary to adapt the section of the program called “Speech Development”. For such a child, it is necessary to make certain changes to the content of the program, exactly those that are necessary for this particular child, based on what kind of lexical insufficiency he has (that is, what he lacks in terms of vocabulary), whether he has violations of the grammatical structure of speech ( and if so, which ones) that this child has with sound pronunciation. Thus, the educational program is being adapted so that the learning process of a child with disabilities is more comfortable and leads to the achievement of high results.

Is it necessary to amend the charter in the case of teaching children with disabilities according to adapted educational programs m?

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

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

Yoshkar-Ola

Compiled by: I. E. Shirokova - Deputy Director of the CPPRK PS PDPS for diagnostic work; E. M. Beshkareva - teacher-speech therapist RMPK; E. V. Repina - teacher-defectologist RMPK; A. I. Seredkina - teacher-psychologist of the RMPK.

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

Ministry of Education of the Republic of Mari El, SEI RME "Center for Psychological and Pedagogical Rehabilitation and Correction, Preparation of Families for the Adoption of Children and Their Professional Support

Yoshkar-Ola, 2011

Introduction. four

Conditions for organizing integrated learning

and education of children with disabilities in preschool educational institutions. 6

Models of integrated education

and education of preschool children in preschool educational institutions. eight

Stages of accompanying children with disabilities in preschool educational institutions.

Individual correctional development program. ten

and PEI specialists in the process of comprehensive support. 17

students with disabilities.

Introduction

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

In our country, in the 1970-1980s, models of assistance to persons with disabilities began to be developed, first of all, such assistance was offered to children with hearing and visual impairments. However, if earlier, as a rule, children with impaired sensorimotor functions (late-deaf, deaf or hard of hearing, blind or visually impaired, children with disorders of the musculoskeletal system who did not have a pronounced decrease in intellectual Over the years, real-life models of integration of children with intellectual disabilities and with a complex structure of the defect (children with severe multiple disabilities) have emerged.

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

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

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

The priority areas of this process are:

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

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

3) preparation of a child with disabilities for education in a general education school.

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

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

2) the maximum approximation of the necessary assistance to the place of residence of the child, which allows avoiding the placement of children for a long time in residential institutions, creating conditions for their living and raising in the family;

3) providing parents (guardians) with advisory support;

4) preparing society for the acceptance of a person with disabilities.

Thus, a preschool educational institution can organize an integrated upbringing and education of children even in a small settlement. However, in order to provide effective assistance to needy children, appropriate conditions must be created in the kindergarten.

Conditions for organizing integrated learning

and education of children with disabilities in preschool educational institutions.

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

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

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

In order to ensure that children with disabilities fully master educational programs, as well as correct the shortcomings of their mental and physical development, it is advisable to introduce additional pedagogical rates (teachers-defectologists, speech therapists, educational psychologists, social pedagogues) and medical workers.

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

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

The issue of financial security is relevant. Local governments are given the right to establish funding standards for municipal educational institutions at the expense of local budgets (in accordance with the "Recommendations on creating conditions for education for children with disabilities and children with disabilities in the constituent entity of the Russian Federation" of the Ministry of Education of the Russian Federation dated April 18, 2008).

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

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

Models of integrated education

and education of preschool children in preschool

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

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

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

1) combined, when a child with developmental disabilities is able to be in a group of healthy children, while receiving systematic assistance from a teacher-defectologist, speech therapist, psychologist;

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

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

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

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

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

2. Preschool age. At preschool age, the requirements for the teaching activity of the teacher, its purposefulness, increase. The need to form skills that are significant for the future life of the child sets the adult the task of teaching the child how to assimilate and appropriate social experience. These methods are extremely specific for children with a complex structure of the disorder and with mental insufficiency. At present, it is necessary to create differentiated learning conditions in preschool educational institutions of a combined type, as well as to conduct joint walks and holidays for children with mental insufficiency (severe delay in psychoverbal development) and their peers with a normal level of development. Integrated learning groups have already been created in centers for psychological and pedagogical rehabilitation and correction (for example, in Yoshkar-Ola, in Volzhsk), where in a group of 10–12 children, 3–4 specialists of a correctional profile work at the same time, implementing an individually differentiated approach during classes to children with different levels of psychophysical development.

Stages of accompanying children with disabilities in preschool educational institutions.

Individual correctional development program.

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

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

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

Targeted comprehensive psychological, pedagogical and medical and social support for children studying in special (correctional) institutions, as well as children educated in general educational institutions (preschool educational institutions and secondary schools) should be aimed at creating optimal psychological and pedagogical correctional and developmental conditions for upbringing and education for children with developmental and behavioral problems in accordance with their age and individual characteristics, the level of actual development, the state of somatic and neuropsychic health, which ensure the development of mechanisms for compensation and social integration of each pupil.

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

An individual child development program should solve the following tasks:

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

When compiling an individual child development program, the following methods and techniques are used :

study of documents, personal files;
familiarity with the medical examination, the allocation of unfavorable stages in the development of the child;
study of the society (social environment) of the child;
diagnostic studies.

Stages of drawing up an individual program for the development of a child :

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

The strategy for building an individual program for accompanying a child:

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

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

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

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

Psychological support

Logopedic support

Pedagogical support

Social and legal support

Therapeutic

Also educational support.

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

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

The purpose of pedagogical support - providing children with the skills to complete educational tasks, gain knowledge, organize time, and social adaptation.

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

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

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

Individual adaptation program

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

An individual adaptation program is also necessary for children entering kindergarten. It is difficult for children to endure separation, they may refuse contact with adults and children.

In this case, the purpose of the adaptation program will be to create psychological and pedagogical conditions for preparing the child for communication, establishing a trusting relationship between an adult and a child, maintaining a joyful mood, satisfying the child's need for security, love and benevolent attention.

Only when a trusting relationship is established between an adult and a child, it is possible to start corrective and developmental classes.

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

Individual correctional development program should contain such tasks, the solution of which is available to the child in the near future, as well as an indication of the methods and techniques that will allow him to succeed.

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

Planned ways to support and correct the identified problem:
- normalization of emotional behavior: creation of an atmosphere of safety;
- stimulation of positive emotions; actualization of emotional communication with educators;
- getting to know the environment of the group;
- acquaintance with educators working in a group;
- involvement of the child in the simplest and most accessible game; attracting the attention of the child to interesting and colorful manuals, toys; stimulating the desire to play with an adult;
- establishing trusting relationships with adults, as a result of which a vicarious attachment should be formed;
- involving the child in a game situation with the participation of other pupils in order to normalize emotional behavior and develop the first contacts between children.
Strengthening the nervous system
- Observation by a psychiatrist, joint examination by a psychologist and a psychiatrist (2 times a year.).
- Joint control and supervision of a psychologist, doctor and educator over the state, mood changes during the period of drug treatment.
- Relaxation methods (autogenic training, training in self-control skills).
- Implementation of an integrated approach to strengthening the nervous system (control of the study load, drug treatment, the implementation of relaxation methods and a unified pedagogical approach).
Strengthening the emotional and personal sphere
- Improving psychophysical training (1 month).
- Diagnostics of the emotional and personal sphere (2 times a year).
- Mastering the skills of self-control.
- The system of group and individual lessons.
Development of the cognitive sphere :
- Individual correctional and developmental classes (cognitive training).
- Diagnostics of the cognitive sphere (2 times a year).
Formation of sustainable adequate self-esteem:
- Organization of a single psychological space, unity of requirements and relations (by all specialists).
- Individual conversations of an educator, psychologist, social pedagogue.
- Diagnostics of the level of self-esteem, acquaintance with the results of diagnostics.
- Communication training (4 months).

6. Development forecast.

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

The content of each program should be the subject of discussion by PMPK DOE specialists and group educators. The process of developing an individual program opens up great opportunities for the teacher's creative search. No methodological manual can accurately take into account all the needs of a particular child. When drawing up an individual program, it is necessary to solve the following questions: what tasks of the program will be implemented in the classes of a speech therapist, psychologist, and which - in the classes of group educators; how the acquired skills will be consolidated and transferred to a different situation.

Drawing up an individual program for the development of a child is always a creative, rather complex process, but already starting to develop a program, we open up new opportunities for the child to develop. It should be remembered that a well-designed and carefully executed program will help a child with a developmental delay to move much further than would be possible without corrective help.

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

After that, the participants of the PMP-concilium in the preschool educational institution will agree activities to accompany the child, taking into account the recommendations of the PMP Commission.

and specialists of the mixed group

The main, leading specialist, conducting and coordinating correctional and pedagogical work in the group, is a defectologist teacher. The content of his activity is similar to the activity of a teacher-defectologist of groups of a compensating type. However, the organization of the correctional and pedagogical process in a mixed group has some peculiarities. So, a defectologist teacher:

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

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

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

Maintains required documentation.

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

The activities of the educator of the mixed group are similar to the activities of the educator of the general developmental and compensatory groups and are aimed at ensuring the comprehensive development of all pupils. The features of the organization of the work of the educator of the mixed group are:

Planning (together with the defectologist teacher and other specialists) and conducting frontal classes with the entire group of children, including pupils with disabilities (developmental disabilities);

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

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

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

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

The activity of a teacher-psychologist is aimed at maintaining the mental health of each pupil of the group. Its functions include:

Psychological examination of pupils;

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

Conducting individual and subgroup correctional and psychological work with pupils;

Dynamic psychological and pedagogical study of pupils;

Carrying out consultative work with parents on the issues of raising a child in a family;

Implementation of continuity in the work of the preschool educational institution and the family;

Group staff consulting;

Filling out reporting documentation.

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

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

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

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

Maintaining relevant documentation.

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

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

Planning the joint activities of the pupils of the group; preparation and holding of general sports holidays, leisure and entertainment;

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

Regulation (together with the medical staff of the educational institution) of physical activity on pupils;

Maintaining necessary documentation.

The activity of a social pedagogue is aimed at ensuring the social well-being of pupils and their families. The specifics of the organization of his work in a mixed group include:

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

Participation in the study of pupils and the preparation of individual development programs;

Advising parents on the formation of adequate social behavior and upbringing of the child in the family;

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

Interaction with teachers, specialists of social protection services, charitable organizations on the provision of social assistance to pupils;

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

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

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

If there are medical workers in the staff of the preschool educational institution, pupils with developmental disabilities are provided with specialized medical care.

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

I. Documentation of a defectologist teacher (speech therapist, deaf teacher, typhlopedagogue, oligophrenopedagogue)

1. Personal file of each pupil.

2. Plan for the organization of joint activities of all pupils of the group (institution).

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

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

5. Notebook for the child's parents with individual recommendations.

At the end of the academic year, a characteristic is compiled for each pupil and an analytical report on the results of correctional work.

2. Documentation of caregivers

1. Plan for the organization of joint activities of all pupils of the group.

2. Plans (perspective and calendar frontal lessons).

3. Children transfer notebook.

4. Notebook for parents with individual lessons.

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

At the end of the school year, the educator participates in the preparation of a characteristic for each pupil of the group and an analytical report based on the results of correctional and pedagogical work.

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

Application

Programs and educational kits (TMK)

for children with speech impediments.

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

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

Program objectives: 1) help children master the phonetic system of the language; 2) to prepare for the acquisition of literacy by the generally accepted analytical and synthetic method and the assimilation of some elements of literacy.

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

The program is designed for older preschool children suffering from stuttering with normal general development of speech, compiled on the basis of the "Program of education in kindergarten" (edited by M.A. Vasilyeva. M., 1978)

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

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

AT applications exemplary class notes are included, illustrating the work of a speech therapist at stages 1-3 of correctional work.

Education and training of preschool children with phonetic and phonemic underdevelopment (for the older group). Authors: T. B. Filicheva, G. V. Chirkina.

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

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

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

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

The program is designed for the education and upbringing of children with 2-3 levels of speech development of the 6th year of life with normal hearing and intelligence

Target: eliminate the speech defect of children and prevent possible difficulties in mastering school knowledge due to speech underdevelopment.

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

Preparation for school of children with general underdevelopment of speech in a special kindergarten. Part 1.2. Authors: T.B. Filichev, G.V. Chirkin.

Target: continue the development of coherent speech of children (monologic and dialogic) on the basis of clarifying and expanding vocabulary, improving the grammatical structure of speech, and practical mastery of complex forms of inflection and word formation methods.

Learning to speak correctly (educational kit). Author T. A. Tkachenko.

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

Goals: 1) carry out correction of general underdevelopment of speech in children 5-6 years old; 2) prepare them for school.

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

The system of correctional and developmental activities of teachers (speech therapist and educators) presented in the educational and methodological set includes the psychological and pedagogical characteristics of children with OHP 5-6 years old, recommendations for planning the work of a teacher and speech therapist in the senior and preparatory groups, exemplary notes of classes, other methodological and visual materials.

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

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

The program of speech therapy work in the preschool educational institution. Authors: L.V. Lopatina, G.G. Golubeva, L.B. Baryaev.

The program is designed to work with preschool children with general underdevelopment of speech 1-3 (according to R.E. Levina) and 4 levels (according to T.B. Filicheva). In accordance with the author's intention, all speech therapy work in the preschool educational institution can be presented as logical and successive change of levels of education and training preschoolers with OHP with their own tasks and content of work. Within the framework of each stage, the tasks and content of the preparatory and main stages of remedial education are highlighted. The stages of education and training correspond to the levels of speech development and the age of children (younger, middle, older preschool age).

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

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

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

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

artistic, creative and musical skills; 3) strengthen the physical

health.

Program sections: speech development, cognitive development, creative

development, physical health and development, moral education,

labor education.

The methodological package for the program includes a manual for specialists

DOW, workbooks for children, sets of didactic games, a notebook with

The program of correctional and developmental work in a speech therapy group

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

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

speech therapy group preschool educational institution from 4 years of age.

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

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

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

providing for full interaction and continuity of actions

all professionals of preschool education and parents of preschool children.

Educational and methodological support of the Program consists of:

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

games and aids for children.
11. Rechetsvetik (partial program of integrated development

communicative and cognitive speech abilities of a preschooler). Author

G. A. Vanyukhina.

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

development (gifted, with average abilities, with speech and

psychological disorders) and can be used: in preschool

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

OHP 2-3 levels), with mental retardation.

The program is aimed at the integrated development of preschoolers

versatile cognitive abilities, to improve skills

receive and transmit information through action, thought and speech.

Purpose: to form and harmonize the energy-information space

personality by means of natural development of communicative

cognitive speech abilities of children.

Educational and methodological support of the program consists of: basic manual

"Rechetsvetik" (8 books for 2 years of study), practice books of the series

« Assistants "Rechetsvetika", detailed thematic and calendar

planning, visual-practical and educational material,

methodical brochures.
Early intervention programs for children with developmental disabilities.

Little Steps: An Early Educational Assistance Program for Children with Developmental Disabilities. Authors M. Pietersey, R. Trilar, E. Bra
Carolina Program for Infants and Toddlers with Special Needs. By Nancy M. Johnson-Martin, Kenneth G. Jens.
Steps: Comprehensive correctional and developmental program for children of early and young age. Authors O. Yu Kravets, I. A. Rybkina.

Programs and teaching materials for children

with a delay in psychological (mental) development

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

Programs and teaching kits

for children with intellectual disabilities

Education and training of mentally retarded children of preschool age Authors: O.P. Gavrilushkina, N.D. Sokolova
The program of education and training of preschoolers with intellectual disabilities Authors: L.B. Baryaeva, O.P. Gavrilushkina, A.P. Zarin, N.D. Sokolova
Correction-developing education and upbringing: Compensatory preschool education program for children with intellectual disabilities Authors: E.A. Ekzhanova, E.N. Strebeleva
The program of training and education of preschool children with severe mental retardation Authors: T.N.Isaeva, G.N.Bagaeva, G.V.Tsikoto, A.A.Eremina, N.B.Zharova

Literature.

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

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

Ekzhanova, E.A. Fundamentals of integrated learning: a guide for universities / E.A. Ekzhanova, E.V. Reznikova - M .: TC Sphere, 2005.90 p.

Malofeev, N.N. Actual problems of integrated education // Proceedings of the International scientific and practical conference on the problems of integrated education of people with disabilities (with special educational needs) / N.N. Malofeev, N.D. Shmatko. –M.: Human rights, 2001, 290 p.

On the integrated upbringing and education of children with developmental disabilities in preschool educational institutions. Methodological letter of the Ministry of the Russian Federation dated 16.01.2002

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

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

Razenkova, Yu.A. The content of individual programs for the development of infants with disabilities brought up in a child's home / Yu.A. Razenkov. // Almanac of the Institute of Correctional Pedagogy of the Russian Academy of Education, 2003, No. 6.

Stepanova, O.A. Programs for preschool educational institutions of compensating and combined types / O.A. Stepanova .- M.: TC Sphere, 2008, 128s.

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

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

Shipitsina, L.M. Comprehensive support for preschool children / L.M. Shipitsina, A.A. Khilko, Yu.S. Galliamova, R.V. Demyanchuk, N.N. Yakovleva. - St. Petersburg: Speech, 2003, 240s.