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Children with disabilities: training, support. HIA - what is it? Raising children with disabilities Children with disabilities are accepted into preschools

The term “children with disabilities in kindergartens” appeared recently. This legal concept was introduced by the law “On Education in Russian Federation».

Who does this law classify as students with disabilities health?

How to organize work with children with disabilities in preschool educational institutions?

How to organize education for children with disabilities in preschool organizations?

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

the federal law defines students with disabilities as individuals who have disabilities in the physical and (or) psychological development, confirmed by the conclusion of the psychological-medical-pedagogical commission and preventing the acquisition of education without the creation of special conditions. Obtaining a PMPK conclusion is the most important step in confirming the status of a child with disabilities.

Let's look at an example:

A mother comes to a preschool educational organization and says that the child has limited health capabilities. But the family cannot present a document from the PMPC to support the oral statements. In this case, the child cannot be assigned to a compensatory or combined group.

Even if kindergarten teachers and psychologists see that a particular child needs correctional help, the family is obliged to visit the PMPK and obtain the commission’s conclusion.

This is interesting:

Psychological and pedagogical support for inclusive education in territorial primary education and training schools

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

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 adapted educational program for children with disabilities - either basic or individual. Quite often, PMPK recommends that parents assign a child with disabilities to a compensatory group or a combined group where inclusive education is provided. This approach makes it possible to more actively include children with disabilities in the life of society and instill in them communication skills.

Organization of inclusive education for children with disabilities

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

Did you know?

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

Despite the fact that this concept appeared quite recently, inclusive education has already become firmly established in our lives, it is implemented both in preschool educational organizations, and at the level of primary general and basic education. general education, both 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:

To the compensating group,

To the combined focus group.

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

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

Did you know?

One program can only be used if the group is attended by children with a similar type of disability.

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

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

Preparing kindergarten for inclusive education

Did you know?

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

And special educational conditions- these 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, at preschool organization There are quite a lot of serious problems that need to be solved.

It should be recalled here that the training of teaching staff proficient in special pedagogical approaches and teaching methods is the prerogative of the subject of the Russian Federation. That is, the organ state power The subject should worry about training these teaching workers, on the one hand, and promote the attraction of such workers into the organization, on the other hand.

Today, pedagogical universities in their programs pay attention to the education of children with disabilities; students are offered series of lectures on this topic. But very little time is allocated in the university curriculum to study this multifaceted problem; the depth of its study is insufficient to fully prepare preschool teachers for working with children with disabilities in preschool educational institutions. Future educators are given only general information about diagnostics and some fragmentary information about correction. In fact, students and graduates do not learn the actual methods of working with children with disabilities in preschool educational institutions, work methods, techniques and technologies and do not receive skills for such work. Therefore, a teacher who comes to a general development group after a pedagogical college is not ready, does not have the skills, abilities, and these competencies that he needs.

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

Adapted educational programs for children with disabilities

Although the implementation of inclusive education is associated with a lot of difficulties, the process is becoming more and more active. For children with disabilities, kindergartens are creating accessible environment, teachers master methods of interaction with such preschoolers. And today the issue of developing basic educational programs comes to the fore. The basis for writing a program is the federal state educational standard, on the basis of which the program is written. But it is equally important that the basic educational program is designed taking into account exemplary. This is required by the Law “On Education”, which is why all educational organizations (including preschool ones) do this when developing basic educational programs.

Did you know?

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

This is a rather serious problem that significantly hampers the development of the preschool education system in terms of preschool education for children with disabilities. We must not forget that in groups where there are children with disabilities, adapted programs should be used for training, although they may differ from each other. This point is especially worth noting. Previously, the concept of an “adapted program” did not exist, although the term “correctional program” has been used for a long time.

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

What are adapted educational programs for children with disabilities?

You cannot do without such a program when there are one, two, three, five children with disabilities in a group of normally developing peers.

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

"From birth to school"

"Childhood",

"Rainbow" etc.

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

Let's look at an example

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

This is interesting:

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

But, despite all the difficulties in introducing inclusive education, this approach to teaching children with disabilities in preschool educational institutions has the broadest prospects. Constant interaction and daily cooperation allows both children with disabilities and children with normal development to acquire new knowledge and skills, become more tolerant, and learn to find solutions in a variety of life situations. Global goal inclusive education - creation comfortable conditions for 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 came into force on September 1, 2013, became a real breakthrough in the field of relationships 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 traditions and features Russian system education. Work on the law “On Education in the Russian Federation” went on for several years, and the result was a legal instrument that takes the regulation of relations in education to a qualitatively different level. For the first time in the history of domestic education, this law introduced a new legal concept - students with disabilities.

Children with disabilities.

The federal law defines students with disabilities as individuals who have deficiencies in physical and (or) psychological development, confirmed by the conclusion of a psychological-medical-pedagogical commission and preventing them from receiving education without the creation of special conditions. Obtaining a PMPK conclusion is the most important step in confirming the status of a child with disabilities. If a mother comes to a preschool educational organization and says that the child has limited health capabilities, but this is in no way supported by a document from the PMPK, then such a child cannot be assigned to a compensatory or combined group. Even if kindergarten teachers and psychologists see that a particular child needs correctional help, the family is obliged to visit the PMPK and obtain the commission’s conclusion.

Psychological and pedagogical support for inclusive education in territorial primary education and training schools

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

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

Preparing kindergarten for inclusive education

Our state guarantees equal opportunities for full development to all citizens, including those with health problems. Of course, every child needs to get to the right time and place, that is, to the very kindergarten where he will feel comfortable. This especially applies to children with disabilities. Parents are not always able to get a ticket to the preschool organization where conditions have been created for such a child. And if a mother receives a ticket to a general developmental group, but the educational organization does not have the required specialist (psychologist, speech therapist, speech pathologist), and the child absolutely needs him according to the conclusion of the PMPK, then a twofold situation arises. From the outside it seems that the child is covered in preschool education. But is he getting exactly the education he needs? Not at all. Does he receive exactly the set of conditions that he needs? Again, no. And in this regard, the following is extremely important. As soon as children appear in kindergarten, they have provided confirmation from the psychological, medical and pedagogical commission, the conclusion of the PMPK about the status of “child with disabilities,” this immediately directs the educational organization to create special educational conditions for such a child. And special educational conditions are not only ramps, handrails and some other architectural and planning things. This is, first of all, improving the qualifications of teachers, training teachers, and preparing them to work with such children. This is a methodological component. This is the introduction of changes to the educational program, that is, the emergence of a certain section in the main educational program, which the Federal State Educational Standard defines as “corrective work/inclusive education.”

Thus, the preschool organization has quite a lot of serious problems that need to be solved. It should be recalled here that the training of teaching staff proficient in special pedagogical approaches and teaching methods is the prerogative of the subject of the Russian Federation. That is, the government authority of the subject should worry about training these teaching workers, on the one hand, and help attract such workers to the organization, on the other hand. Today, pedagogical universities in their programs pay attention to the education of children with disabilities; students are offered series of lectures on this topic. But very little time is allocated in the university curriculum to study this multifaceted problem; the depth of its study is insufficient to fully prepare preschool teachers for working with children with disabilities in preschool educational institutions. Future educators are given only general information about diagnostics and some fragmentary information about correction. In fact, students and graduates do not learn the actual methods of working with children with disabilities in preschool educational institutions, work methods, techniques and technologies and do not receive skills for such work. Therefore, a teacher who comes to a general development group after a pedagogical college is not ready, does not have the skills, abilities, and these competencies that he needs. It cannot be said that today our society is constantly faced with the optimization of processes and conditions. A serious problem in many regions is the dismissal of speech therapists, psychologists, and defectologists. Federal and regional authorities explain this by a decrease in funding and cost optimization. But the lack of much-needed specialists in kindergartens does not allow the educational program to be fully implemented for all children. It turns out that for some categories of pupils it can be implemented, but for others it cannot. However, with this approach, it becomes impossible to comply with the Law “On Education” and the federal state educational standard. And, of course, the social request on the part of parents is not fulfilled in any way, which is important. Adapted educational programs for children with disabilities

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

What is an adapted educational program for children with disabilities?? You cannot do without such a program when there are one, two, three, five children with disabilities in a group of normally developing peers. It is obvious that the program that the group works on (for example, the “From Birth to School” program, “Childhood”, “Rainbow” or any other program) is simply not suitable for a child with mental health problems, or any child with any disability. And if the program is not suitable, then it must be adapted. To illustrate, let's give a simple example. A child with severe speech impairments is placed in a combined group. It is clear that for such a child it is necessary to adapt the section of the program called “Speech Development”. For such a child, it is necessary to make certain changes to the content of the program, exactly those that are necessary for this particular child, based on what kind of lexical deficiency he has (that is, what he lacks in terms of vocabulary), whether he has violations of the grammatical structure of speech ( and if so, which ones), what does this child have with sound pronunciation. Thus, the educational program is adapted so that the learning process of a child with disabilities is more comfortable and leads to the achievement of high results.

Is it necessary to make changes to the charter in the case of teaching children with disabilities according to an adapted educational program? m?

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

Comprehensive support for children with disabilities and disabled children

1. Conditions for organizing the training and education of students with disabilities and disabled children

Federal Law on Education in the Russian Federation No. 273-FZ dated December 29, 2012, which entered into force on September 1, 2013 Article 42

Parents (legal representatives) of minor students must be informed about the goals and forms of organizing psychological and pedagogical support for students in the educational process, which is a necessary condition implementation of an educational program in an educational organization.

Psychological and pedagogical assistance is provided to students on the basis of an application or written consent from parents (legal representatives).

3. Special conditions for the education of children with disabilities and children with disabilities

“Special conditions for children with disabilities to receive education are understood as conditions for training, education and development, including the use of adapted educational programs (including correctional work, individual special programs); special methods of teaching and upbringing, special textbooks, teaching aids and didactic materials, special technical teaching aids for collective and individual use, computer tools with the inclusion of special equipment, provision of the services of an assistant (assistant) providing students with the necessary technical assistance, conducting group and individual and correctional classes, ensuring access to the buildings of organizations carrying out educational activities, and other conditions without which it is impossible or difficult for students with disabilities to master educational programs (Article 79. Clause 3 Federal Law of December 29, 2012 No. 273-FZ (as amended and supplemented) “On Education in the Russian Federation"

When organizing educational activities, care and supervision at MBDOU, the special educational needs of certain categories of children, including those with disabilities, are taken into account.

Special conditions for organizing the educational process for children with disabilities in MBDOU.

Conditions for the implementation of AOP DO in MBDOU download

In MBDOU psychological and pedagogical support service(teacher-speech therapist, teacher-defectologist, educational psychologist, instructor physical culture) participates in the design and organization of the educational process. The activities of specialists are organized in the form of a consultation to identify and examine children and develop an individual educational route.

Organizational support.

Regulatory local acts. Organization of medical care. Catering. Organization of interaction with parents. Organization of interaction with the PPMS center. Organizing interaction with social partners and authorities social protection. Information Support.

Psychological and pedagogical conditions: comprehensive medical, psychological and pedagogical support for children with HIA specialists, the use of special educational programs and methods, special methodological manuals and didactic materials, conducting group and individual correctional classes.

Logistics support

Compliance with sanitary and hygienic standards of the educational process, taking into account the needs of children with disabilities studying in MBDOU, opportunities for unhindered access of students with disabilities to infrastructure facilities of MBDOU, sanitary and living conditions taking into account the needs of children with disabilities (availability of equipped bathrooms, places of personal hygiene and etc.); social and living conditions, taking into account the specific needs of a child with disabilities studying at the Institution (availability of adequately equipped space in the institution, etc.); fire and electrical safety, taking into account the needs of children with disabilities studying at MBDOU.

Organizational and pedagogical support

Creation of a special developmental subject-spatial environment, a special regime during certain periods of time, etc.; Software and methodological support; Training por AOP DO.

Usage educational materials, didactic materials. Using forms and methods of organizing an inclusive educational process in a group Variable forms of education.

Staffing of the educational process

MBDOU is 100% staffed by teaching staff competent in understanding the special educational needs of children with disabilities.

The level of qualifications of teaching and other employees of the Institution in the field of education of children with disabilities meets the requirements.

The MBDOU employs a pedagogical psychologist, a speech pathologist teacher, a speech therapist teacher, and a tutor who have experience working with disabled children and children with limited health capabilities.

The continuity of professional development of teaching staff is ensured by their mastering additional professional educational programs in the field of correctional (special) pedagogy, special psychology and pedagogy in sufficient quantities and at least every three years.

Pedagogical workers who provide education to children of this category have undergone training courses on various topics: “Organization of correctional and developmental work in the context of the implementation of the Federal State Educational Standard”, “Technologies for working with preschoolers with mental retardation", "Modern educational technologies in the conditions of Federal State Educational Standards of Education", "Module " Educational technology activity type within the framework of the implementation of the Federal State Educational Standard", " Innovative technologies education of children with disabilities”, “Comprehensive support for students with disabilities in inclusive education” and others, which allows them to effectively organize educational activities.

Teachers actively present experience of its activities at conferences, seminars, and participate in competitions at various levels.

Information on the composition of the teaching staff of MBDOU, indicating the level of education, qualifications and work experience, is available in the section of the official website “Information about the educational organization” on the page “Teaching staff” (Specialists and Educators).

Providing the services of an assistant) - the necessary assistance to pupils in MBDOU is provided by educators, specialists and assistant educators working in a compensatory group. Data teacher assistant age groups the labor function of providing “assistant” services is included.

In progress educational psychologist, speech pathologist, teacher-speech therapist, special teaching aids and didactic materials providing all areas of correctional and developmental education. There is systematized didactic material, selected taking into account complex thematic planning.

MBDOU specifically uses technical teaching aids for collective and individual use. MBDOU actively uses information and communication technologies of education. Modern mimio equipment is installed in the group rooms and music room, in the speech therapist’s office there is an interactive mimio table, and there are laptops for teachers. More detailed information posted in the section of the official website “Material and technical support and equipment of the educational process.

Features of a subject-development environment for students with disabilities:

For children with speech impairments, this is a corner with a selection of illustrations with subject and plot pictures, toys for playing out poems, nursery rhymes, cards depicting the correct articulation of sounds, diagrams for parsing words, sentences, illustrated materials for consolidating and automating sounds, etc.

For children with intellectual disabilities - objects for the development of perceptual actions, objects for the development of the sensory sphere, real objects for viewing and examination various shapes, colors, sizes, a selection of simple illustrated material to familiarize yourself with nature, the environment, and the actions of people.

For children with hearing impairment - toys, pictures, tablets for studying spatial concepts, diagrams for composing descriptive stories, sentences, diagrams of the sequence of actions, models for studying the topics of the week in accordance with the calendar and thematic planning.

For children with musculoskeletal disorders - miniflannelographs for each child with a selection of cards, models by topic, a variety of lacing by topic, Montessori frames, small items for counting, laying out patterns, bulkheads, dry pools, exercise equipment, motor toys, prefabricated dismountable toys.

When using the premises of the MBDOU to organize correctional and developmental work with children with disabilities, the possibilities of a physical education room with equipment for children with disabilities, offices of speech pathologists, speech therapists, and an educational psychologist have been thought out. More detailed information is available in the section of the official website “Material and technical support and equipment of the educational process”.

Information about implemented adapted educational programs

AOP DO determines the content of education and the conditions for organizing the training and education of students with disabilities (Federal Law No. 273, Article 79, Clause 1).

MBDOU, which educates preschool-age children with disabilities, independently develops and implements an adapted educational program for preschool education (hereinafter referred to as AOP DO), taking into account the characteristics of their psychophysiological development, individual capabilities, ensuring the correction of developmental disorders and social adaptation of pupils with disabilities ( for children with complex developmental defects, with autism, with moderate and severe mental retardation, with severe speech impairments).

Children with disabilities are accepted for training in AOP DO only with the consent of their parents (legal representatives) and on the basis of the recommendations of the PMPC.

The adapted program ensures the diversified development of children aged 1 to 7 years.

Purpose of AOP DO- creating optimal conditions for positive socialization and personality development of children with disabilities through individualization of the correctional educational process.

The main objectives of the program are:

Protect and promote the health of students and take care of their emotional well-being.
Provide timely, comprehensive assistance to children with disabilities, taking into account the individual characteristics of their development.
Contribute speech development children with disabilities, correction of their psychophysical development, preparing them for school.
To ensure variability and diversity in the content of the program of organizational forms of preschool education, the possibility of creating programs of various directions, taking into account the educational needs, abilities and health status of children.
To create a developing subject-spatial environment that corresponds to the age and individual psychological and physiological characteristics of children.
Provide psychological and pedagogical support to the family and increase the competence of parents (legal representatives) in matters of development and education, protection and promotion of children’s health.
Create favorable conditions for the implementation of inclusive policies and practices.

Individual aboutRAzovatspruce marwroot (IOM) Rfuckka,

has special educational needs

The content of preschool education and the conditions for organizing the training and education of children with disabilities are determined by an adapted educational program, and for disabled people also in accordance with the individual rehabilitation program for a disabled person (Part 1, Article 79 of the Federal Law of December 29, 2012 N 27Z-FZ " On education in the Russian Federation).

The education of children with special educational needs is carried out according to an individual educational route in accordance with the individual characteristics of each child, medical recommendations, recommendations of specialists based on the decision of the MPC and recommendations of an individual rehabilitation program for a disabled child.

Individual educational route- this is an educational space created for a child and his family in the implementation of educational and psychological-pedagogical support in MBDOU by specialists of various profiles in order to implement the individual characteristics of the child’s development and education over a certain period of time.

To create individual route a child with disabilities at the Institution undergoes a full comprehensive psychological and pedagogical examination. MBDOU specialists ( teacher-defectologist, teacher-speech therapist, educational psychologist) observe the child in activities, talk with him and his family, diagnose problematic and successful areas of development and only then begin to work on drawing up an individual educational route for the implementation of the adapted educational program of the MBDOU, creating individual conditions, selecting educational material, assignments and activities.

During the support, specialists monitor the results of the work in order, if necessary, to adjust the action plan together with the child’s family.

On academic year A schedule is drawn up for diagnostic examinations, which are carried out with children with disabilities twice a year: in September (input) and in May - final. Based on the diagnostic results, a system of individual correctional and developmental work with children is organized, which is agreed upon with the parents (legal representatives) of the child.

Parents (legal representatives) give consent to psychological and pedagogical support of the child in educational institution in writing.(woгd agreement).

DEVELOPMENT OF A SPECIAL INDIVIDUAL EDUCATIONAL PROGRAM
(SIOP) download

Carrying out the necessary correctional and developmental work and speech therapy assistance for students (including children with disabilities)

Correctional and developmental work is an additional activity to the main educational process that contributes to the more effective development of the child, the disclosure and realization of his abilities in various fields. This work does not replace the education of a child with disabilities, which is also of a correctional and developmental nature, but is included in the psychological, medical and pedagogical support of the child in the educational process of the MBDOU.

Features of correctional and developmental work in MBDOU: creation of a positive psychological atmosphere; tasks are completed in game form; To achieve a developmental effect, children perform tasks repeatedly, but for more high level difficulties.

Correctional and developmental work in MBDOU includes the following interrelated
directions:

Diagnostic work ensures the timely identification of children with disabilities, carrying out a comprehensive examination of them and preparing recommendations for providing them with psychological, medical and pedagogical assistance in the conditions of the Institution;

Correctional and developmental work provides timely specialized assistance in mastering the content of training and correction of existing deficiencies in conditions of the preschool educational institution, promotes the formation of communicative, regulatory, personal, cognitive skills;

Advisory work ensures continuity of special support for children with disabilities and their families on issues of implementation, differentiated psychological and pedagogical conditions for training, education, correction, development and socialization of pupils;

Information and educational work is aimed at explanatory activities on issues related to the characteristics of the educational process for children with disabilities, their parents (legal representatives), and teaching staff.

Activities to correct developmental defects are carried out in an individual or subgroup form. Every time teachers create situations of success and praise that help increase cognitive motivation and self-esteem of students, a gentle regime and a differentiated approach are provided. Educational activities are built taking into account the individual characteristics of each child in the course of continuous educational activities, educational activities during regime moments, in independent activities, in interaction with family and social
partners.

- development of mental functions that ensure assimilation educational areas;
- development of the sensorimotor basis for the formation of skills and abilities;

Creating a situation of success for each student, comparing him with himself;
- formation of positive motivation for activity;

- training in techniques and methods of activity with didactic materials, gaming
techniques, etc.

MBDOU students and their parents are provided with correctional, developmental and speech therapy assistance to students in order to improve quality and accessibility educational services in accordance with the developed The procedure for providing psychological and pedagogical assistance to students at MBDOU kindergarten No. 2 “Solnyshko” in Okha

Conditions for protecting the health of students, including disabled people and persons with disabilities

All work of the kindergarten is based on the principles of protecting the life and health of children, disabled people and persons with disabilities in accordance with the new sanitary and epidemiological rules and regulations for preschool educational institutions:
1) children are received daily in the morning by educators who interview parents about their health status. These rules and regulations are aimed at protecting the health of children when carrying out activities for their upbringing, training, development and health improvement in preschool organizations.
2) Once a week, a nurse examines children for lice . The inspection results are recorded in a special journal. If children are found affected by pediculosis, they are sent for consultation to specialists (for sanitation).
The nurse, along with the administration of the preschool educational institution, is responsible for the health and physical development children and persons with disabilities in carrying out preventive measures, compliance with sanitary and hygienic standards, and daily routine. The preschool educational institution provides premises with appropriate conditions for the work of nurses and monitors their activities.
Physical education and recreational work in preschool educational institutions. Much attention in kindergarten is paid to creating conditions for preserving and strengthening the health of pupils and people with disabilities. Activities to preserve and strengthen the health of pupils are carried out taking into account the individual characteristics of children; by optimizing the daily routine (all types of regimen are developed based on the requirements of SanPiN); implementation of preventive measures; monitoring the physical and mental state of children; carrying out hardening procedures; providing conditions for the child’s successful adaptation to kindergarten; formation in children and parents of motivation to healthy image life. Physical activity varies throughout the year in accordance with the individual characteristics of the child. Particular attention is paid to increasing the physical activity of each child throughout the day. Children are provided with optimal conditions for increasing physical activity during the day: physical education (on the street), physical education corners and gymnastic equipment are freely available for children, outdoor games and physical education sessions are organized in large numbers. Corrective gymnastic, sports games and competitions, general seasonal and folk holidays. The cooperation of a physical education instructor, educators and a nurse makes it possible to achieve good results in improving the health of pupils, as evidenced by a steady decrease in the incidence of children's illnesses and an increase in physical activity. Preschool age is the most important for the formation of motor skills and physical qualities, since during this period various organs and systems develop most intensively. At this age, the cerebellum, subcortical formations, and cortex mature intensively, and the ability to analyze the movements of peers improves.
New approaches to content physical education classes helps improve the health of modern preschoolers. Therefore, teachers use new approaches to organizing physical exercise classes in their work.

Organization of inclusive education for children with disabilities and children with disabilities at the preschool level of general education

“Education of students with disabilities can be organized both together with other students, and in separate classes, groups or in separate organizations carrying out educational activities,” Federal Law No. 273 of December 29, 2012 “On Education in the Russian Federation”

Inclusive education- ensuring equal access to education for all students, taking into account the diversity of special educational needs and individual capabilities.

Inclusive education offers a path of unity. With the help of inclusive education, children with special educational needs learn to communicate with other children, develop communicative and behavioral functions, and interact with each other.

Raising children with disabilities in a kindergarten.

IN Lately The number of children with disabilities, including disabled children, is increasing.

Until recently, most of them were forced to stay at home.

The Federal State Educational Standard of preschool educational institutions provides a great opportunity for the transition to cooperative learning healthy and children with disabilities. The introduction of the Federal State Educational Standard is aimed at providing children with disabilities with the competencies they need for successful socialization in modern society.

Today, in our kindergarten, conditions are created for the education and development of children with disabilities together with normally developing children. After all, the sooner such a child is involved in integrated upbringing and education, the faster and easier he adapts to the life in which healthy children live.

Experience shows that joint upbringing and education helps develop in healthy children tolerance for the mental shortcomings of their peers, a sense of mutual assistance and a desire for cooperation. Inclusion contributes to the formation in children with special educational needs of a positive attitude towards peers and adequate social behavior, as well as more complete realization of development potential in training and education.

As a result of our work on raising children with disabilities, we plan the following result:

Successful socialization of children with disabilities in kindergarten, peer group;

Independence;

Communication skills;

Initiative;

Reducing the “isolation” of children;

Self-control;

Increased self-esteem;

Activation of speech and cognitive processes.

To achieve the planned result, the following conditions have been created in our preschool educational institution:

Creation of the corresponding educational space;

Creation of software and methodological support;

Creation of a subject-spatial development environment;

Mandatory correction zone

Corners of privacy

Developmental environment taking into account the “zone of proximal development”

Creation of didactic support;

There is a PMPC commission that provides consulting, diagnostic and methodological support;

Network interaction has been established with social partners: Central Children's Education Center, Syuta, Children's Art School, Children's and Youth Sports School: organizing the participation of students in city competitions of children's creativity, sporting events, visiting exhibitions, concerts;

Individual AOPs are implemented;

Functional premises for providing correction (doctor’s offices, speech therapist’s offices, gym, teacher-psychologist’s office);

A system of network interaction on a contractual basis with other organizations that have specialists who are not on our staff (for example, a speech pathologist, a psychiatrist);

Individual support by various specialists for children who require “special attention.”

Also, in their work, all preschool specialists are guided by the following principles:

The principle of individual approach involves the choice of forms, methods and means of training and education, taking into account the individual educational needs of each of the children in the group. Individual child development programs are based on diagnostics of the child’s functional state and involve the development of an individual development strategy for a particular child.

The principle of supporting a child’s independent activity.

An important condition The success of inclusive education is to provide conditions for the child’s independent activity.

The principle of active inclusion in the educational process

all its participants involves creating conditions for understanding and accepting each other in order to achieve fruitful interaction on a humanistic basis. This is the active inclusion of children, parents and educational specialists in joint activities: joint planning, holding common events.

The principle of variability in the organization of training and education processes.

Inclusion in an inclusive group of children with various developmental disabilities presupposes the presence of a variable developmental environment, i.e. necessary developmental and teaching aids, teaching aids, without a barrier environment, a variable methodological base of training and education and the ability of a teacher to use a variety of methods and means of work, both in general and special pedagogy.

The principle of partnership with the family.

The efforts of teachers will be effective only if they are supported by parents, understandable to them and meet the needs of the family. The specialist’s task is to establish trusting partnerships with the child’s parents or relatives, to be attentive to the parents’ requests, to what, in their opinion, is important and necessary in this moment for their child, agree on joint actions aimed at supporting the child.

What means "children with disabilities" ? These are children with disabilities. This term was introduced recently when the law was passed “On education in the Russian Federation” in 2013.

Different children come to kindergarten. Recently...the number...of...children...with...disabilities...and...disabled children has increased. This is, to a greater extent, determined by new laws and the Federal State Educational Standard for Preschool Education, which is aimed at creating opportunities for the transition to joint education of healthy and disabled children.

The sooner such a child comes to the children's group, the easier it will be for him to socialize in the future.

When enrolling in a preschool institution, parents of children with disabilities should take into account that they must have a document from the psychological, medical and pedagogical commission with them (PMPC). In addition to confirming the existing problem, the document must specify 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.

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

Usually the adaptation of such a child occurs with great difficulties, since there is low self-esteem and various fears. The teacher must explain to the children around him that the child is the same as them, only he has “leg hurts” , "sees poorly" etc. An experienced teacher will select the necessary words. It is also necessary to help children with disabilities understand that they are not alone, that they are not outcasts in society and can grow, develop and achieve new achievements on an equal basis with all children, keeping up with their peers.

Children with disabilities who attend preschool are treated according to the same principle as ordinary children, but taking into account the characteristics of this population.

But the teacher is not alone in working with children with disabilities. In kindergarten, specialists are involved in the work: educational psychologist, speech therapist, physical education instructor and music director.

The efforts of teachers will be effective only if they are supported by parents, understandable to them and meet the needs of the family. The specialist’s task is to establish a trusting partnership with the child’s parents or relatives, be attentive to the parents’ requests, what, in their opinion, is important and necessary for their child at the moment, and agree on joint actions aimed at supporting the child.

Children with disabilities: training, support. HIA - what is it? Raising children with disabilities Children with disabilities are accepted into preschools

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